International Journal of Educational Research Excellence (IJERE)
Welcome to the International Journal of Educational Research Excellence (IJERE), ISSN. 2830-7933 (Online). IJERE is the first open access and double-blind peer-reviewed international journal managed by PT Inovasi Pratama Internasional, which exclusively focuses on education and Education technology. This first international journal is a part of the Publisher’s strong commitment to education, which is expected to be the medium for the exchange of ideas, knowledge, information, and technology among experts and practitioners of education. IJERE aims to facilitate and promote the inquiry into and dissemination of research results on primary education, secondary education, higher education, teacher education, special education, adult education, non-formal education, and any new development and advancement in the field of education. The scope of our journal includes; Language and literature education, Social science education, Sports and health education, Economics and business education, Math and natural science education, Vocational and engineering education, and Visual arts, dance, music, and design education.
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<![CDATA[The Influence of Parent-Adolescent Interaction, Socioeconomic Status, Peers, and Motivation on College Readiness of High School and Vocational High School Students in Coastal Areas ]]>
<![CDATA[Raisa, Siti Editha]]>;
<![CDATA[Hastuti, Dwi]]>;
<![CDATA[Yuliati, Lilik Noor]]>
<![CDATA[ International Journal of Educational Research Excellence (IJERE) Vol. 4 No. 2 (2025): July-December ]]>
Publisher : <![CDATA[PT Inovasi Pratama Internasional ]]>
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DOI: 10.55299/ijere.v4i2.1156
<![CDATA[The attainment of post-secondary education is one of the catalysts for social mobility necessary to meet the economic demand for educated labor. Through higher education, students gain broader opportunities to develop their skills and potential. To achieve this, students need to be college-ready, which involves both cognitive and non-cognitive aspects. This study aims to analyze the effect of parent-adolescent interaction, family socioeconomic status, peer influence, and adolescent motivation on the college readiness of SMA and SMK students in coastal areas. A cross-sectional study design with a cluster random sampling technique was used. The study involved 184 students (76 from SMA; 108 from SMK) aged 15-18 living in the coastal area of Cirebon Regency, West Java. Data analysis included descriptive analysis, difference tests, correlation tests, and structural equation modeling (SEM) using SPSS 25.0 and SmartPLS 3. The results indicate that there is no significant difference in college readiness between SMA and SMK students, but a significant difference exists between male and female students. Furthermore, parent-adolescent interaction and peer influence have a significant direct effect on adolescent motivation, while family socio-economic status and peer influence have a significant direct effect on students' college readiness.]]>
<![CDATA[An Analysis of Roland Barthes' Semiotic Theory: Focusing on Denotation, Connotation, and Myth ]]>
<![CDATA[Barus, Efendi]]>;
<![CDATA[Aisyah, Aisyah]]>;
<![CDATA[Siregar, Elvi Fauziah]]>;
<![CDATA[Risnawaty, Risnawaty]]>
<![CDATA[ International Journal of Educational Research Excellence (IJERE) Vol. 4 No. 2 (2025): July-December ]]>
Publisher : <![CDATA[PT Inovasi Pratama Internasional ]]>
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DOI: 10.55299/ijere.v4i2.1438
<![CDATA[This article has an objective to discuss Roland Barthes’ semiotic theory. It focuses on the concepts of denotative meaning, connotative meaning and mythological meaning and builds upon Ferdinand de Saussure’s foundational semiotics. This research has a common methodological way of writing that is by using qualitative method or library research. The result of discussion is applicable to Barthes’ theory in comprehending of sign ways to account for cultural and ideological dimensions. His model of myth as a second order of semiological systems offers a powerful frame work for comprehending the ways in which everyday objects and media carry deeper ideological meanings. Through the analysis of selected texts of media, this research postulates how denotation and connotation are exemplified and providing literal and non-literal meanings. Denotative meaning provides literal meaning, connotation gives interpretative depth or individual meaning, as myth naturalizes ideological construction and it becomes part of artificial meanings. This article makes the conclusion that Barthes’ theory of semiotics is essential for critically decoding message in contemporary media culture.]]>
<![CDATA[The Role of Cultural Context in Language Acquisition: Strategies for Effective Language Teaching in Higher Education ]]>
<![CDATA[Burhanuddin, Burhanuddin]]>;
<![CDATA[Nasution, Fauziah]]>;
<![CDATA[Harahap, Tinur Rahmawati]]>;
<![CDATA[Harahap, Adek Nilasari]]>;
<![CDATA[Nasution, Eni Sumanti]]>
<![CDATA[ International Journal of Educational Research Excellence (IJERE) Vol. 4 No. 2 (2025): July-December ]]>
Publisher : <![CDATA[PT Inovasi Pratama Internasional ]]>
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DOI: 10.55299/ijere.v4i2.1439
<![CDATA[Language acquisition is a complex process deeply influenced by cultural context, which shapes learners' cognitive frameworks, motivation, and communicative competence. This study investigates the critical role of culture in language learning and proposes pedagogical strategies to enhance language instruction in higher education. By integrating cultural elements into curricula, educators can foster deeper linguistic proficiency and intercultural awareness, preparing students for global communication. A mixed-methods approach was employed, combining an extensive literature review, classroom observations, and surveys involving university-level language instructors (N=50) and students (N=100). Findings reveal that culturally responsive teaching methods—such as the use of authentic materials, intercultural exchange programs, and learner-centered approaches that leverage students' cultural backgrounds—significantly improve language acquisition outcomes. The study concludes with practical recommendations for educators to design more inclusive and effective language programs that align with contemporary educational demands.]]>
<![CDATA[Innovative Technology-Based Learning Methods to Increase Student Engagement in Primary Schools ]]>
<![CDATA[Hasbullah, Bahmid]]>
<![CDATA[ International Journal of Educational Research Excellence (IJERE) Vol. 4 No. 2 (2025): July-December ]]>
Publisher : <![CDATA[PT Inovasi Pratama Internasional ]]>
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DOI: 10.55299/ijere.v4i2.1192
<![CDATA[This research aims to explore the innovation of technology-based learning methods in improving student engagement in primary schools. Qualitative research methods were used with a case study approach in three primary schools in a major Indonesian city. Data were collected through in-depth interviews with teachers, classroom observations, and analysis of learning documents. The results show that the use of technology such as interactive learning applications, digital platforms, and multimedia tools can improve learning motivation, active participation, and student interaction during learning. However, challenges such as infrastructure availability, teacher training, and technical constraints were also found. This research provides recommendations for effective implementation of technology in learning, including continuous teacher training and student needs-based content development.]]>
<![CDATA[Problem-Based Learning (PBL) in Action: Fostering Critical Thinking Among Middle School Students ]]>
<![CDATA[Sappaile, Baso Intang]]>;
<![CDATA[Dhaksietsatsura, Virzha Aulianna]]>;
<![CDATA[Dewi, Eka Olivia]]>;
<![CDATA[Pinanta, Raden Roro Maya Candra]]>;
<![CDATA[Yuliyanti, Yuliyanti]]>
<![CDATA[ International Journal of Educational Research Excellence (IJERE) Vol. 4 No. 2 (2025): July-December ]]>
Publisher : <![CDATA[PT Inovasi Pratama Internasional ]]>
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DOI: 10.55299/ijere.v4i2.1253
<![CDATA[This qualitative research study investigates the implementation and effectiveness of Problem-Based Learning (PBL) in fostering critical thinking skills among middle school students. Grounded in constructivist learning theory and Vygotsky's Zone of Proximal Development, this study employed a comprehensive qualitative methodology to examine how PBL influences students' analytical reasoning, problem-solving capabilities, and collaborative learning. Data were collected through semi-structured interviews, classroom observations, focus group discussions, and analysis of student work samples over a 12-week period. Thematic analysis revealed four key themes: enhanced analytical reasoning, collaborative problem-solving, metacognitive awareness, and transfer of learning skills. Findings demonstrate that PBL significantly enhances middle school students' critical thinking abilities through authentic problem-solving experiences that engage them in higher-order thinking processes. The study contributes to the growing body of evidence supporting active learning pedagogies and provides practical insights for educators seeking to implement effective critical thinking instruction in middle school environments.]]>
<![CDATA[The Innovative Learning System Design: Integrating Guided Inquiry and Flipped Classroom Using Discord For Fundamental Laws of Chemistry ]]>
<![CDATA[Dafista, Nara]]>;
<![CDATA[Mawardi, Mawardi]]>;
<![CDATA[Suryani, Okta]]>;
<![CDATA[Akmar, Reza]]>
<![CDATA[ International Journal of Educational Research Excellence (IJERE) Vol. 4 No. 2 (2025): July-December ]]>
Publisher : <![CDATA[PT Inovasi Pratama Internasional ]]>
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DOI: 10.55299/ijere.v4i2.1380
<![CDATA[The material of the basic laws of chemistry is an important foundation in understanding various advanced concepts in chemistry, especially those related to quantitative calculations such as the concept of moles. However, the abstract and mathematical characteristics of the material are often an obstacle for students in understanding the concept thoroughly. The purpose of this research is to develop a guided inquiry-based learning system integrated with flipped classroom assisted by Discord application on the material of basic laws of chemistry. The research employed the Educational Design Research (EDR) method using the Plomp model, which includes three stages:preliminary research, development or prototyping phase, and assessment phase, with limitations up to the small group trial stage (prototype IV). The research subjects consisted of 3 lecturers, 2 chemistry teachers, and 9 students of class XI SMAN 8 Padang. Needs analysis revealed that chemistry learning remains abstract and heavily mathematical, leading to student difficulties and misconceptions. To address this, a learning approach was designed incorporating three levels of multiple chemical representations (macroscopic, submicroscopic, and symbolic) integrated flipped classroom that supports independent learning, with guided inquiry syntax. Discord was selected as the supporting platform due to its comprehensive features that facilitate both synchronous and asynchronous learning. The product was tested through validation by experts and evaluation of students. The results of content validity of 0.89 and construct validity of 0.93 indicate that the product is valid. The practicality value of 93% obtained from the analysis of the practicality questionnaire of teachers and students with a very practical category. These findings suggest that the developed learning system is appropriate for use in chemistry education and can effectively help students independently and meaningfully understand the basic laws of chemistry. Furthermore, this study supports the implementation of the Merdeka Curriculum and the integration of technology-based learning.]]>
<![CDATA[The Atomic Structure Learning System With Flipped Guided Inquiry on Discord: A Development Study ]]>
<![CDATA[Santia, Andini]]>;
<![CDATA[Mawardi, Mawardi]]>;
<![CDATA[Suryani, Okta]]>;
<![CDATA[Akmar, Reza]]>
<![CDATA[ International Journal of Educational Research Excellence (IJERE) Vol. 4 No. 2 (2025): July-December ]]>
Publisher : <![CDATA[PT Inovasi Pratama Internasional ]]>
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DOI: 10.55299/ijere.v4i2.1381
<![CDATA[This study aims to develop a Flipped Classroom learning system based on Guided Inquiry using the Discord application on the Atomic Structure material to improve the understanding of high school students, tested up to the validity and practicality stages. The product is considered valid if the validity score (V) is above 0.8 and highly practical if the practicality percentage score exceeds 86%. The method used in this study is Educational Design Research (EDR) with the Plomp model. In the development stage, formative evaluation was conducted through four prototypes. The first prototype was developed based on needs analysis, context analysis, and literature study. The second and third prototypes were refined through expert review and one-to-one evaluation, with results showing excellent content and construct validity. The research subjects consisted of 3 chemistry lecturers from UNP. Meanwhile, the practicality test on the fourth prototype, which involved teachers and students, showed that this learning system was highly practical, with 2 chemistry teachers and 9 students from SMAN 8 Padang. The data collection instruments used in this study were validity and practicality test questionnaires. Based on the results, a validity score of 0.86 and a practicality score of 92% were obtained, indicating that the system is valid and highly practical.]]>
<![CDATA[Innovation of Islamic Religious Education Learning Methods ]]>
<![CDATA[Nur'aini]]>;
<![CDATA[Nurlatifah]]>
<![CDATA[ International Journal of Educational Research Excellence (IJERE) Vol. 4 No. 2 (2025): July-December ]]>
Publisher : <![CDATA[PT Inovasi Pratama Internasional ]]>
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DOI: 10.55299/ijere.v4i2.1387
<![CDATA[This study aims to explore various innovations in Islamic Religious Education (IRE) learning methods that are relevant to the needs of students in the digital era. Using a library research approach, this study analyzes literature from multiple sources that discuss the development of integrative, contextual, and character- and technology-based learning methods. The findings reveal that innovations such as project-based learning, experiential learning, blended learning, and the integration of local culture make IRE more interactive, reflective, and meaningful. The study also emphasizes the crucial role of teachers as facilitators in creating a learning environment that supports students' spiritual, moral, and social development. These findings provide theoretical contributions to the development of IRE literature and practical insights for teachers, curriculum developers, and policymakers in designing more adaptive and transformative learning practices.]]>
<![CDATA[Development of Culturally Responsive Teaching Approach Teaching Module Based on Ethnomathematics of The Kasepuhan Cirebon Palace ]]>
<![CDATA[Karimah, Nurul Ikhsan]]>;
<![CDATA[Erawati, Turini]]>;
<![CDATA[Setiyani, Setiyani]]>;
<![CDATA[Nasir, Fuad]]>;
<![CDATA[Sundawan, Moh. Dadan]]>;
<![CDATA[Setiawan, Arief Maulana]]>;
<![CDATA[Sumarwati, Sri]]>
<![CDATA[ International Journal of Educational Research Excellence (IJERE) Vol. 4 No. 2 (2025): July-December ]]>
Publisher : <![CDATA[PT Inovasi Pratama Internasional ]]>
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DOI: 10.55299/ijere.v4i2.1391
<![CDATA[Teaching modules are one of the important aspects for teachers to design learning that supports students in achieving learning outcomes and learning objectives based on student characteristics. Mathematics learning is one of the most important subjects in elementary school education. Learning carried out by teachers is currently still monotonous by relying on textbooks and LKS, so that students do not know the relevance of learning, especially the culture of the Kasepuhan Palace. The type of research model used in this research method is using the ADDIE development model (Analysis, Design, Development, Implement, and Evaluate). The research was conducted at SDN Kesenden in the 2024/2025 academic year with research subjects of 21 grade IV students on the material of flat shape decomposition. Data collection techniques in the research on the development of teaching modules with the Culturally Responsive Teaching (CRT) approach. Data collection techniques in the research on the development of teaching modules with the Culturally Responsive Teaching (CRT) approach, researchers used Observation, Questionnaires, and Tests based on the ethnomathematics of the Kasepuhan Palace. The results of the validation of the teaching module showed very satisfactory results with a percentage of 90%, so this module was considered very valid. The results of the practicality test involving student responses produced a percentage of 88%, which was categorized as very practical. The effectiveness test of the module based on the learning completion of 21 students reached a percentage of 64.38%, which met the effective criteria. These findings indicate that the developed teaching module is able to support learning in a valid, very practical, and effective manner.]]>
<![CDATA[The Influence of Social Sciences Teachers in Overcoming Forgetting and Learning Boredom on Students' Learning Achievement in Grade X of SMA Negeri 1 Panyabungan Utara ]]>
<![CDATA[Husein NST, Ahmad]]>;
<![CDATA[Ansari, Rajab]]>
<![CDATA[ International Journal of Educational Research Excellence (IJERE) Vol. 4 No. 2 (2025): July-December ]]>
Publisher : <![CDATA[PT Inovasi Pratama Internasional ]]>
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DOI: 10.55299/ijere.v4i2.1415
<![CDATA[The formulation of the research problem is "Is There an Effect of Social Studies Teachers in Overcoming Forgottenness and Study Boredom on Student Achievement in Class X IPS at SMA Negeri 1 Panyabungan Utara in the Academic Year 2024-2025." The research objective was to determine the effect of social studies teachers in overcoming forgetfulness and learning saturation on students' learning achievement. Population and Sample using cluster random sampling technique. Type of quantitative research. Data collection using questionnaires and tests. The formula used is the formula "multiple product moment correlation". Based on the results of the research that the author conducted through the product moment correlation formula, the results obtained r count = 0.705 by looking at the r table list with a sample size of 21 with a 5% error interval level is 0.433. In accordance with the provisions if rcount > rtable then the alternative hypothesis Ha can be accepted, conversely if rcount < rtable then Ha is rejected. From this provision, it is obtained 0.705 > 0.433, so it is said that the truth is accepted. This shows that there is an influence of social studies teachers in overcoming forgetfulness and boredom of learning on student achievement in class X IPS at SMA Negeri 1 Panyabungan Utara for the 2024-2025 academic year.]]>
