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[Mapping the Trends in Lecture Productivity Research Through Vosviewer-Based Bibliometric Analysis ]]>
<![CDATA[Juliastuti]]>;
<![CDATA[Syadeli Hanafi]]>;
<![CDATA[Aceng Hasani]]>
<![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.v4i2.1426
<![CDATA[Objective: This research aims to map the trends in lecturer productivity research through VOSViewer-based bibliometric analysis. Theoretical Framework: This research explains the data analysis on the topic of lecturer productivity and its development using mapping tools on VOSViewer over five years. (2019–2024). Method: This method uses qualitative descriptive analysis to illustrate the performance of bibliometric analysis in forming a network visualization of the chosen theme. Results and Discussion: From the research results over five years (2019–2024), 1000 relevant published journals were found and classified into four clusters according to their publication years. Then, through the classification of journal data, a total of 66 articles published on the theme of lecturer productivity from 2019 to 2024 were identified. From the search results, there are 10 articles with the most or highest citations. It can be concluded that lecturer productivity is a field that can be combined with other fields to be studied. Research Implications: In the era of the Industrial Revolution 4.0, bibliometric analysis is necessary to visually display mapping tools, especially in the education sector. The VOSviewer software application serves as a mapping tool to discover new items or trends, keywords, and the evolution process of the frequency of specific themes in research to obtain various information about scientific developments. Originality/Value: This analysis step is used to facilitate first-time users in accessing and utilizing VOSViewer. This research explains the data analysis on the topic of lecturer productivity and its development using mapping tools on VOSViewer over five years. (2019–2024). Thus, this research is expected to serve as a resource for researchers conducting studies and determining research titles.]]>
<![CDATA[Education in the Era of Technological Disruptions: Analysis of the Role of Innovation in the Learning Process ]]>
<![CDATA[Suhilmiati, Endhang]]>;
<![CDATA[Muh. Zuhdy Hamzah]]>;
<![CDATA[Hariani]]>;
<![CDATA[Harapin Hafid]]>
<![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.v4i2.1435
<![CDATA[This study aims to analyze the forms, experiences, and meanings of learning innovations applied by teachers and educational units in facing the era of technological disruption. Using an exploratory qualitative approach and case study method, this study was conducted at SMP Negeri 1 Banyuwangi, involving teachers, students, and the principal as the main informants. Data collection techniques include in-depth interviews, classroom observations, and documentation analysis. The results of the study indicate that the forms of learning innovation include the use of artificial intelligence (AI), the Learning Management System (LMS) platform, interactive learning videos, and blended learning models. Teachers and students experience significant changes in their roles and learning methods. This innovation is interpreted as a process of adaptation to the demands of the times and is considered capable of increasing the efficiency and quality of learning, although there are still obstacles such as limited access to technology. This study strengthens the relevance of the Diffusion of Innovation, TPACK, and SAMR theories in the context of digital learning and provides implications for the development of contextual and sustainable digital transformation-based education policies.]]>
<![CDATA[The Role of Language and Culture in Character Formation in Education ]]>
<![CDATA[Hardini, Sri]]>;
<![CDATA[Farhan, Arif]]>;
<![CDATA[Zega, Irwansyah]]>;
<![CDATA[Nainggolan, Gindo Tua]]>;
<![CDATA[Purnama, Rizki Omilia]]>;
<![CDATA[Harianto II]]>
<![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.v4i2.1450
<![CDATA[This study explores the integral role of language and culture in shaping character within educational contexts. Language serves as both a medium of communication and a vehicle for cultural values and ethical principles, influencing how students perceive themselves and their interactions with others. By examining the interplay between language, culture, and character education, this study highlights the importance of a culturally responsive curriculum. Research indicates that integrating diverse linguistic and cultural perspectives in educational practices fosters empathy, respect, and social responsibility among students. Additionally, culturally relevant pedagogy encourages students to engage critically with their own values while appreciating the richness of others' backgrounds. Teacher training that emphasizes cultural competence is essential for creating inclusive learning environments, thereby enhancing character development. The findings suggest that educational systems must embrace linguistic and cultural diversity to effectively promote character education. By doing so, schools can cultivate well-rounded individuals who are not only academically proficient but also socially aware and ethically responsible. This article concludes by emphasizing the need for continuous research and practice in integrating language and culture into character formation, ensuring that education prepares students for the complexities of a globalized society.]]>
<![CDATA[Blended Learning Method Using Google Classroom: Improving Students’ Conceptual Knowledge ]]>
<![CDATA[Rizki Fadilah]]>;
<![CDATA[Aisyah, Aisyah]]>;
<![CDATA[Evitamala Siregar]]>
<![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.v4i2.1457
<![CDATA[The demand for the integration of technology to improve the quality of education in the 21st century, in order to achieve innovative leaning and enchance students’ understanding of subject, serves as the background of this study. The aim of this research is to examine the relationship between the Blended Learning method using Google Classroom and students’ conceptual knowledge ability. The population of this study consists of XI-1th-grade students at SMA Negeri 1 Siabu, Mandailing Natal Regency. The sampling method used in this study is purposive sampling, selecting 30 students froms class XI-1 as the research sample. The instruments used in this study are test questions and questionnaries. The data analysis technique employer is correlationa analysis with prerequisite testing. The results of study show a very strong positive relationship between Blended Learning using Google Classroom and students conceptual knowledge, as indicated by mulitiple correlation coefficient (R) of 0.9935 and a determination coefficient of 98.65%.]]>
<![CDATA[Differences between the Group Investigation (GI) Learning Model and TGT (Team Games Tournament) Learning Model On Creativity in Civics Learning Class X MAN Panyabungan ]]>
<![CDATA[Yusmiati, Yusmiati]]>;
<![CDATA[Daulay, Kausar]]>;
<![CDATA[Herlina, Herlina]]>
<![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.v4i2.1472
<![CDATA[This research has a problem formulation, namely whether there is a difference between the Group Investigation (GI) Learning Model and the TGT (Teams Games Tournament) Learning Model on Civics Learning Creativity of Class X MAN Panyabungan?. While the goal is to find out the difference between the group investigation (GI) learning model and the TGT (teams games tournament) learning model on Civics learning creativity of class X MAN Panyabungan. The type of research is comparative quantitative, The population in the study were all students of class X MAN Panyabungan consisting of 10 classes totaling 351 students. The sampling technique used was random sampling technique of 70 students, consisting of two classes: class X IIS 2 as many as 35 and class X MIA 6 as many as 35. Data collection used a questionnaire. The data analysis technique used the t-test polled variance formula. Based on the results of the analysis, the calculated t was 1.926 and the t table was 1.67 at an error level of 0.05. so it is known that thitung > ttabel (1.926>1.671) with a sample of 35 + 35– 2 = 68, then the degree of freedom (dk) is 68. It can be concluded that there is a difference between the Group Investigation (GI) learning model and the TGT (Teams Games Tournament) learning model on civics learning creativity in class X MAN Panyabungan.]]>
<![CDATA[Development of Coaching Learning Techniques in Overcoming Language Errors in Grade VI Students at Al Bukhari Muslim Private Elementary School ]]>
<![CDATA[Ar Saputra, Sischa Sri]]>;
<![CDATA[Hasibuan, Ahmad Laut]]>
<![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.v4i2.1475
<![CDATA[This study aims to develop coaching learning techniques to address language errors in sixth-grade students at Al Bukhari Muslim Private Elementary School for the academic year 2024-2025. The method used was Research and Development (R&D), which includes planning, development, and evaluation. The planning stage involves an initial study of common language errors occurring in sixth-grade students, as well as an analysis of student needs and characteristics. Coaching learning techniques were designed and developed based on the findings of the planning stage. In the development stage, coaching techniques are implemented in learning situations appropriate to the context of sixth-grade students. The teaching process is based on coaching principles, such as providing constructive feedback, exploring students' potential, and guiding them to identify and correct language errors. The evaluation stage was conducted to measure the effectiveness of the coaching techniques. Evaluation includes observing the learning process, analyzing test results, and collecting feedback from students and teachers regarding their learning experiences. By implementing coaching techniques, it is hoped that students will be more active in identifying and correcting language errors]]>
<![CDATA[Efforts to Improve Students’ Learning Interest By Writing Summaries of The Contents of Narrative Essay of Class VIII State Middle School 1 Sosopan ]]>
<![CDATA[Nurasma]]>;
<![CDATA[Sutikno]]>
<![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.v4i2.1476
<![CDATA[Summarizing the content of narrative essays is very important for students to simplify and clarify a reading text that is too long. The higher the students' summarization ability, the higher their level of understanding of the content delivered. However, most students have deficiencies in mastering summarization. The purpose of this study is to increase students' interest in learning by writing narrative essay contents. The subjects of this study were students in class VIII SMP Negeri 1 Sosopan academic year 2024-2025consisting of 40 students. The sample in this study was defined as individuals/students from the entire population studied. The method used in this study was classroom action research (CAR). To analyze the data, classroom action research was conducted through cycles I, II, and III. Through the stages: classroom action plan, implementation, observation, and reflection according to the learning implementation plan (RPP) and syllabus applied in the learning curriculum in State Junior High School 1 Sosopan. Based on data from 40 class students VIII SMP Negeri 1 Sosopan academic year 2024-2025 obtained the percentage of student learning completion classically in cycle I of 75% of the total number of students who completed 30 people, while those who did not complete 10 people, in cycle II of 82.5% of the total number of students who completed 33 people, while those who did not complete 7 people, and cycle III of 95% of the total number of students who completed 38 people, while those who did not complete two people. Thus, it is clear that students' interest in learning by summarizing the content of narrative essays is included in the good or increasing category.]]>
<![CDATA[Critical Thinking And 21st-Century Skills: Evaluating The Effectiveness Of Problem-Based Learning Models In Multicultural Classrooms ]]>
<![CDATA[Suyono]]>;
<![CDATA[Juwarlan]]>;
<![CDATA[Prijo Harsono]]>;
<![CDATA[Erwin Sutantyo]]>;
<![CDATA[Putranto, Wahyu Ari]]>
<![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.v4i2.1478
<![CDATA[This qualitative study examines the effectiveness of Problem-Based Learning (PBL) models in developing critical thinking and 21st-century skills among middle school students in multicultural classroom environments. Through an interpretive qualitative approach employing in-depth interviews, classroom observations, and focus group discussions, this research explores how PBL methodologies foster active learning and enhance students' analytical capabilities across diverse cultural backgrounds. The study involved 24 middle school teachers and 72 students from three multicultural schools in Indonesia, implementing a purposive sampling strategy. Data analysis utilized Braun and Clarke's reflexive thematic analysis framework to identify patterns and themes related to critical thinking development and cross-cultural learning experiences. Findings reveal that PBL significantly enhances students' critical thinking abilities, promotes collaborative problem-solving skills, and facilitates meaningful cross-cultural interactions. The research demonstrates that multicultural PBL environments create authentic learning opportunities where students develop both cognitive and social competencies essential for 21st-century success. However, implementation challenges include teacher preparation requirements, resource limitations, and the need for culturally responsive instructional materials. The study concludes that well-structured PBL approaches in multicultural settings effectively prepare middle school students for complex problem-solving while fostering intercultural understanding and communication skills. These findings contribute to educational scholarship by providing evidence-based insights into the integration of active learning methodologies with multicultural education frameworks]]>
<![CDATA[Digital Teaching Materials Text Observation Result Reports (LHO) Based on Local Wisdom for Middle School Students ]]>
<![CDATA[Sobrina]]>;
<![CDATA[Gloriani, Yusida]]>;
<![CDATA[Khaerudin, I. Robia]]>
<![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.v4i2.990
<![CDATA[This research aims to develop digital teaching materials for observation report text (LHO) based on the local wisdom of junior high school students. The problems of this research are as follows: (1) How can we develop digital teaching materials for text reports based on local wisdom for junior high school students? (2) What are the results of the implementation of digital teaching materials and text reports based on observations and local wisdom for junior high school students? This study uses research and development methods with the (Analysis Design Development Implementation Evaluate) model. The steps of this research consisted of needs analysis, designing digital teaching materials for observation report texts, developing digital teaching materials for observation report texts, product implementation of digital teaching materials for observation report texts, and evaluation of digital teaching materials for observation report texts. Data collection in this study was conducted by collecting data from the results of validation questionnaires from learning model experts, media experts, practitioners, and implementation in learning. The data obtained were analyzed descriptively using a Likert scale and Paired Sample T-Test. The results of the validation test by material experts obtained a value of 3.9; validation test by media experts obtained a score of 3.2; validation test by an Indonesian language teacher obtained a score of 3.85; The results of the implementation of digital teaching materials, observation report text based on local wisdom for junior high school students, received a positive response from students with a score of 3.7. The conclusions of this research show that digital teaching materials report texts based on observations based on local wisdom for junior high school students, meet the criteria, and are suitable for use as a learning model by teachers in Indonesian language subjects and observation report text material in class VIII junior high school students]]>
<![CDATA[Case Study Learning Model to Improve 6C Competencies through Short Story Text Learning in Middle Schools ]]>
<![CDATA[Mukhyidin]]>;
<![CDATA[Gloriani, Yusida]]>;
<![CDATA[Mascita, Dede Endang]]>
<![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.v4i2.994
<![CDATA[This research aims to examine and develop a case study learning model to improve 6C competency by implementing a case-based learning ( CBL ) model. The problem formulated in this research includes: how is the development, implementation and feasibility of a case-based learning model to improve students' soft skills in learning to write short stories? By applying an R&D research design and the ADDIE approach, this research took data sources from teachers and junior high school/MTs students. in District. Change District. Indramayu. The results of this research show that based on the results of the needs analysis, it is necessary to develop a learning design that is able to grow and improve the potential of students' soft skills , namely a case study learning design. The development process is carried out by formulating Learning Outcomes (CP), Learning Objective Flow (ATP), and teaching modules. The implementation of this learning design was carried out in two trial stages, namely on a small scope and a wider scope. The implementation syntax of this case study learning model is simplified to suit the abilities of junior high school students. Overall, this learning design is declared suitable for use in the field. The results of the trial application of this learning design show that the average ability of students in carrying out the learning process of writing short stories by applying case study-based learning and the average soft skills competency achieved by students after participating in learning by applying case-based learning design is included in the category "Good".]]>
