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International Journal of Educational Research Excellence (IJERE)
Published by PT Inovasi Pratama Internasional
ISSN : -     EISSN : 28307933     DOI : https://doi.org/10.55299/ijere
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 55 Documents
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Search results for , issue "Vol. 5 No. 1 (2026): January-June" : 55 Documents clear
The Effectiveness of Multimodal Gamified Learning Platforms in Enhancing Student Engagement and Computational Thinking Skills in K-12 Classrooms: A Randomized Controlled Trial Safar, Muh.; A. Tamagola, Rendi Hadian; Sitti Hasnah; Opan Arifudin; Ika Kartika
International Journal of Educational Research Excellence Vol. 5 No. 1 (2026): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i1.1811

Abstract

This study investigates the effectiveness of a multimodal gamified learning platform in enhancing student engagement and computational thinking (CT) skills in K–12 classrooms. Building on evidence that gamification and multimodal learning can positively influence motivation and complex skill development, the research adopts a randomized controlled trial (RCT) design with an embedded qualitative approach. Two parallel classes at each grade level (upper primary and lower secondary) were randomly assigned to either an intervention condition, using a multimodal gamified platform, or a control condition, receiving conventional instruction. Data were collected through classroom observations, student focus group interviews, teacher interviews, and artefact analysis of students’ digital work. Thematic analysis was used to generate a comprehensive qualitative account of how gamified and multimodal affordances shaped students’ behavioral, emotional, and cognitive engagement, as well as their CT practices (decomposition, abstraction, algorithmic thinking, and debugging). Findings suggest that the multimodal gamified platform fostered sustained engagement, promoted collaborative problem-solving, and supported more explicit CT articulation compared to traditional instruction. However, the study also identifies challenges related to cognitive overload, inequities in participation, and teachers’ design capacity. Implications are discussed for the design of constructively aligned multimodal gamified curricula and for professional development in K–12 contexts
Implementation of Social Forestry in Nagari Gunung Selasih, Dharmasraya Regency, West Sumatra Province Assahab, Achmal; Elvawati; Zulfa
International Journal of Educational Research Excellence Vol. 5 No. 1 (2026): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i1.1812

Abstract

Indonesia’s social forestry policy aims to reconcile forest conservation with community welfare through legal access and community-based forest management. This article analyses the implementation of the Minister of Environment and Forestry Regulation (Permen LHK) No. 9/2021 on Social Forestry in Nagari Gunung Selasih, Dharmasraya District, West Sumatra. This study focuses on the roles of key actors, the implementation of social forestry schemes, their contributions to local livelihoods, and the main constraints faced. Using a qualitative descriptive design within a constructivist paradigm, data were collected through document analysis and in-depth interviews with government officials, social forestry group leaders, and community members, as well as non-participant observations of four Social Forestry Business Groups (Kelompok Usaha Perhutanan Sosial): KUPS Kopi Sungai Lomak, KUPS Randang Paku Rangkito, KUPS Trigona Gunung Selasih, and KUPS Ekowisata Ngalau Sungai Suko. The findings show that the Forest Management Unit (KPHP) acts as a facilitator, regulator, and technical advisor, whereas KUPS operationalize livelihood diversification through non-timber forest products and environmental services. Social forestry generates supplementary income, strengthens local institutions, and reinforces cultural values but is constrained by limited capacity, capital, infrastructure, and latent conflicts. This article argues that sustained multi-actor collaboration is essential for transforming legal access into durable socio-ecological benefits.
An Analysis of the Role of Pragmatics in Language Learning and Teaching Rahmawati, Rahmawati; Siregar, Elvi Fauziah; Rianto, Didik; Octaweni, Aisyah
International Journal of Educational Research Excellence Vol. 5 No. 1 (2026): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i1.1832

Abstract

The objective of this descriptive qualitative research is to analyze the role of pragmatics in language learning and teaching . The data of this research is the literature studies. The data sources of this research are journals, books, and articles about pragmatics. Pragmatics is a very crucial thing in language learning because it teaches learners to use language effectively in real-world contexts, going beyond grammar to convey and understand intended meanings, politeness, and cultural nuances, preventing misunderstandings and enabling successful intercultural communication. It bridges the gap between literal words and actual meaning. The role of pragmatics are to contextual understanding, avoids misunderstandings, enhances intercultural communication, develops communicative competence, and improves social confidence. Developing the pragmatics in teaching and learning process can avoid the misunderstanding in transferring ideas, thoughts, expressions, feelings, and manner. Teaching English is not just about making sentences which are correct grammatically but appropriately used in social context. In teaching pragmatics, teacher can adapt some fun activities in the classroom such as role-play, Discourse completion task, and pragmalinguistics. It can make students feel secure and have a good manner to interact with community.
Beyond Digital Access: A Critical Ethnography of How Teachers Navigate and Resist Neoliberal Agendas in National Online Learning Platforms Sartinayanti, Sartinayanti; Kaso Mustamin; Muh. Safar; Andi Hidayati; Dodi Sukmayadi
International Journal of Educational Research Excellence Vol. 5 No. 1 (2026): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i1.1834

Abstract

This article investigates how Indonesian school teachers navigate and resist neoliberal agendas embedded in national online learning platforms, moving the debate beyond questions of mere digital access. Drawing on a nationwide cross‐sectional survey of 482 teachers combined with critical policy analysis, the study operationalizes neoliberal logics through indicators such as marketisation of learning, datafication of performance, individualisation of responsibility, and platform‐driven managerial control. Descriptive and inferential statistics are used to map patterns of teachers’ platform use, perceived pressures, and everyday acts of compliance and resistance across school levels, regions, and employment status. The findings reveal a structurally uneven landscape in which online platforms intensify workload, extend managerial surveillance, and reconfigure professional autonomy, while simultaneously opening spaces for tactical appropriation, collegial solidarity, and critical pedagogy. Teachers in rural and under‐resourced schools report stronger experiences of platform‐mediated control but also higher engagement in collective forms of resistance. The article concludes by arguing for a re‐politicisation of digitalisation policies in Indonesian education, centring teacher agency, labour justice, and democratic accountability in the governance of national platforms
Developing Student’s Speaking Skill Based On Aivideo at Senior High School Grade X SMK Yayasan Taruna Bangsa Sawit Seberang 2024/2025 Febriana, Dwi Intan; Risnawaty; Asnawi
International Journal of Educational Research Excellence Vol. 5 No. 1 (2026): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i1.1835

Abstract

This study aims to produce AI-based learning video media that can be used to improve the speaking skills of tenth-grade students at SMK Yayasan Taruna Bangsa Sawit Seberang. This research is a research and development (R&D)study using the ADDIE model, which consists of five stages. The trial subjects included media experts, material experts, and learning experts. The object of the study was the developed AI-based learning video. Data collection was conducted through a validation questionnaire administered to the expert validators. The results showed that the learning media received a validity score of 83 from the media experts, 94 from the material experts, and 92 from the learning experts, all of which fall into the "Very Valid" category. Furthermore, the percentage of students' speaking skills increased from 37.14% before using the AI video to 82.85% after the implementation of the AI video. Therefore, it can be concluded that the developed AI-based learning video is highly valid and effective in improving the speaking skills of tenth-grade vocational school students

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