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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 671 Documents
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Activating The Capacity of Deconstruction of Long Narrative Texts Through Cinematic-Auditory Hibrida Media: An Empirical Study of The Analysis of The Novel "Bumi Manusia" in Intermediate School Vitania Barantika Delly Yanti; Jayanti; Febriyani Hutasuhut; Erlinda Nofasari; Rahmat Kartolo
International Journal of Educational Research Excellence (IJERE) 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.v5i1.1701

Abstract

Literary appreciation learning in the context of long texts faces substantial challenges in the form of limited instructional time, decreased student concentration capacity, and the absence of alternative media that can convert long narrative complexity into accessible representations. This study explores the use of a synergistic combination of visual cinematic media and auditory narrative in learning the structural analysis of Pramoedya Ananta Toer's novel Bumi Manusia (This Earth of Mankind) among a population of eleventh-grade students in general secondary education. Using a qualitative-descriptive investigative approach involving thirty-two (n=32) students, the study explores the phenomenon of narrative comprehension reconstruction, penetration of the novel's constitutive elements, and transformation of analytical comprehensiveness after exposure to the first and second parts of the audiobook series from the YouTube platform. Significant findings indicate that the combined visual-auditory medium produces an accuracy of identification of complex narrative elements reaching 95% in the categories of characters, socio-historical settings, and psychological changes of the protagonist. The methodological aspects of hybrid medium-based learning show a significant increase in participants' capabilities for close reading and layered interpretation of polysemic thematic substances. Seventy-eight percent of participants achieved a deep level of analysis, integrating the sociopolitical context of the work with the narrative dimension at a sophisticated level. The study's conclusions recommend adopting a hybrid media approach as a valid and efficient pedagogical strategy for teaching long-form novels, particularly in educational settings with limited raditional learning infrastructure. The study's implications highlight the need for collaboration between the digital content industry and educational institutions to produce learning media that meet pedagogical standards and are economically accessible
The Social Dimension of Teacher Student Interaction in English Teaching Zahara Safrina Aini Lubis; Hasibuan, Ahmad Laut; Asnawi; Didik Santoso
International Journal of Educational Research Excellence (IJERE) 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.v5i1.1702

Abstract

This qualitative research investigates the social dimensions, power relations, and underlying ideologies in teacher-student interaction within the English classroom at MTS PP Al-Qomariyah. Despite the curriculum shift toward a student-centered approach, there is a potential for unintentional power imbalances and ideological influences that limit student exploration. This study aims to identify the social dimensions (social norms, status, roles, and power) and understand the influence of underlying learning ideologies. The research employed a Critical Discourse Analysis (CDA) methodology, utilizing Norman Fairclough’s three-dimensional framework. Participants were the English teacher and Grade IX students at the school. Data were collected through classroom observation and analysis of interaction transcripts, with analysis focused on connecting discourse to ideology and social practice. The findings reveal that the classroom interaction is primarily shaped by an Asymmetrical Hierarchy rooted in the Pesantren (Islamic boarding school) context. This hierarchy is constantly reinforced by Hegemonic Values such as Adab (etiquette) and Kepatuhan (obedience), which manifest linguistically through formal address. Furthermore, the underlying ideology is dual: Instrumental (English as a technical tool) and Normative (requiring content to be filtered by religious/cultural values). In conclusion, the traditional institutional context strongly impacts modern pedagogical roles. The study recommends implementing practical strategies to democratize classroom discourse and foster a more empowering, inclusive learning environment
The Crisis of Adab in Generation Z’s Social Interactions: Challenges and Urgency Asyah, Nur; Fadhillah Putri, Rini; Fitriani, Enny
International Journal of Educational Research Excellence (IJERE) 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.v5i1.1710

Abstract

Generation Z has grown up in the digital era marked by the massive dominance of social media and communication technologies. This phenomenon has significantly transformed patterns of social interaction—including attitudes, manners, and interpersonal communication ethics—often characterized by a decline in adab (ethical conduct) and face-to-face social skills. This study aims to identify the characteristics of the adab crisis in Generation Z’s social interactions, and examine the urgency of addressing this issue within the contexts of education and character development. A literature review method was employed to synthesize findings from recent empirical studies. The results indicate that the dominance of digital interactions contributes to a decline in meaningful interpersonal communication skills, while the need for adab education and soft skills development has become increasingly urgent. Theoretically, this study enriches the discourse on adab as a dynamic and contextual social construct in the digital era. Adab can no longer be understood solely in a normative–traditional sense but must be positioned as an adaptive social competence responding to contemporary changes. Practically, the findings provide a strong foundation for developing educational and guidance interventions—particularly through humanistic approaches and group guidance—as effective strategies for revitalizing adab in Generation Z’s social interactions
Development of Poetry Writing Materials Based on Learning Videos in UPTD SDN 017135 Sengon Sari Suryanti Indrayani, Novi; Laut Hasibuan, Ahmad; Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence (IJERE) 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.v5i1.1712

Abstract

This research aims toTo find out the results of developing poetry writing material based on learning videos that can motivate fifth grade students at UPTD SDN 017135 SENGON SARI. In addition, to find out the validation of the development of poetry writing material based on learning videos by fifth grade students at UPTD SDN 017135 SENGON SARI and to find out the effectiveness of poetry writing material based on learning videos by fifth grade students at UPTD SDN 017135 SENGON SARI in the 2024-2025 academic year. This study uses the Sugiono model development method (Research & Development), with the subject of this poetry writing material being the validator. The assessment is carried out with a validation system that has been designed by the researcher. The validators in this study are material expert lecturers and learning video experts at UMN ALWASHLIYAH MEDAN. The subjects of this study are fifth grade students at UPTD SDN 017135 SENGOAN SARI in the 2024-2025 academic year. The validation results by students, class teachers and a team of material and video experts obtained a score of 100% categorized as good. The poetry writing teaching material is also effectively used in UPTD SDN 017135 SENGON SARI, with the category before the development of this material, students were unable to create free poetry with the category of less able, then improved to good after this development product was used in learning to write free poetry
Analysis of Language Errors in The Writing Aspect of Observation Report Texts Students at MTS Pancasila Susanty Siregar, Susi; Rahmat Kartolo; Sutikno; Ahmad Laut Hasibuan; Julpirman Siregar
International Journal of Educational Research Excellence (IJERE) 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.v5i1.1713

Abstract

This study aims to analyze the language errors contained in the observation report texts (LHO) of class VII A students of MTS Pancasila Tanjung Beringin and identify the causal factors to improve the quality of writing learning. This study uses a qualitative approach with descriptive methods and document analysis study types. The research data are in the form of 24 observation report texts written by class VII A students. The study found a total of 847 language errors from 24 essays (an average of 35.3 errors per essay). The distribution of errors based on category is: (1) punctuation errors 287 errors (33.9%); (2) sentence structure errors 180 errors (21.3%); (3) spelling errors 156 errors (18.4%); (4) diction errors 154 errors (18.2%); and (5) cohesion-coherence errors 70 errors (8.3%). The most dominant type of error was the use of commas (156 errors, 18.4% of the total), followed by subject-predicate mismatch (67 errors, 7.9%), and inappropriate word choice (89 errors, 10.5%). Analysis of the causes of errors revealed that errors were mainly caused by: (1) pedagogical factors (40%) - minimal emphasis on learning punctuation and sentence structure; (2) psycholinguistic factors (30%) - limited working memory and lack of attention when writing; (3) intralingual error (20%) - imperfect mastery of Indonesian language rules; and (4) interlingual error and sociolinguistic factors (10%) - the influence of everyday language and regional languages. Grade VII A students still experienced a high level of language errors in writing observation report texts, especially in the aspects of punctuation and sentence structure. The results can serve as a basis for teachers to design more targeted remediation programs and improve the overall quality of writing instruction
Development of Point Counter Point-Based Teaching Materials To Increase Speaking Ability in Debate Material for Student of Darul Hikmah Islamic Boarding School in Asahan Irhami Tanjung, Syahri; Rahmat Kartolo; Sutikno
International Journal of Educational Research Excellence (IJERE) 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.v5i1.1714

Abstract

This study aims to determine the Development of Teaching Materials Based onPoint Counter Point to Improve Speaking Ability in Debate Material in Class X Students of Madrasah Aliyah Pesantren Darul Hikmah Asahan Academic Year 2025/2026. This type of research is experimental research with Random Sampling. The population in this study was the entire class X which amounted to 30 students. The sample of this study amounted to 30 students divided into 6 groups, namely group I consisting of 5 students as a control class using the conventional model and group II consisting of 5 students using the Point Counter Point model. The technique used in determining the sample is a simple Random Sampling technique. The instrument used in data collection is an essay test. After the learning was completed, a post-test was obtained with an average result of the experimental class of 88.13 and the control class of 80. The results of the t-test obtained tcount = 5.60> ttable = 2.00, so the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. Thus, there is a Development of Point Counter Point Based Teaching Materials to Improve Debate Speaking Skills in Class X Students of Madrasah Aliyah Pesantren Darul Hikmah in the 2025/2026 Academic Year
Application of Teaching Materials Writing Summary Folk Stories "Malin Kundang" Using YouTube Video for Students at Al Misbah Islamic Middle School Delly Yanti, Vitania Barantika; Risnawaty; Widayatul Jannah; Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence (IJERE) 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.v5i1.1715

Abstract

This study examines the application of YouTube videos as teaching materials in learning to write summaries of the folk tale "Malin Kundang" for eighth-grade students of SMP IT Al Misbah Pematang Kuala. The study used a qualitative descriptive approach with a case study method, involving 20 students as research subjects. Data were collected through learning artifacts in the form of story summaries written by students, observations of the learning process, and learning documentation. Analysis was carried out multidimensionally covering narrative structure, linguistic quality, paraphrase originality, and textual coherence. This effectiveness is explained through the Cognitive Theory of Multimedia Learning (Mayer, 2021), which states that dual-channel processing (visual and auditory) produces a richer, integrated mental representation than single-channel processing. YouTube videos facilitate the modality transformation from oral-visual input to textual output, resulting in more authentic paraphrasing than written text-based learning, which tends to encourage copy-pasting. Individual variations in summary length (120-200 words), opening type (5 types), and storytelling focus (3 perspectives) reflect meaningful construction and learner agency, not weakness. This research reconceptualizes YouTube videos from an entertainment platform to a cognitive tool that facilitates deep learning and skill development. Further research with a quasi-experimental design, a larger sample size, a longitudinal approach, and a think-aloud protocol is recommended for stronger validation. This research contributes to the empirical validation of CTML in the context of EFL writing, the extension of paraphrasing and modality transformation theories, and the development of a multidimensional qualitative descriptive analysis framework for assessing summary quality. The findings confirm that YouTube videos, when integrated with a structured learning design, can be an integral component of Indonesian language learning that enhances digital native student engagement, facilitates higher-order thinking, and minimizes plagiarism through authentic paraphrasing
Developing Narrative Writing Skills Through The Learning Method of Grouping Ideas (Clustering) Using Photographic Images by Student UPTD SMP Negeri 1 Silau Laut Asahan Zahrilla, Zahrilla; Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence (IJERE) 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.v5i1.1716

Abstract

In the world of education, writing skills are one of the important aspects that must be mastered by students to support overall language skills. This study aims to improve the ability of class VIII students of UPTD SMP Negeri 1 Silau Laut Asahan Regency in writing narrative essays through the application of the learning method of grouping ideas (clustering) using photographic image media. The main problem identified is the low writing skills of students, which is caused by ineffective learning methods and low student interest in writing activities. The method used is Classroom Action Research (CAR), implemented in three cycles covering the stages of planning, implementation, observation, and reflection. The subjects of the study consisted of 42 students of grade VIII. Data were collected through writing tests, observations, and interviews, and analyzed descriptively quantitatively and qualitatively. The results of the study indicate that the application of the clustering method based on photographic images succeeded in gradually improving students' writing skills. In the pre-cycle stage, students' learning completeness was only 35%, with a relatively low level of ability. After the application of the method, students' completeness increased to 54.76% in cycle I, 69.04% in cycle II, and reached 90.47% in cycle III. Improvements were seen in the ability to determine the main idea, organize the storyline, choose diction, and use the narrative structure correctly. This study concludes that the idea of grouping method (clustering) based on photographic image media is effective in improving students' narrative writing skills. In addition to encouraging creativity, this method also creates a more active and enjoyable learning atmosphere. This study is expected to be a reference in developing innovative learning strategies to improve students' writing skills
The Use of Powerpoint As An Instructional Media in Elementary Schools Harahap, Safrina; Sustri Harida, Eka
International Journal of Educational Research Excellence (IJERE) 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.v5i1.1718

Abstract

Instructional media is a crucial learning tool that every teacher must consider when implementing the teaching and learning process. The absence of media development in instruction can lead to monotonous and unengaging lessons, potentially causing student disinterest and reluctance to participate. Such a situation undoubtedly signifies a failure in the educational process. In facing the digital era and technological advancements, a teacher must be proficient in utilizing various multimedia for instruction. In this era, teachers should employ technology-based instructional media, such as the internet or Microsoft PowerPoint, when delivering material to students. Thus, the appropriate use of instructional media can enhance student motivation and learning effectiveness.
Measuring the Effectiveness of Blended Learning in the Post‑Pandemic Era: A Comparative Quantitative Analysis of Flipped Classroom and Hybrid Flexible (HyFlex) Models on Cognitive Achievement and Student Engagement in Indonesian Senior High Schools Lindawati, Lindawati; Mendrofa, Netti Kariani; Wahdah; Ahmadin; A. Fitriani
International Journal of Educational Research Excellence (IJERE) 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.v5i1.1735

Abstract

The COVID‑19 pandemic accelerated the adoption of blended learning across Indonesian senior high schools (SMA), but systematic evidence comparing different blended models remains limited. This quantitative study conducts a comparative secondary data analysis of flipped classroom–based blended learning and Hybrid Flexible (HyFlex) models with respect to cognitive achievement and student engagement at the upper‑secondary level. Drawing on a national meta‑analysis of blended learning in Indonesia (27 studies, 2016‑2020), quasi‑experimental studies of flipped classroom implementations in SMA, and international HyFlex evaluations, the study synthesizes standardized mean differences, mean score differences, and survey‑based engagement indicators. Blended learning overall demonstrates a large positive effect on Indonesian students’ learning outcomes, including at senior high school (SMD ≈ 1.00 vs conventional instruction). Within this, flipped classroom–based blended learning yields substantial gains in critical thinking and other higher‑order cognitive outcomes, although effects on writing performance depend strongly on students’ self‑regulation. HyFlex implementations at the tertiary level generally match face‑to‑face instruction in cognitive outcomes but produce mixed patterns in grade distributions and student satisfaction. The discussion interprets these findings for Indonesian SMA in the post‑pandemic context, arguing that flipped classroom designs have stronger empirical support than HyFlex for raising cognitive achievement and structured engagement under current infrastructural and policy conditions

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