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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 695 Documents
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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
The Effect of Card Box Game Strategy on the Speaking Ability of Young Children Derminasari, Derminasari; Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1814

Abstract

This study investigated the effect of a card box game strategy on the speaking ability of young children in Group A (aged 4–5 years) at One-Roof Kindergarten SDN 146 Kayu Laut, Mandailing Natal Regency, Indonesia, in the 2025–2026 academic year. The intervention addressed low speaking skills characterized by limited vocabulary, reluctance to express opinions, and minimal oral interaction among peers. A quantitative approach with a quasi-experimental one-group pretest–posttest design was employed. Fifteen children participated in four sessions of learning activities using a card box game, an educational medium containing thematic pictures and symbols designed to stimulate oral language. Speaking ability was assessed through observation on three indicators: mentioning familiar words, answering questions appropriately, and imitating writing and pronouncing letters. The mean pretest score was 48.00, with most children categorized as “Not Yet Developed” or “Starting to Develop”. After the intervention, the mean posttest score increased to 82.67, with a predominance of the “Very Well Developed” category. A paired-samples t-test yielded t(14) = 15.53, exceeding the critical value at the 5% significance level, indicating a statistically significant improvement. These findings demonstrate that the card box game strategy is an effective, play-based approach for enhancing young children’s speaking ability
The Correlation Between Home Reading Habits and Indonesian Language Learning Outcomes in Identifying Main Ideas among Sixth-Grade Students Irawardi, Irawardi; Sutikno; Rahmat Kartolo
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1815

Abstract

This study investigates the correlation between home reading habits and Indonesian language learning outcomes in identifying main ideas in reading texts among sixth-grade students. The research was motivated by observations of low home reading frequency and suboptimal achievement in determining main ideas in Indonesian texts. A quantitative correlational design was employed. The population comprised all 30 sixth-grade students of State Elementary School 357 Natal, Mandailing Natal Regency, in the 2025–2026 academic year; total sampling was applied. Data on home reading habits were collected using a Likert-scale questionnaire, while learning outcomes in determining main ideas were measured through a validated achievement test. Both instruments met requirements of validity and reliability, and data distributions were normal and linear. The results showed a moderate, positive, and statistically significant correlation between home reading habits and Indonesian language learning outcomes (r = 0.5526, t = 3.507, df = 28, p < 0.01). The coefficient of determination indicated that home reading habits accounted for 30.5% of the variance in students’ scores for determining main ideas. These findings underscore the importance of cultivating regular reading practices at home, supported by parents and schools, to enhance reading comprehension—particularly the ability to identify main ideas in Indonesian language texts
Development of Contextual-Based Indonesian Language Teaching Materials to Improve the Reading Ability of Grade VIII Junior High School Students Harahap, Irmaelianna; Rahmat Kartolo
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1816

Abstract

This study aims to develop contextual-based Indonesian language teaching materials to improve the reading ability of grade VIII students of SMP Negeri 7 Siobon, Mandailing Natal Regency. The background of this study is the low reading ability of students caused by the lack of interesting, contextual teaching materials, and in accordance with student needs and curriculum. This study uses a Research and Development (R&D) approach with a modified Borg and Gall development model. The development process was carried out through the stages of preliminary study, planning, product development, expert validation, limited trials, product revision, and field trials. The trial subjects were 30 grade VIII students, with data collected through validation questionnaires, student response questionnaires, and reading ability test instruments. The teacher's assessment also showed an average score of 4.2–4.5, which was categorized as good to very good. At the field trial stage, the average score of student responses to the teaching materials was 3.8 (good category), covering aspects of content suitability (3.98), language and image readability (3.7), material presentation (3.8), and visual appearance (3.7). In addition, from the results of the effectiveness test, there was an increase in students' reading ability based on the results of the pretest and posttest. Students showed an increase in scores on the indicators of the ability to find explicit and implicit information, and to conclude the contents of the reading. The developed teaching materials present contextual reading texts, reflective activities, evaluations, and exercises that are arranged based on a contextual approach by considering the students' environment and culture. Learning is arranged in stages and encourages students to think critically and actively in understanding the contents of the reading. Thus, the developed teaching materials are proven to be feasible, practical, and effective in improving the reading skills of grade VIII junior high school students
The Effectiveness of the Play Method as a Learning Strategy for Developing Beginning Reading Skills among Grade I Student Sari, Linda; Rahmat Kartolo; Sutikno
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1817

Abstract

This study aims to determine the effectiveness of implementing the playing method as a learning strategy in developing beginning reading skills in grade I students of State Elementary School 050 Malintang Julu, Mandailing Natal Regency, Academic Year 2025–2026. The main problem raised in this study is the low beginning reading ability of students due to the use of monotonous learning methods that are not in accordance with the characteristics of early age development. The research method used is a quantitative approach with a quasi-experimental design, using a one group pretest-posttest design model. The research subjects were 22 grade I students. The instruments used included an initial reading test and a student activity observation sheet. Data analysis was carried out using the t-test and regression test using SPSS version 25. The results showed that the application of the play method had a positive impact on improving students' initial reading skills. The results of the t-test showed that there was a significant difference between the pretest and posttest results (t count = 1.717, t table = 1.720, α = 0.05). Although statistically the t count value was slightly smaller than the t table, the results of direct observation, positive correlation value (r = 0.186), and simple linear regression results Y = 102.943 + 0.254X indicated that the play method had an effect on improving student learning outcomes. The effect of the play method on initial reading skills was 35%, while the rest was influenced by other factors. Thus, it can be concluded that the play method is effectively used as a learning strategy to develop early reading skills in grade I elementary school students. This method is able to create a fun learning atmosphere, motivate students, and increase their activeness and involvement in the reading learning process
Comparative Analysis of Indonesian Language Learning Outcomes through PowerPoint and Picture Media on Fourth-Grade Students’ Writing Ability Hafsah Nasution, Siti; Rahmat Kartolo; Sutikno
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1818

Abstract

This study aims to analyze the comparative results of Indonesian language learning through the use of PowerPoint and picture media on the writing ability of fourth grade students of State Elementary School 112 Parbangunan, Mandailing Natal Regency in the 2025–2026 Academic Year. The background of this study is the low writing ability of students due to the lack of variety of learning media used. Writing is a basic skill in learning Indonesian that needs to be developed early on because it is closely related to the ability to think, organize ideas, and communicate thoughts in writing. This study uses a comparative quantitative approach with a Nonequivalent Control Group Design. The population of the study was all 40 fourth-grade students of SD Negeri 112 Parbangunan, divided into two groups: class IVA as the experimental group with PowerPoint media and class IVB as the control group with image media. The research instrument was a writing test given during the pretest and posttest. The data analysis technique used a normality test, homogeneity test, and t-test to determine significant differences between the two groups. The results showed that the average posttest score of students who learned with PowerPoint media was higher than students who used image media. Based on the t-test, the t-count value was 2.27 with a t-table of 2.024 at a significance level of 0.05. Because t-count> t-table, there is a significant difference between the two media. Thus, it can be concluded that PowerPoint media is more effective than image media in improving students' writing skills
The Effect of the Fun Learning Method on Fourth-Grade Students’ Reading Comprehension of Short Story Texts Kholidah, Sri; Rahmat Kartolo; Sutikno
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1819

Abstract

This research was motivated by the low learning outcomes in reading comprehension of short stories among fourth-grade students at SD Negeri 114 Pagaran Sigatal. The use of monotonous and conventional teaching methods made students tend to be passive and unenthusiastic during the reading comprehension process. To address this issue, the study aimed to investigate the effect of the Fun Learning method on students’ reading comprehension outcomes. This study was a quasi-experimental research using a control group pre-test post-test design involving 50 students, consisting of 25 students in the experimental class and 25 in the control class. The pre-test results showed that the average score of the experimental class was 69.2, while the control class was 69.72. After the treatment, the post-test average score of the experimental class increased to 80.2, while the control class only reached 75.4. The maximum score in the experimental class increased from 75 to 95, and the minimum score from 55 to 70. In contrast, the maximum score in the control class reached only 85, and the minimum was 68. The hypothesis test using the t-test showed that the t-value = 2.668 was greater than the t-table = 1.677 at the 0.05 significance level, indicating that H₀ was rejected and Hₐ was accepted. This means that there is a significant effect of using the Fun Learning method on improving students’ learning outcomes. Furthermore, this method increased students’ active participation, stimulated enthusiasm, and strengthened collaboration through singing and guessing-game activities. The advantage of this method lies in its ability to create an enjoyable learning atmosphere, motivate students to engage actively, and enhance their ability to comprehend texts more deeply. Therefore, the Fun Learning method is a worthy alternative instructional strategy to improve learning outcomes, particularly in reading comprehension skills at the elementary school level
The Effect of Problem Based Learning on Fifth-Grade Students’ Speaking Ability in Oral Presentations of Short Stories Rismayanti, Tuti; Rahmat Kartolo; Sutikno
International Journal of Educational Research Excellence Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1820

Abstract

This study aims to determine the effect of the Problem Based Learning (PBL) model on students' speaking ability in oral presentations about short stories in grade V of State Elementary School 108 Aekmata, Mandailing Natal Regency, Academic Year 2025–2026. This study used a quantitative approach with a pre-experimental design of one-group pretest-posttest type. The subjects of the study were all 23 fifth grade students, who were selected using a saturated sampling technique. Data were collected through speaking ability tests before and after treatment, and analyzed descriptively and inferentially using the t-test. The results showed that before the implementation of the PBL model, the average pretest score of students' speaking ability was 65.43. At this stage, the majority of students were in the "sufficient" (65%) and "less" (35%) categories, and only 9% achieved learning completion. After the implementation of the PBL model, there was a significant increase with an average posttest score of 84.82. The distribution of scores showed that 48% of students were in the "very good" category, 30% "good", and 22% "sufficient", and 87% of students achieved learning completion. Inferential statistical analysis with the t-test showed that the t-value = 4.016 was greater than t-table = 1.713 at a significance level of 0.05. This means that H₀ is rejected and H₁ is accepted, which shows that there is a significant effect of the implementation of the PBL model on improving students' speaking skills. This improvement is not only seen in academic grades, but also in affective and psychomotor aspects, such as self-confidence, fluency in conveying ideas, and active involvement of students in group discussions. Based on these findings, it is recommended that the Problem Based Learning model be used as an alternative in learning Indonesian to improve students' speaking skills, especially in oral presentations of short stories.

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