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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 714 Documents
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The Correlation Between Classroom Management and Writing Learning Outcomes in Indonesian Language Subject for 5th Grade Elementary Students Muhammad Saiful; 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.v5i2.1747

Abstract

This study was motivated by the low writing achievement of Grade V students at SD Negeri 010 Hutapuli, Mandailing Natal Regency, which is suspected to be influenced by the suboptimal classroom management implemented by teachers. An unconducive learning atmosphere, ineffective student interaction, and inadequate classroom arrangement were found to negatively affect student motivation and participation in writing activities. Therefore, this research aims to examine the correlation between classroom management and students’ writing learning outcomes in Indonesian language subject. This study employed a quantitative method with a correlational approach. The population consisted of all Grade V students of SD Negeri 010 Hutapuli, totaling 40 students. The instrument used to measure classroom management was a questionnaire, while the students’ writing achievement was assessed through documentation of writing task scores. Data were analyzed using Pearson’s Product Moment correlation technique. The results showed that the correlation coefficient (r) was 0.724, which falls into the "high" category based on the interpretation guideline by Sugiyono (2007). Furthermore, the obtained value of rcount 0.724 exceeded the critical value of rtable 0.316 at the 5% significance level and 0.408 at the 1% level. Thus, the hypothesis is accepted. This indicates a significant and positive correlation between classroom management and students’ writing outcomes.The coefficient of determination analysis revealed that classroom management contributed 52% to students’ writing performance, while the remaining 48% was influenced by other factors such as learning interest, instructional media, classroom conditions, and teaching approaches. Hence, effective classroom management which includes organizing the learning environment, managing student behavior, and fostering a conducive classroom atmosphere plays a crucial role in enhancing students’ writing skills
The Effect of Outdoor Learning Method on Indonesian Language Learning Outcomes in Descriptive Text Material Among Fifth-Grade Elementary Students Muliadi, Muliadi; 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.v5i2.1748

Abstract

Abstract The learning process was still dominated by lecture-based methods, causing students to become passive and less engaged in classroom activities. The Outdoor Learning method was selected as an alternative instructional approach that utilizes the surrounding environment to enhance student involvement and comprehension. This study employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group. The sample consisted of two classes: class VA as the experimental group (20 students) who received instruction using the Outdoor Learning method, and class VB as the control group (18 students) who were taught using the lecture method. Data were collected through pretests and posttests, as well as through observations of student activity. The pretest results showed that both the experimental and control groups had the same average score of 81. The experimental group had a highest score of 97 and a lowest of 65, while the control group ranged from 94 to 61. This indicated that both groups had comparable initial abilities. After the intervention, the average posttest score of the experimental group increased to 88 (with scores ranging from 74 to 100), while the control group increased to 82 (ranging from 65 to 94). A t-test on the posttest data yielded a significance value (Sig. 2-tailed) of 0.039 < 0.05, indicating a statistically significant difference in student learning outcomes between the two groups. The findings suggest that the Outdoor Learning method had a positive and significant effect on improving student learning outcomes. In addition to the increase in scores, classroom observations also revealed an improvement in students’ learning activities in the experimental group, particularly in cooperation, responsibility, and the confidence to express opinions. The Outdoor Learning method is a viable alternative for implementing active and meaningful learning strategies, especially in developing descriptive text skills at the elementary level
The Implementation of Outdoor Learning Method on Speaking Skills in Expressing Opinions Through Simple Argumentative Texts by Students Musliadi Sitompul; 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.v5i2.1749

Abstract

The speaking skills of elementary school students in expressing opinions are often less than optimal. This condition was evident among Grade V students at SD Negeri 354 Batahan III, where pretest results showed that 13 out of 19 students (68.4%) fell into the "very low" category, and none (0%) reached the "very high" category. This study aimed to examine the impact of implementing the outdoor learning method on students’ speaking skills, particularly in expressing opinions through simple argumentative texts. After the outdoor learning method was implemented, the posttest results indicated significant improvement: 68% of students achieved the “very high” category, 15.8% “high,” 10.5% “moderate,” and only 5.3% remained in the “very low” category. No student was in the “low” category (0%). The average normalized gain score reached 0.90, placing all students (100%) in the “high” improvement category (g ≥ 0.70). In terms of learning motivation, prior to the intervention, most students showed concerning results: 16% were unmotivated, 58% were poorly motivated, and only 5% were already motivated, with an average score of 59.5. However, following the implementation of the method, there was a significant increase: 53% became motivated, 42% sufficiently motivated, and only 5% remained poorly motivated. The average motivation score rose to 98.7. Meanwhile, observational data on student activity also confirmed the success of this method. The average student activity level during learning reached 83.875%, with indicators such as listening to instructions (100%), forming groups (86.8%), completing tasks (86.8%), and engaging in orderly discussion (89.5%). In conclusion, the implementation of the outdoor learning method proved effective in improving speaking skills, learning motivation, and student engagement. This approach offers a promising alternative for teachers to create a more meaningful and contextual learning environment, particularly in teaching argumentative texts in Bahasa Indonesia
The Effectiveness of Problem-Based Learning in Improving Fable Text Comprehension Among 5th Grade Elementary Students: A Classroom Action Research Paujan Amris; 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.v5i2.1752

Abstract

The background of this study is the low learning outcomes of students, primarily caused by conventional teaching methods that fail to actively engage learners. The Problem-Based Learning (PBL) model was chosen because it emphasizes collaborative, contextual, and independent problem-solving. The results revealed an improvement in student learning outcomes from cycle I to cycle II. In cycle I, the average pre-test score was 69.16, which increased to 73.33 in the post-test. The mastery level rose from 41.66% (8 students meeting the Minimum Mastery Criteria or KKM) to 66.6% (13 students achieving mastery). However, these results still fell short of the KKM benchmark of 75%. Therefore, revisions were made in cycle II. In this cycle, the average pre-test score rose to 81.6, and the post-test average reached 85.83. The mastery level increased to 83.3% (17 students), with certain indicators showing that 90% of students had reached or exceeded the KKM. This indicates a significant improvement in their understanding of content, moral messages, and the structure of fable texts. Moreover, students’ engagement also improved positively, particularly in aspects such as teamwork, the courage to express opinions, and discipline during group discussions. The implementation of the PBL model also enhanced teachers’ creativity in designing meaningful and engaging learning activities. Teachers acted as facilitators, while students took an active role in the learning process. This created a classroom atmosphere that was enjoyable, intellectually stimulating, and supportive of critical thinking development. Based on these findings, it can be concluded that the Problem-Based Learning model is effective in improving students’ comprehension of fable texts and is highly relevant for implementation within the Kurikulum Merdeka, which emphasizes differentiated, student-centered learning
Designing an E-Guidebook as an Educational and Promotional Media for Kenderan Tourism Village: Integrating Natural and Cultural Tourism Potential Ni Made Ayuning Pramesti; Putu Herny Susanti; Denok Lestari
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.v5i2.1850

Abstract

This research focuses on designing an E-Guidebook as an educational and promotional digital media to optimize the potential of natural and cultural tourism in Kenderan Tourism Village which has not been maximally exposed due to limited promotional strategies, resources, and information management. This research aims to design an E-Guidebook as an educational and promotional media by listing several natural and cultural tourist attractions in Kenderan Tourism Village. This research uses a qualitative descriptive approach through observation, interviews, and documentation to design an E-Guidebook as an educational and promotional media for the tourism potential of Kenderan Village, with thematic data analysis and presentation of results in the form of descriptive narratives supported by visuals. The results of this study indicate that the design of the E-Guidebook for Kenderan Tourism Village successfully integrates the 4A dimensions as a solution to limited access to information while also functioning as a promotional and educational media based on local wisdom. The results of this study also confirm that the use of digital storytelling and the Multimedia Development Life Cycle approach is able to create interactive media that supports Community Based Tourism (CBT) and strengthens the role of the community in tourism management. The results of this study reveal that the integration of natural and cultural potential through holistic digital representation effectively increases the attractiveness of the destination, the quality of the tourist experience, and the sustainability of tourism in Kenderan Village.
Fostering Empathy and Innovation: Implementing Arts-Based Methods (ABMs) within Student-Centered Learning Frameworks in Higher Education Eneng Martini; Didi Sudrajat; A. Fitriani; Armita Permatasari; Muh. Safar
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.v5i2.1851

Abstract

Empathy and innovation are increasingly recognized as core graduate attributes in higher education, yet conventional lecture-centered pedagogies often struggle to cultivate these complex capacities. This quantitative study investigates the effectiveness of integrating Arts-Based Methods (ABMs) within a student-centered learning framework to foster empathy and innovation among undergraduate students in a social sciences program. Drawing on prior research that demonstrates the potential of arts and humanities education to enhance empathic skills and perspective taking, the study employs a quasi-experimental pretest–posttest control group design in a compulsory semester-long course. A total of 182 students were assigned to either an ABM-integrated, student-centered condition or a conventional student-centered condition without arts integration. Standardized instruments were used to measure multidimensional empathy and self-reported innovative behavior. Descriptive statistics, independent samples t-tests, and multiple regression analyses were conducted. Results indicate that students in the ABM condition showed significantly greater gains in perspective taking, empathic concern, and self-reported innovation than peers in the comparison group, even after controlling for gender, prior artistic engagement, and baseline scores. Findings suggest that ABMs, when systematically embedded within student-centered learning, can create participatory, reflective, and emotionally rich learning environments that support the development of empathic and innovative dispositions in higher education
The Influence of Reading Intensity on the Ability to Identify Main Ideas in Expository Texts Among Eighth-Grade Students Defrion, Defrion; 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.v5i2.1741

Abstract

The ability to identify the main idea in an expository text is one of the essential skills in reading comprehension, which plays a crucial role in learning the Indonesian language. However, in practice, many students still struggle to recognize the main ideas of a paragraph, particularly in expository texts. One of the suspected factors affecting this ability is reading intensity. Higher reading intensity is believed to improve students’ analytical skills in processing reading content, including identifying main ideas. This study aims to investigate the influence of reading intensity on the ability to identify main ideas in expository texts among eighth-grade students of SMP Negeri 1 Ulupungkut, Mandailing Natal Regency, during the 2025–2026 academic year. This research employed a quantitative approach with a descriptive correlational method. The population of the study consisted of all eighth-grade students, with a total sample of 30 students. Data were collected using a questionnaire to measure reading intensity and an essay test to assess the ability to identify main ideas in expository texts. The data were analyzed using the Pearson product-moment correlation formula. The results showed a correlation coefficient (r) of 0.500. This value exceeds the critical values of the correlation table at the 5% significance level (0.361) and 1% level (0.463), with a degree of freedom (df) of 28. Therefore, it can be concluded that there is a significant relationship between reading intensity and the ability to identify main ideas. Based on the interpretation of the correlation coefficient, the relationship between the two variables falls into the moderate category. The contribution of reading intensity to the ability to identify main ideas is 25%, while the remaining 75% is influenced by other factors. These findings indicate that the higher the reading intensity of students, the better their ability to identify the main ideas in expository texts
The Influence of Literacy Skills on Improving Students Reading Interest in Indonesia Language Learning: A Quantitative Studi of 5th Grade Elementary Students Nasution, Nirwansyah; 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.v5i2.1750

Abstract

This study examines the influence of literacy skills on the improvement of reading interest among fifth-grade students in Indonesian language learning at SD Negeri 135 Barbaran. The background indicates that students' literacy skills still need improvement. Initial observations and interviews with fifth-grade teachers confirmed low student reading interest due to a lack of reading habits outside lessons, exposure to monotonous reading materials, and limited facilities. Therefore, this research aims to provide concrete solutions through curriculum-integrated literacy development. A quantitative approach with an ex post facto method was employed. The study population comprised all 34 fifth-grade students of SD Negeri 135 Barbaran, who were included as a full sample using purposive sampling. Data were collected through questionnaires (reading interest) and tests (literacy skills). The instruments were validated (r-count > 0.3494) and reliable (Cronbach's Alpha 0.952). Data analysis included descriptive statistics, classical assumption tests (normality Sig. 0.200 ≥ 0.05; linearity Sig. 0.367 ≥ 0.05), and simple linear regression hypothesis testing. Descriptive data showed that students' literacy skills were predominantly in the "Very High" category (41%), followed by "Moderate" (32%) and "High" (27%). Students' reading interest was predominantly in the "Very High" category (59%), followed by "High" (35%) and "Moderate" (6%). The simple linear regression equation Y=58.694+0.194X indicated a positive influence: an increase in literacy skills would lead to an increase in reading interest. Although the regression's significance value was 0.457 (not significant at the 0.05 level), theoretically and based on consistent previous research findings, a positive influence between literacy skills and reading interest persists. Literacy skills contributed 1.7% to students' reading interest, while the remaining 98.3% was influenced by other factors such as individual interest, motivation, and environment. In conclusion, there is an influence of literacy skills on the improvement of reading interest among fifth-grade students of SD Negeri 135 Barbaran.
The Effect of The Moral Reasoning Method on Students' Learning Motivation in Understanding Narrative Texts in 6th Grade Nurhakimah, Nurhakimah; 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.v5i2.1751

Abstract

This research was motivated by the low learning motivation of students in understanding narrative texts in sixth grade at SD Negeri 061 Mompangnjulu, Mandailing Natal Regency. Students appeared passive and less enthusiastic in participating in Indonesian language learning. The conventional method, which tends to be monotonous, was deemed ineffective in engaging students both emotionally and intellectually. Therefore, the Moral Reasoning method was introduced as a learning approach that engages students in moral discussions, dilemma-solving, and value reflection, with the expectation of increasing their learning motivation. This study employed a quantitative approach with a quasi-experimental design, specifically the Pretest–Posttest Nonequivalent Control Group Design. The sample consisted of two classes: the experimental class (VI A) and the control class (VI B), each comprising 28 students. The experimental class was taught using the Moral Reasoning method, while the control class was taught using conventional methods. Data collection techniques included observation, a learning motivation questionnaire, and documentation. Data analysis involved tests for normality, homogeneity, and a t-test. The results showed that the average learning motivation score in the experimental class increased to 72.18 after treatment, compared to the control class which scored 71.71. The hypothesis test showed a significance value of 0.01 < 0.05, indicating that the null hypothesis (H₀) was rejected and the alternative hypothesis (Hₐ) was accepted. This means there is a significant effect of applying the Moral Reasoning method on students’ learning motivation. During the learning process, students in the experimental group were more actively engaged, motivated to express opinions, and able to connect story content with real-life moral values. In conclusion, the Moral Reasoning method is effective in enhancing students’ learning motivation in understanding narrative texts. This method not only encourages active student participation but also builds awareness of moral and ethical values that are relevant to their everyday lives
Improving Senior High School Students’ Speaking Competence through Retelling YouTube News Videos via Audiovisual Instruction Sari, Rubiana; Yulia Arfanti; 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.v5i2.1753

Abstract

Speaking ability is one of the important language skills for students in communicating. However, based on initial observations, many students of class XI SMA Negeri 1 Rantau Utara have difficulty in conveying ideas verbally, especially in retelling the contents of the news they watch. This is due to limited vocabulary, lack of understanding of news structure, and low self-confidence in speaking. Therefore, this study aims to determine the effectiveness of audiovisual learning methods in improving students' speaking competence. This study used an experimental method with a one group pretest-posttest design. The research sample consisted of 32 students selected by purposive sampling. The research instrument was a speaking test, which was conducted before and after treatment. Data were analyzed using a t-test to determine the significance of improving students' speaking competence. The results showed that before treatment, the average pretest score of students was 53.28 with a standard deviation of 8. After being given treatment in the form of learning with news broadcasts from YouTube channels, the average posttest score increased to 83.71 with a standard deviation of 5. The results of the t-test showed that t count (3.36) was greater than t table (2.03) at a significance level of 5%, which means that there was a significant increase in students' speaking ability. This increase indicates that the audiovisual learning method is effective in helping students understand the structure of news, improve their speaking fluency, and enrich their vocabulary. In addition, audiovisual media also increases student involvement in learning and fosters confidence in speaking. Thus, it is suggested that this method be applied in Indonesian language learning to improve students' speaking skills more optimally

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