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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 Effectiveness of The Demonstration Method in Enhancing Students' Speaking Skills in Retelling Folktales: A Quasi-Experimental Study in 4th grade Elementary Students Zulfahmi, Zulfahmi; 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.v5i2.1754

Abstract

This research is motivated by the low ability of students to convey the contents of fairy tales orally in a coherent, clear, and expressive manner. Learning is still dominated by the lecture method and does not actively involve students in speaking activities. The research method used is quantitative with a quasi-experimental approach. The data collection technique was carried out through a speaking skills test which was assessed based on indicators of fluency, mastery of content, intonation, expression, and story structure. Data were analyzed using the t-test and coefficient of determination. The results showed that the average value of students' speaking skills in the experimental class reached 90.88, while in the control class it was only 86.94. The t-test produced a T-value of 2.77> T-table 2.03 (α = 0.05), which indicates that Ho is rejected and Ha is accepted. This means that there is a significant influence of the application of the demonstration method on students' speaking skills. Furthermore, the correlation coefficient of r = 0.967 with a determination coefficient of R² = 0.935 indicates that 93.5% of the increase in students' speaking skills can be explained by the use of the demonstration method. The demonstration method has proven effective in creating an active, participatory, and enjoyable learning atmosphere. Students look more confident, enthusiastic, and able to convey stories with a logical structure and appropriate expression. The teacher acts as a model and facilitator, so that students gain direct and meaningful learning experiences. This study concludes that the demonstration method has a significant effect on improving students' speaking skills in retelling fairy tales. Therefore, this method is worthy of being used as an innovative alternative learning strategy in Indonesian language subjects in elementary schools
The Effect of The Imaginative Suggestion Method on Narrative Writing Skills of 6th Grade Students at Mandailing Natal Yusnaleli, Yusnaleli; 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.v5i2.1755

Abstract

This research was motivated by the low narrative writing skills of sixth-grade students at SD Negeri 012 Simangambat, which was indicated by a lack of creativity, completeness of content, and narrative structure in their writing. The conventional method, which mostly involved lecturing, proved insufficient to stimulate students’ imagination and interest in writing. This study used a quantitative approach with a quasi-experimental method. The sample consisted of two classes: the experimental class taught using the Imaginative Suggestion Method and the control class taught using conventional methods, each comprising 25 students (totaling 50 students). The primary instrument used was a narrative writing test based on indicators such as plot, content, organization, sentence structure, spelling, and punctuation. The data were analyzed using an independent samples t-test. The results showed that the average post-test score of students in the experimental class was 79.8, while the control class averaged 68.8. In the experimental class, 36% of students were in the "very good" category, 52% in the "good" category, and 12% in the "fair" category. Conversely, in the control class, only 12% were categorized as "very good," 52% as "good," and 36% as "fair." Hypothesis testing indicated that the calculated t-value (tₕ = 5.04) was greater than the critical t-value (tₜ = 2.01) at the 5% significance level, meaning H₀ was rejected and Hₐ was accepted. This implies a significant difference in the writing abilities of students taught using the Imaginative Suggestion Method compared to those taught conventionally. The strength of this method lies in its use of music to stimulate students’ emotional atmosphere and imagination, enabling them to express ideas and emotions more creatively in writing. Thus, it can be concluded that the Imaginative Suggestion Method has a positive and significant effect on improving the narrative writing skills of elementary school students.
The Effectiveness of Scientific Approach in Enhancing Short Story Writing Skills: A Quasi-Experimental Study at an Islamic Boarding School Jalaluddin, Muhammad; 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.v5i2.1780

Abstract

This study aims to analyze the effectiveness of the scientific approach in improving the short story writing ability of grade IX students at MTs Pondok Pesantren Mawaridussalam, Deli Serdang Regency. The scientific approach consists of five main stages, namely observing, asking, collecting information, reasoning, and communicating. The main problem raised in this study is the low short story writing skills of students due to less interactive learning methods and less opportunities for exploration for students. The research method used is a quasi-experimental with a pretest-posttest control group design. The research sample consisted of 72 students divided into two classes, namely the experimental class that applies a scientific approach and the control class that uses the Contextual Teaching and Learning (CTL) approach. Data were collected through short story writing tests before and after treatment, and analyzed using a t-test to test differences in learning outcomes for the two groups. The results showed that there was a significant increase in short story writing skills in the experimental class compared to the control class. The average posttest score of students in the experimental class was 84.91 with a variance of 31.33, while in the control class it only reached 73.03 with a variance of 18.54. The results of the t-test showed that t count 2.03> t table 1.99, which means that the use of a scientific approach has a significant effect on improving students' short story writing skills. The conclusion of this study is that the scientific approach is more effective than the CTL approach in improving students' short story writing skills. Therefore, it is recommended that teachers apply the scientific approach in learning to write short stories in order to improve students' creativity and understanding of the structure and techniques of writing short stories
Improving Narrative Paragraph Writing Abilities Through Inquiry Method: A Classroom Action Research Study Btr, Ali Amran; Kartolo, Rahmad; Sutikno; Hasibuan, Ahmad Laut; Jalaluddin, Muhammad
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.v5i2.1788

Abstract

This study aims to obtain data on improving the ability to write narrative paragraphs using the inquiry method of class X students of SMK Negeri 1 Siabu. By implementing this study, it is hoped that it will be known whether by applying the inquiry method in Indonesian language learning, students' writing abilities can be improved. This study uses a classroom action research method with the aim of improving and enhancing the quality of learning. Data collection tools were taken through tests aimed at class X students of SMK Negeri 1 Siabu in the 2025-2026 academic year. The sample for this study was aimed at classes X-2 and X-4 with a total of 49 students consisting of two classes. Based on the results of classroom action research that has been carried out in two cycles with the use of legend stories in Indonesian language learning for class X students of SMK Negeri 1 Siabu in the 2025-2026 academic year, it can be concluded that there is an increase in the ability to write narrative paragraphs in class X students of SMK Negeri 1 Siabu in the 2025-2026 academic year. After implementing learning with the inquiry method in Indonesian language learning. This can be seen from the average value of students' ability to write narrative paragraphs which continues to increase in cycle I, the average value of students' writing ability is 62.59 with student learning completeness of 28.57% while in cycle II the average value of students' ability increases to 86.42 with learning completeness of 95.91%, when compared to the KKM whichset at 75 with learning completion of 80%.

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