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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 767 Documents
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Developing Interactive Learning Media to Improve Student Learning Outcomes in Writing Observation Report Texts for Class 10 Students Ronelide Sipangkar; Ahmad Laut Hasibuan
International Journal of Educational Research Excellence (IJERE) 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.v5i2.1891

Abstract

This research aimed to develop valid and effective English teaching materials for writing descriptive texts based on Angkola Mandailing culture for students of SMK Kesehatan Darmais Padangsidimpuan. The study employed a research and development design using the ADDIE model, covering the phases of analysis, design, development, implementation, and evaluation. The needs analysis involved 20 tenth-grade students and showed that they considered descriptive writing important, preferred contextual topics linked to daily life and local culture, and needed support in vocabulary and grammar. The product consisted of descriptive writing materials integrating cultural content such as Sampuraga hot spring and Sipirok batik, accompanied by vocabulary lists, grammar focus, and structured writing tasks. Expert validation by material and media specialists indicated very high validity, with an overall score of 90.15%, confirming that the content, language, presentation, and layout were highly appropriate. Implementation in a small group try-out demonstrated that students’ mean writing scores improved from the “poor” category in the pre-test (mean 59.35) to the “good” category in the post-test (mean 81.30), with all students moving into at least “fairly good” and most into “good” or “very good” categories. These findings indicate that descriptive writing materials based on Angkola Mandailing culture are valid, feasible, and effective in enhancing students’ descriptive writing skills
The Development of Interactive Narrative Writing Teaching Material based on Story Cube for Grade Ninth Students Julianti Julianti; Asnawi
International Journal of Educational Research Excellence (IJERE) 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.v5i2.1918

Abstract

This research aimed to develop and evaluate interactive narrative writing teaching materials based on Story Cube for junior high school students at SMP Al-Washliyah 27 Medan within the framework of the Merdeka Curriculum. Employing a research and development (R&D) design adapted from Borg and Gall and operationalised through the ADDIE model, the study combined qualitative data (observations, interviews, and open responses) with quantitative data (expert validation scores, questionnaires, and pre–post writing tests). Needs analysis showed that students experienced substantial difficulties in generating ideas, structuring narrative texts, and sustaining motivation, while both students and teachers expressed a strong need for visual, game-based media that could stimulate creativity and make writing more engaging. A digital interactive module integrating Story Cube into guided narrative writing tasks was then designed, developed, validated by material and media experts, revised, and implemented in classroom trials. Expert validation yielded very high feasibility scores across content, language, presentation, and graphics, while student responses indicated high levels of acceptance and perceived usefulness. Classroom implementation and learning outcome data suggested that the Story Cube-based module was pedagogically valid, practically usable, and potentially effective in supporting students’ narrative writing development and creativity
Developing Listening Teaching Materials for Business Management Students Through Deep Learning Rumaidin Sikumbang; Asnawi
International Journal of Educational Research Excellence (IJERE) 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.v5i2.1919

Abstract

This study reports the development of English listening teaching materials for Grade 12 Business Management students at SMK YPK Medan within a Deep Learning framework that combines meaningful, mindful, and joyful learning principles. Using a Research and Development design and the ADDIE model, the research systematically proceeded through analysis, design, development, implementation, and evaluation stages to produce context‑appropriate instructional materials. Data were collected through needs analysis questionnaires, observations, semi‑structured interviews, expert validation checklists, pre‑ and post‑tests, and student feedback forms. One intact class of 30 students, two English teachers, and two external curriculum experts participated in the study. The implemented listening materials incorporated authentic business‑related scenarios, reflective tasks, and engaging activities that aligned with learners’ vocational interests and the Indonesian vocational curriculum. Quantitative findings showed substantial improvement in mean listening scores, mastery levels, and gain scores, while qualitative data indicated increased engagement, reduced anxiety, and positive perceptions of the materials’ relevance and enjoyment. The study concludes that integrating Deep Learning principles into vocational listening instruction can enhance both linguistic competence and affective outcomes, and it offers a practical model for designing English for Specific Purposes (ESP) listening materials in vocational education contexts
Developing Animated Video–Based English Vocabulary Materials for Fourth-Grade Elementary Students Ayu Aprilia Pohan; Asnawi
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.1936

Abstract

This research aimed to develop and evaluate animated video-based English vocabulary learning materials for fourth-grade elementary students at UPT SD Negeri 066650 Medan. Employing a Research and Development (R&D) design adapted from the Borg and Gall model, the study involved 40 fourth-grade students across two classes (4A and 4B). The development process comprised seven stages: initial information collection, planning, initial field test, product revision, main field test, final product, and revision. Needs analysis revealed students' difficulties in vocabulary mastery, limited engagement with conventional teaching methods, and the need for contextual, audiovisual learning materials. The developed product utilized Peppa Pig animated videos integrated with vocabulary worksheets, pronunciation practice, and contextual exercises. Expert validation confirmed the media's feasibility. Quantitative results demonstrated significant vocabulary improvement: Class 4A increased from a mean pre-test score of 63.35 to 77.05 (13.70-point improvement), while Class 4B improved from 60.90 to 73.35 (12.45-point improvement). Qualitative findings indicated positive student responses, increased motivation, and enhanced classroom participation. The findings support Mayer's Multimedia Learning Theory, Paivio's Dual Coding Theory, and Krashen's Input Hypothesis. This study contributes a validated, practical animated video-based instructional product for elementary English vocabulary instruction
Developing Narrative Writing Teaching Material through Probable Passage Strategy at Class IX-C Students Masvani Marulafau; Ahmad Laut Hasibuan; Asnawi
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.1956

Abstract

This research aimed to develop and evaluate the effectiveness of narrative writing teaching materials using the Probable Passage Strategy for ninth-grade students at SMP Negeri 1 Sirombu. Employing a Research and Development (R&D) design based on the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the study involved 26 students selected through simple random sampling. Data were collected through expert validation sheets, student response questionnaires, and pre-test/post-test assessments. The findings revealed that the developed module was validated as appropriate in terms of content, language, presentation, and visual design. Student responses were highly positive, with average agreement rates exceeding 85% across all indicators. The effectiveness of the module was demonstrated by a significant improvement in students' writing scores, from a pre-test mean of 42.3 to a post-test mean of 78.7, representing an 86.1% increase. The Probable Passage Strategy proved particularly effective in helping students generate ideas, organize story structures, and develop confidence in narrative writing. This study concludes that the developed teaching material is valid, practical, and effective for enhancing narrative writing skills in EFL contexts
Code Switching and Code Mixing in Karo Communication Efendi Barus; Risnawati; Devi Pratiwy; Roswani Siregar; Pardi
International Journal of Educational Research Excellence (IJERE) 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.v5i2.1958

Abstract

In daily communication, there are some people in the same tribes or even different tribes making interactions by using their majority own language, such as Karo language. With their different tribes or even the same tribes, it is possible for them to utilize code switching and code mixing. The method of writing this research is by observing in the field while the community doing communication, such as in the party, in coincidence talking, hence, it is called qualitative research. The analysis of this research is that the researcher found that now a days, the Karo people tend to use code switching and code mixing among them. On the basis of the observations, it is common or frequent for the people of Karo use these types of language. The conclusion is that the use of using code switching and code mixing cannot be avoided any more due to the development of economy, communication, and also the unawareness of the native speakers to their own language
Differentiated Instruction in Inclusive Classrooms: Teacher Preparedness and Student Learning Outcomes in Primary Education Annisa Nur Wahyuningsih; Desi Nurillah; Monica Roito Ambarita; Virzha Aulianna Dhaksietsatsura; Ayu Fajarwati
International Journal of Educational Research Excellence (IJERE) 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.v5i2.1962

Abstract

This study investigates primary school teachers’ preparedness to implement differentiated instruction (DI) in inclusive classrooms and its relationship with student learning outcomes in the Indonesian context. A quantitative cross‑sectional survey was conducted with 287 classroom teachers from 34 public and private inclusive primary schools in Yogyakarta and Central Java. Teacher preparedness was measured using a four‑dimensional scale (knowledge, skills, attitudes, self‑efficacy), while student outcomes were operationalized as class‑aggregate academic achievement and engagement. Data were analysed through descriptive statistics, Pearson correlations, multiple regression, and ANOVA. Overall teacher preparedness was moderate (M=3.72, SD=0.68), with the lowest dimension being knowledge of DI (M=3.24). A significant positive correlation was found between teacher preparedness and student academic outcomes (r=0.47, p<.001) and engagement (r=0.53, p<.001). Multiple regression revealed that self‑efficacy (β=0.34) and pedagogical skills (β=0.28) were the strongest predictors of academic achievement, while attitudes (β=0.29) and self‑efficacy (β=0.25) predicted engagement. Teachers who had participated in formal DI training demonstrated significantly higher preparedness (t=6.89, p<.001), and years of experience positively moderated the relationship. Teacher preparedness for DI is a critical determinant of student success in inclusive primary classrooms. Strengthening pre‑service and in‑service training that targets self‑efficacy and concrete DI skills is urgently recommended to enhance inclusive education quality in Indonesia
Developing Teaching Vocabulary for Students Based on Angkola Mandailing Culture Rini Hartati; Ahmad Laut Hasibuan
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.1963

Abstract

This research aimed to develop English vocabulary teaching materials based on Angkola Mandailing culture for sixth-grade students at SD Negeri 102 Panyabungan, Indonesia, and to evaluate their feasibility and effectiveness. The study employed a Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) with modifications from Sugiyono’s procedures. Subjects were 20 sixth-grade students. Data were collected through needs analysis questionnaires, expert validation sheets, and pre-test and post-test assessments. The developed materials integrated local cultural elements, including traditional clothes, houses, foods, and historical figures. Expert validation results showed that the materials were highly feasible, with material experts scoring 86.25% and design experts 90%. The field testing results indicated a significant improvement in students’ vocabulary mastery, with the mean pre-test score increasing from 58.55 to 83.40 in the post-test, representing a 42.44% improvement. A paired t-test revealed a calculated t-value of 12.87, exceeding the t-table value of 2.093, leading to the rejection of the null hypothesis. The findings confirm that local culture-based vocabulary materials are effective, contextually relevant, and capable of enhancing students’ learning motivation and vocabulary retention
Developing a Reading Comprehension Material Using The Herringbone Technique to Enhance Student’s Critical Thinking Skill Juni Arianada Sianturi; Asnawi
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.1980

Abstract

This research and development (R&D) study aimed to develop a reading comprehension module using the Herringbone Technique to enhance critical thinking skills among eighth-grade students at UPT SMP Negeri 8 Medan. Following Borg and Gall's (2003) nine-step adaptation model, the study systematically developed, validated, and tested instructional materials for narrative text comprehension. The product, titled "Interactive Students' Narrative: A Reading Comprehension Module Using the Herringbone Technique," comprised three units featuring culturally relevant narratives integrated with structured questioning frameworks. Expert validation yielded an average score of 88.3% (highly valid category). Effectiveness testing with 32 students demonstrated significant improvement from pre-test (M=59.84) to post-test (M=82.34), with a normalized gain of 0.72 (high category). Paired-sample t-test results (t=14.83, p<0.05) confirmed statistically significant improvement. Student response questionnaires indicated highly positive perceptions (87.7%). The findings establish that Herringbone-based materials effectively scaffold reading comprehension and critical thinking development, offering a validated instructional resource aligned with the Merdeka Curriculum's emphasis on higher-order thinking competencies.
Developing Vocabulary Materials Through a Multisensory Approach for Preschoolers at TK Bangun Insan Mandiri Maharani; Asnawi
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.1981

Abstract

This research and development study aimed to create and evaluate multisensory-based English vocabulary teaching materials for preschool learners aged 3-4 years at TK Bangun Insan Mandiri, Medan, Indonesia. Employing the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation), the study produced two complementary products: a Teacher's Guide Book and a Student Activity Book organized around five thematic units (Plants, Recreation, Occupation, Elements, Universe). Validation by material experts (92.5%), media experts (92.5%), and practitioner teachers (89.29%) confirmed the products' high feasibility. Implementation with 14 preschoolers over five sessions using the Elements theme demonstrated significant vocabulary improvement, with pre-test scores averaging 37.86% (Belum Berkembang category) rising to 75.71% (Berkembang Sesuai Harapan category) in post-test assessments. Classroom observations revealed heightened student engagement, active participation, and enthusiasm during multisensory activities incorporating visual, auditory, tactile, and kinesthetic elements. The findings confirm that systematically developed multisensory materials effectively support vocabulary acquisition in early childhood EFL contexts, addressing the gap between theoretical support for multisensory learning and its limited practical application in Indonesian preschools. This study contributes practical, validated resources for early English vocabulary instruction and demonstrates the efficacy of developmentally appropriate, sensory-rich pedagogical approaches in fostering young learners' language development

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