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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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Development of Teaching Materials Based on Malay Folk Tales of Ninth Students Karmida Karmida; 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.v6i1.1984

Abstract

This research and development study aimed to create an interactive e-module based on Malay folk tales integrated with Islamic values to improve reading interest and reading comprehension among ninth-grade students at Yayasan Pendidikan Islam Al-Fauzi Medan. Employing the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation), the study involved 30 ninth-grade students as the primary subjects, with expert validators assessing content, media, and language quality. Data collection utilized needs analysis questionnaires, expert validation sheets, pre-test and post-tests, student response questionnaires, interviews, and classroom observations. The findings revealed that the developed e-module achieved a validation score of 4.73 (Very Good category), demonstrating high feasibility for classroom implementation. Statistical analysis using paired-sample t-test showed significant improvements in students' reading interest (gain score +14.3, p = 0.000) and reading comprehension (gain score +23.3, p = 0.000), with the highest gains observed in critical/evaluative comprehension. Student response questionnaires indicated strong acceptance with an overall mean score of 4.74. The study concludes that integrating local Malay folklore, Islamic moral values, and interactive digital technology effectively addresses literacy challenges while promoting character education. The e-module serves as an innovative, practical, and culturally responsive learning resource suitable for Islamic junior high school contexts
The Development of Speaking Learning Material Based on Role Play Game for Tenth Grade Logistic Engineering Students Nurlisa Novita Sari; Risnawaty; 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.v6i1.1988

Abstract

This research aimed to develop, evaluate the feasibility, and test the effectiveness of role-play game-based speaking learning materials for tenth-grade Logistics Engineering students at SMKN 1 Angkola Sangkunur. Employing a Research and Development (R&D) design following the Borg and Gall (1983) model simplified into five stages (needs analysis, planning, product development, validation and revision, and field trial), the study involved 32 students as the sample. Data were collected through observations, interviews, questionnaires, expert validation sheets, and speaking skills tests (pretest-posttest). Expert validation results indicated that the developed materials were highly feasible (average score 4.65 out of 5). Practicality testing showed a score of 4.58 (very practical category), and student responses were very positive (95%). The pretest mean score was 55.40, which increased significantly to 90.81 in the posttest (t-value 26.50 > t-table 2.04, p < 0.001), with an N-Gain score of 0.78 (high category). These findings demonstrate that role-play game-based speaking materials are valid, practical, and effective in improving vocational students' speaking skills, particularly in fluency, accuracy, pronunciation, vocabulary, and confidence
The Impact of Digital Literacy Integration on Critical Thinking Skills in Secondary School Students: A Quasi-Experimental Study Kaso Mustamin; Andi Hidayati; Yusuf; Etty Rosmiati; Muhammad Al Muhajir; Sumarni Rumfot
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.v5i2.1989

Abstract

The rapid digitalization of education demands the integration of digital literacy into instruction, yet empirical evidence on its effect on higher-order thinking in Indonesian secondary schools remains scarce. This quasi-experimental study examined the impact of systematic digital literacy integration on students’ critical thinking skills. A total of 128 eleventh-grade students from two public senior high schools in West Sumatra participated, assigned to an experimental group (n=64) receiving technology-enhanced, inquiry-based learning with embedded digital literacy activities and a control group (n=64) following conventional instruction. Critical thinking was measured using an adapted Cornell Critical Thinking Test Level X before and after a 10-week intervention. Analysis of covariance, controlling for pretest scores and prior digital access, revealed a significant large effect of the intervention (F(1,124)=127.84, p<.001, partial η²=.508). The experimental group’s adjusted posttest mean (M=63.28, SE=0.61) substantially exceeded that of the control group (M=52.14, SE=0.61). Subscale analysis indicated significant improvements in induction, deduction, evaluation, and inference. Effect sizes ranged from Cohen’s d=1.42 for the total score to d=0.94 for evaluation. These findings demonstrate that deliberate integration of digital literacy can robustly enhance secondary students’ critical thinking, offering a scalable, evidence-based model for 21st-century curriculum reform in Indonesia
Developing English Pronouncation Teaching Materials for Second Grade Students Though Tongue Twister Irwansyah Zega; 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.v6i1.1994

Abstract

This research aimed to develop English pronunciation teaching materials through tongue twisters for eighth-grade students at SMP Negeri 3 Mandrehe and to evaluate their effectiveness in improving students' pronunciation ability. The study employed Research and Development (R&D) methodology following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data were collected through needs analysis questionnaires, expert validation sheets, and pre-test and post-test assessments. The needs analysis revealed that students experienced significant difficulties in English pronunciation, particularly in distinguishing vowel and consonant sounds, understanding spelling-pronunciation relationships, and applying correct word stress. Expert validation results showed that the developed materials were highly feasible, with an average score of 91.6% (very feasible category). The implementation involved 20 eighth-grade students over several learning sessions. The effectiveness analysis demonstrated a significant improvement in students' pronunciation ability, with the mean score increasing from 62.05 in the pre-test to 84.30 in the post-test, representing a 35.85% improvement. These findings indicate that tongue twister-based materials are effective in enhancing students' English pronunciation skills. The study recommends the implementation of these materials in English pronunciation instruction and suggests further research to explore additional pronunciation activities and broader applications
Internalization of Gotong Royong Values through a Social Project-Based Learning Model to Enhance Social Intelligence and Tolerance of Students in Multicultural Junior High Schools Elisabeth Sitepu; Sharon Salsalina G Munthe
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.v6i1.2002

Abstract

The erosion of communal values such as gotong royong (mutual cooperation) in Indonesia’s multicultural society poses a threat to adolescents’ social intelligence and tolerance, particularly in diverse educational settings. This qualitative case study explores how a Social Project-Based Learning (SPBL) model facilitates the internalization of gotong royong values and consequently improves social intelligence and tolerance among eighth-grade students in a multicultural public junior high school in Surabaya, Indonesia. Data were collected over one semester through participant observation, semi-structured interviews with 30 students, two teacher facilitators, and the school principal, as well as document analysis of student reflective journals and project artifacts. Thematic analysis revealed three overarching themes: (1) internalization of gotong royong through collective action, shared responsibility, and voluntary altruism; (2) enhancement of social intelligence manifested in empathic communication, social awareness, and conflict management; and (3) strengthening of tolerance evidenced by religious acceptance, cultural respect, and open intergroup dialogue. The SPBL model operated as a situated learning ecosystem where collaborative community service projects—such as interfaith clean-up drives and multicultural festivals—activated authentic social interactions, reciprocal scaffolding, and affective engagement. Findings indicate that gotong royong values were not merely taught but lived, transforming students’ predisposition toward difference and equipping them with durable interpersonal competencies. The study recommends integrating SPBL into character and civic education curricula across Indonesia’s pluralistic schools
From Fixed to Fluid: A Narrative Inquiry into How First-Generation University Lecturers Construct and Negotiate Their Growth Mindset in the Face of Digital Transformation Priyo Sasmito; Nur Latifah; Evi Erianty Hasibuan; Desi Meliana Gultom; Poppy Honora; Edi Epron Sihombing; Erlina Sari
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.v5i2.2041

Abstract

Digital transformation in higher education demands not only technological proficiency but also fundamental shifts in how lecturers perceive their professional roles and identities. This study explores how first-generation university lecturers in North Sumatra construct and negotiate their growth mindset amidst the forces of digital transformation. Employing a narrative inquiry approach, this research delves into the subjective experiences of lecturers as they adapt to the demands of digital pedagogy and navigate their beliefs about teaching ability shifting from a fixed to a more fluid growth-oriented mindset. The study was conducted across several higher education institutions in North Sumatra, involving participants who are first-generation academics in their families. Data were collected through semi-structured in-depth interviews and reflective document analysis, then analyzed using narrative thematic analysis. The findings reveal that digital transformation triggers tensions between long-held beliefs about the lecturer's role as the sole authority of knowledge and emerging demands to serve as facilitators of collaborative learning. The negotiation of growth mindset occurs through three primary processes: (1) acknowledgment of digital competency limitations as an entry point for learning, (2) pedagogical experimentation driven by student needs, and (3) critical reflection on both failures and successes in adopting technology. The socio-cultural context of North Sumatra including uneven digital infrastructure access and prevailing values of collectivism significantly influences how lecturers build resilience and openness to change. This study concludes that growth mindset is not an inherent trait but rather a narrative construct that is continuously negotiated through experience and reflection. These findings offer implications for professional development programs for Indonesian lecturers, particularly in designing training initiatives that emphasize not only technical skills but also the cultivation of adaptive professional identities in the digital era.
The Impact of Language Proficiency on The Exitence and Shift of Cultural Values in Jaranan Kepang: A Study in Bandar Khalifah, Deli Serdang Harianto II
International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v3i2.2048

Abstract

This study investigates the impact of Javanese language proficiency on the continued existence and shifting cultural values of the Jaranan Kepang tradition in the transmigrant community of Bandar Khalifah Village, Deli Serdang, North Sumatra. A qualitative case study design was employed, involving 18 purposively selected informants comprising cultural elders, performers, youth, and community leaders. Data were collected through in-depth interviews, participant observation, and document analysis, then analyzed using the Miles, Huberman, and Saldaña interactive model. The results reveal that Jaranan Kepang acts as a critical vessel for Javanese cultural values such as gotong royong, spiritual resilience, and hierarchical respect. However, an intergenerational decline in Javanese language proficiency—particularly in krama (high register) and ritual-specific lexicons—directly impedes the transmission of esoteric values and mantras, leading to a secularization and simplification of the performance. The shift from Javanese to Indonesian as the primary language of instruction and daily communication has rendered many younger performers mere imitators of physical movements, devoid of the underlying philosophical and spiritual meanings, thus threatening the tradition's authenticity. The erosion of linguistic competence accelerates the shift of Jaranan Kepang from a sacred, value-laden ritual to a profane, entertainment-oriented spectacle. The research emphasizes the urgent need for community-based language revitalization integrated with cultural transmission to safeguard the holistic integrity of this intangible heritage
Digital Literacy and Teacher Readiness in Post-Pandemic Primary Education: A Structural Equation Modeling Approach Baso Intang Sappaile; Wahyu; Muh. Safar; Arief Setyo Nugroho; Arum Putri Rahayu; Sumarni Rumfot
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.v6i1.2066

Abstract

The abrupt transition to remote learning during the COVID-19 pandemic exposed critical gaps in primary teachers’ digital literacy and pedagogical readiness. While substantial quantitative research has measured these constructs, the intricate mechanisms through which digital literacy components shape teacher readiness remain underexplored from an interpretive perspective. This study employed a qualitative grounded theory design to construct a structural model delineating the relationships among digital literacy dimensions and readiness constructs in Indonesian post-pandemic primary education. Data were collected through semi-structured interviews with 32 purposively sampled primary school teachers, 14 classroom observations, and analysis of school digital policy documents across six public and private schools in West Java. Constant comparative analysis, encompassing open, axial, and selective coding, generated a substantive theory comprising five core digital literacy categories—technological proficiency, information evaluation, digital content creation, cyber-safety awareness, and collaborative digital communication—and three readiness dimensions—cognitive preparedness, affective commitment, and pedagogical agility. The emergent structural model posits that technological proficiency and cyber-safety awareness serve as foundational enablers; digital content creation acts as a central mediator; collaborative communication amplifies pedagogical agility; and information evaluation moderates the translation of skills into cognitive preparedness. The model reveals virtuous and vicious cycles, where insufficient cyber-safety awareness suppresses content creation, undermining overall readiness. The findings offer a contextually grounded, testable framework for future confirmatory studies using structural equation modeling, and provide actionable insights for teacher professional development policy in Indonesia’s decentralized education system
The Impact of Differentiated Instruction on Students' Critical Thinking Skills in Secondary Science Classrooms: A Quasi-Experimental Study Baso Intang Sappaile; Bahmid Hasbullah; Wahdah; Kaso Mustamin; Dodi Sukmayadi; Ramlan
International Journal of Educational Research Excellence (IJEREC) 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.v6i1.2084

Abstract

Critical thinking is a cornerstone of 21st-century science education, yet traditional one-size-fits-all pedagogy often fails to cultivate it among diverse Indonesian secondary learners. This mixed-methods quasi-experimental study examined the impact of differentiated instruction (DI) on students’ critical thinking skills in secondary science. Participants were 70 eighth-grade students from a public junior high school in Yogyakarta, assigned to an experimental group (n=35) receiving DI based on readiness, interest, and learning profile over eight weeks, and a control group (n=35) receiving conventional instruction. Critical thinking was measured using a validated essay test aligned with Facione’s framework (interpretation, analysis, evaluation, inference, explanation, self-regulation). Quantitative analysis via ANCOVA revealed a significant large effect of DI on post-test scores (F(1,67)=48.62, p<.001, η²p=.42) after controlling for pre-test. Qualitative data from classroom observations and semi-structured interviews with 10 students and 2 teachers revealed four themes: heightened intellectual engagement, personalized scaffolding, collaborative meaning-making, and implementation challenges. Integration of findings demonstrated that DI fosters critical thinking by honoring learner variability, promoting active sense-making, and providing tiered cognitive demands. The study underscores DI as a viable pedagogical framework for nurturing higher-order thinking in Indonesian science classrooms, while highlighting the need for sustained professional development to address practical constraints
A Bibliometric Analysis of Digital Teacher Competency Research Trends in the Era of Artificial Intelligence-Based Learning: A Global Study Didi Sudrajat; Asnal Hafiz; Hernita Pasongli; Muh. Safar; Ahmad Yani
International Journal of Educational Research Excellence (IJEREC) 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/ijerec.v6i1.1425

Abstract

The integration of artificial intelligence (AI) into education requires a reconceptualization of digital teacher competencies. This study presents a qualitative bibliometric analysis of global research trends in digital teacher competency in the era of AI-based learning. Using the Scopus database, 876 documents published between 2014 and 2024 were analyzed through descriptive bibliometrics, keyword co-occurrence mapping, and thematic cluster interpretation using VOSviewer. The qualitative method employed an interpretive approach to identify the emergent thematic structures, evolutionary pathways, and geographic distribution patterns. The findings reveal exponential growth in publications since 2020, driven by the rise of generative AI and adaptive learning systems. Four dominant thematic clusters emerged: (1) foundational digital competence frameworks and teacher professional development, (2) AI-driven adaptive and personalized learning environments, (3) ethical dimensions and AI literacy, and (4) data-informed pedagogical decision-making. The United States, China, and the United Kingdom lead scientific production, while Indonesia appears as the most productive Southeast Asian country but with a limited citation impact. The temporal evolution demonstrates a clear shift from generic digital literacy to AI-specific competencies, such as prompt engineering, algorithmic evaluation, and critical AI pedagogy. The discussion highlights the urgent need to embed AI-related constructs into existing teacher competence frameworks and foster international research collaboration. This study provides a comprehensive research map for policymakers, teacher educators, and researchers aiming to design future-ready professional development models

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