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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 786 Documents
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Development of the CAFE-AI E‑Learning Model: Integrating Pedagogy and Artificial Intelligence to Enhance AI Literacy and Growth Mindset among University Students Wajnah; Wahyu Anugrah Manippi; Sartinayanti; Mutmainna Ekawati; A. Fitriani Suryadi
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.v6i1.1428

Abstract

This study proposes and qualitatively evaluates the CAFE-AI elearning model, an integrated pedagogical framework that combines constructivist, sociocognitive, and humancentered artificial intelligence (AI) principles to foster AI literacy and a growth mindset among university students. The model responds to recent evidence showing that AI literacy among Indonesian highereducation students remains generally low, particularly in understanding AI concepts, ethical implications, and critical evaluation of AI outputs. Employing a qualitative research design, the study draws on semi structured interviews, learning reflections, and document analysis in a technology enhanced course where students engaged with AI tools (such as generative AI and grammar support systems) through guided tasks and reflective activities. Data were analyzed thematically to identify how students experienced the CAFE-AI model in relation to their AI literacy competencies and growth‑mindset orientations. The findings indicate that the CAFE-AI model supports students in developing more nuanced understandings of AI systems, more critical and ethical orientations to AI use, and greater willingness to experiment, learn from feedback, and regulate their learning strategies. These findings are interpreted in relation to emerging international AI literacy frameworks and growth‑mindset theory, and implications are discussed for AI‑integrated pedagogy in Indonesian higher education.
Developing Project-Based Learning Writing Materials for EFL Junior High Schools Students: A Physiotherapy Perspective on Educational Intervention Design Zainul Anwar; Asnawi
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.v6i1.2083

Abstract

This study aimed to develop an English writing module through Project-Based Learning (PjBL) for Grade VIII students of MTs Yayasan Pendidikan Jaya Penggalian and to evaluate its validity and effectiveness in improving students' writing competence. The study was motivated by the limited opportunities provided by the existing instructional materials for systematic writing practice, which resulted in students' difficulties in generating ideas, organizing texts, applying grammatical structures, and using appropriate vocabulary. This research employed a Research and Development (R&D) design using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The needs analysis involved students through questionnaires to identify their target needs and learning needs. The developed module was validated by three experts: a material expert, a media expert, and an instructional design expert. The validation results indicated that the module achieved 95% for material validity, 95.5% for media validity, and 97% for instructional design validity, with an overall average of 95.8%, indicating that the module was highly valid and appropriate for classroom implementation after minor revisions. The effectiveness of the module was examined through pre-test and post-test writing assessments. The findings revealed a substantial improvement in students' writing performance, with the mean score increasing from 61.8 in the pre-test to 86.9 in the post-test. The percentage of students achieving the minimum mastery criterion also increased from 20% to 96.7%. The improvement was attributed to the integration of contextual vocabulary instruction, grammar support, model texts, scaffolded writing activities, collaborative learning, and authentic projects embedded within the PjBL framework. The findings indicate that the developed module effectively addressed students' identified learning needs while promoting active participation, meaningful learning, and improved writing competence. Therefore, the developed module is considered a valid, practical, and effective instructional resource for teaching English writing at the junior secondary school level.
Critical Pedagogy Approach to Teaching the History of the 17 August 1945 Proclamation: Enhancing Multicultural Awareness and Historical Empathy Burhanuddin; Bincar Nasution; Insan Fahmi Siregar
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.v6i1.2087

Abstract

This study investigates the implementation of a critical pedagogy framework in teaching the history of Indonesia’s Proclamation of Independence on 17 August 1945, aiming to cultivate multicultural awareness and historical empathy among senior high school students. Employing a qualitative case study design, data were gathered through classroom observations, semi-structured interviews with a history teacher, focus group discussions with students, and analysis of instructional documents and student reflective writings. Thematic analysis revealed that the critical pedagogy intervention, characterized by problem-posing dialogue, interrogation of dominant nationalist narratives, and engagement with marginalized voices from diverse ethnic and social groups, significantly transformed students’ historical understanding. Three overarching themes emerged: (1) the deconstruction of a monolithic national narrative toward a pluralistic conception of the independence struggle; (2) the development of multicultural awareness marked by recognition of the roles of ethnic minorities, women, and youth organizations; and (3) the cultivation of historical empathy through perspective-taking and affective connection with historical actors. The findings underscore the potential of critical pedagogy to disrupt the banking model of history education and to foster a more inclusive and empathetic historical consciousness. The study offers practical insights for history curriculum reform in multicultural societies, highlighting both the affordances and challenges of enacting critical approaches within examination-oriented educational systems.
Developing Speaking Learning Materials Through Video Blogging for 8th Grade Students Nanda Nauri; Asnawi
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.v6i1.1927

Abstract

This research and development study aimed to develop and evaluate speaking learning materials integrating video blogging (vlogging) within a Project‑Based Learning (PBL) framework for eighth‐grade students at SMP Swasta IT Ad Durrah, Medan. The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) guided the systematic design of a vlog‑based speaking module targeting fluency, pronunciation, vocabulary, accuracy, and organization in oral presentations. Needs analysis through classroom observation, teacher interviews, and student questionnaires revealed that speaking instruction was dominated by textbook‑based drills, limited authentic practice, and low learner confidence, despite high student interest in technology‑mediated activities. Product development produced a multi‑unit module including model vlogs, guided speaking tasks, scaffolded project stages, and performance rubrics aligned with the junior high school curriculum. Expert validation data indicated that the materials met criteria of content validity, language clarity, presentation quality, and media feasibility, with an overall mean score of 4.65 categorized as “very feasible.” Implementation with 60 students showed substantial gains in speaking performance: the mean score increased from 66.8 (pre‑test) to 82.9 (post‑test), with a mean gain of 16.1 and a paired‑sample t‑observed value of 12.45 exceeding t‑table 2.04 at the 0.05 significance level. Qualitative findings further indicated increased motivation, confidence, and engagement. These results suggest that vlog‑based, PBL‑oriented materials are valid, practical, and effective for enhancing lower secondary EFL learners’ speaking skills.
The Development of Game Based English Vocabulary Learning Materials for 8th Grade Students Gindo Tua Nainggolan; Asnawi
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.v6i1.1928

Abstract

The low mastery of English vocabulary among junior high school students remains a significant challenge in achieving the learning objectives of the Independent Curriculum. This research aimed to develop and evaluate the effectiveness of game-based learning materials for 8th-grade students at SMP Methodist Pantai Labu. The study followed the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model of Research and Development (R&D). Data were collected through expert validation, observations, and a one-group pre-test–post-test design involving 32 students. The findings indicated that the developed materials were highly valid and feasible based on expert judgment. Statistical analysis through the Paired Sample T-Test revealed a significant improvement in students' vocabulary mastery, with the mean score increasing from 57.09 to 83.53 (p = 0.000). The intervention achieved a Large Effect Size (Cohen’s (d = 2.11) and a Moderate N-Gain score (0.63), demonstrating high learning efficiency. Furthermore, the classical mastery rate increased dramatically from 0% to 90.6%, proving that the product effectively narrowed the achievement gap and supported differentiated learning. The integration of gamification elements successfully created a student-centred environment that reduced learning anxiety. It is concluded that game-based learning materials are a robust and effective solution for enhancing English vocabulary acquisition in the modern Indonesian classroom context
The Effectiveness of Children’s Song-Based Learning Method on Improving Indonesian Vocabulary Mastery in Elementary School Students Nurul Mawaddah Hasibuan; Rahmat Kartolo; Sutikno Sutikno; Siti Lam’ah Nasution
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.v6i1.2090

Abstract

Language acquisition and vocabulary mastery are fundamental to cognitive development in early childhood. From a physiotherapy perspective, the integration of multisensory learning approaches, including rhythmic and melodic elements, may stimulate neural pathways associated with both motor and cognitive functions. Objective: This study aimed to evaluate the effectiveness of a children's song-based learning method on improving Indonesian vocabulary mastery among first-grade elementary school students. Methods: A pre-experimental one-group pretest-posttest design was employed with 21 first-grade students (11 males, 10 females) from SDN 10 Rantau Selatan, Labuhanbatu Regency. The intervention consisted of four sessions incorporating children's songs as the primary instructional medium for vocabulary acquisition. Data were collected using vocabulary mastery tests (pretest and posttest) and analyzed using descriptive statistics and paired sample t-tests. Results: Results demonstrated a significant improvement in vocabulary mastery, with mean scores increasing from 55.50 (pretest) to 80.50 (posttest), representing a 25.00-point increase (p<0.001, t=14.15). The N-Gain score of 0.56 indicated moderate effectiveness. Standard deviation decreased from 19.208 to 10.500, suggesting more homogeneous learning outcomes post-intervention. Conclusion: The children's song-based learning method proved effective in enhancing vocabulary mastery, supporting the integration of multisensory, rhythmic activities in early childhood education. These findings align with physiotherapy principles of sensorimotor integration and neuroplasticity, suggesting that musical-rhythmic interventions may facilitate cognitive-linguistic development through enhanced neural connectivity and motor-cognitive coupling
The Effectiveness of Children’s Song-Based Learning Method on Improving Indonesian Vocabulary Mastery in Elementary School Students Sarimah Nasution; Rahmat Kartolo; Sutikno Sutikno; Siti Lam’ah Nasution
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.v6i1.2092

Abstract

Language acquisition and vocabulary mastery are fundamental to cognitive development in early childhood. From a physiotherapy perspective, the integration of multisensory learning approaches, including rhythmic and melodic elements, may stimulate neural pathways associated with both motor and cognitive functions. Objective: This study aimed to evaluate the effectiveness of a children's song-based learning method on improving Indonesian vocabulary mastery among first-grade elementary school students. Methods: A pre-experimental one-group pretest-posttest design was employed with 21 first-grade students (11 males, 10 females) from SDN 10 Rantau Selatan, Labuhanbatu Regency. The intervention consisted of four sessions incorporating children's songs as the primary instructional medium for vocabulary acquisition. Data were collected using vocabulary mastery tests (pretest and posttest) and analyzed using descriptive statistics and paired sample t-tests. Results: Results demonstrated a significant improvement in vocabulary mastery, with mean scores increasing from 55.50 (pretest) to 80.50 (posttest), representing a 25.00-point increase (p<0.001, t=14.15). The N-Gain score of 0.56 indicated moderate effectiveness. Standard deviation decreased from 19.208 to 10.500, suggesting more homogeneous learning outcomes post-intervention. Conclusion: The children's song-based learning method proved effective in enhancing vocabulary mastery, supporting the integration of multisensory, rhythmic activities in early childhood education. These findings align with physiotherapy principles of sensorimotor integration and neuroplasticity, suggesting that musical-rhythmic interventions may facilitate cognitive-linguistic development through enhanced neural connectivity and motor-cognitive coupling.
Revitalizing Pancasila Learning through Critical Pedagogy: Fostering Civic Awareness and Participation in the Contemporary Era Burhanuddin Burhanuddin; Cipto Duwi Priyono; Mukhlis Lbs
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.v6i1.2095

Abstract

The teaching of Pancasila in Indonesian higher education remains heavily dominated by a banking model that emphasizes memorization of principles rather than the cultivation of critical consciousness and democratic participation. This study explores the revitalization of Pancasila learning through critical pedagogy to foster students’ civic awareness and active citizenship. A qualitative case study approach was employed, involving two lecturers and forty undergraduate students at a public university in Java. Data were collected through semi-structured interviews, focus group discussions, classroom observations, and document analysis over one semester, and were analyzed using Braun and Clarke’s thematic analysis. Findings reveal four overarching themes: (1) the persistence of a banking model in conventional Pancasila instruction; (2) the integration of critical pedagogy principles such as problem-posing, dialogic circles, and real-world controversial issues; (3) a significant shift in students’ civic awareness, manifested through critical consciousness, empathy, and personal connection of Pancasila values to social injustices; and (4) the emergence of participatory citizenship evident in student-initiated community projects and advocacy. The discussion highlights how critical pedagogy transforms Pancasila education from a ritualistic symbolic exercise into a praxis for democratic life. The article concludes with implications for policy, curriculum design, and lecturer professional development, advocating for a dialogic, problem-posing Pancasila pedagogy that aligns with the Merdeka Belajar vision.
Developing a Contextualized Clinical Reasoning Module for Physiotherapy Students: A Research and Development Study Nur Cahaya Nasution; Ahmad Laut Hasibuan; Asnawi Asnawi
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.v6i1.2104

Abstract

Clinical reasoning is a fundamental competency in physiotherapy education, yet many students struggle to develop this skill due to decontextualized learning materials that fail to connect theoretical knowledge with authentic clinical scenarios. Objective: This study aimed to develop, validate, and evaluate the effectiveness of a contextualized clinical reasoning module based on local clinical cases for physiotherapy students. Methods: This research employed a Research and Development (R&D) approach using the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation). The module was developed based on needs analysis involving 45 physiotherapy students and 10 clinical educators. Expert validation was conducted by three experts in physiotherapy education, curriculum development, and instructional media. The module was implemented with 30 fourth-year physiotherapy students, and its effectiveness was measured using pre-test and post-test clinical reasoning assessments. Results: Expert validation yielded scores of 91.5% (content validity) and 89.7% (media validity), both categorized as "Very Valid." Practicality assessment by clinical educators and students achieved 93.2%, categorized as "Very Practical." Students' clinical reasoning scores improved significantly from a pre-test mean of 52.4 to a post-test mean of 81.6 (N-Gain = 0.62, Moderate). Conclusion: The contextualized clinical reasoning module based on local clinical cases is valid, practical, and effective in improving physiotherapy students' clinical reasoning skills. This study contributes to the development of contextual learning resources that bridge the gap between theoretical knowledge and clinical practice in physiotherapy education..
INNOVATIVE VIDEO-BASED LEARNING MEDIA IN TEACHING SPEAKING SKILLS FOR JUNIOR HIGH SCHOOL Yongma Ibnu Krisdianto; Yepi Sedya Purwananti
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.v6i1.2106

Abstract

This study aims to develop an innovative video-based learning media to improve junior high school students’ speaking skills. The research employed a Research and Development (R&D) method using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The developed product consisted of four interactive learning videos focused on daily expressions and speaking practices, intended for seventh-grade students at MTsN 8 Tulungagung. Validation was conducted by a material expert, media expert, and instrument validator, followed by product trials involving students. Data were collected through observation, interviews, and student questionnaires. The results indicated that the video media was highly valid in terms of content and media design, and proved to be practical and effective in enhancing students’ confidence, active participation, and speaking ability in English. Therefore, this media is considered feasible as an alternative learning tool for teaching speaking skills at the junior high school level.

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