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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 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 Effect of “Word Bag” Learning Strategy on Vocabulary Improvement in Fifth-Grade Students Nurul Mawaddah Hasibuan; Rahmat Kartolo; Sutikno Sutikno
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

Vocabulary mastery constitutes a fundamental component of language acquisition, particularly during elementary school years when cognitive development facilitates rapid linguistic growth. This classroom action research investigated the effect of the "Word Bag" learning strategy on vocabulary improvement among 31 fifth-grade students at SDN 17 Rantau Selatan, Labuhan Batu Regency, during the 2025-2026 academic year. Employing the Kemmis and McTaggart action research model across two cycles, the study collected data through observation instruments assessing student and teacher activities, along with vocabulary mastery tests (pretest and posttest) measuring students' abilities to write, pronounce, and translate vocabulary. Results demonstrated significant improvements across intervention cycles. Student activity engagement increased from 87.50% in Cycle I to 91.25% in Cycle II, achieving "Very Good" classification. Vocabulary mastery classical completeness rose dramatically from 19.35% (6 of 31 students) in the pre-cycle phase to 51.61% (16 students) in Cycle I, and finally to 81.71% (25 students) in Cycle II, exceeding the 80% success indicator. Statistical analysis using paired t-tests and ANOVA with post-hoc tests confirmed significant differences between stages, validating the strategy's effectiveness. These findings establish the "Word Bag" strategy as an evidence-based intervention for enhancing vocabulary acquisition in elementary education.
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.

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