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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 Toni Megris Silaban; Sutikno Sutikno; Rahmat Kartolo
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.v6i1.2142

Abstract

This study aims to test and analyze the effectiveness of the Problem-Based Learning (PBL) Model in improving argumentation writing skills in elementary school students, and to determine any significant differences between the group taught using PBL and the group taught using the conventional model. The background of this study is the low ability of sixth-grade students to construct logical, evidence-supported arguments, which is suspected to be due to a lack of critical thinking stimulation in the conventional learning process. This study uses a quantitative approach with a quasi-experimental design (Quasi-Experimental Design) model of Non Equivalent Control Group Design. The subjects of the study were sixth grade students of SDN 12 Bilah Barat, Labuhanbatu Regency, Academic Year 2025-2026, which were divided into two groups, namely the Experimental Group (taught with PBL, N = 25) and the Control Group (taught with conventional models, N = 25). The instrument used was a test of argumentative text writing skills in the form of a pretest and posttest. Data were analyzed using the t-Independent Sample T-Test. The results of the prerequisite test showed that the data were normally distributed and had homogeneous variance. The results of the hypothesis test showed that the t-count of the posttest score (2.850) was greater than the t-table (2.011) with a significance value of P of 0.007 (less than 0.05). In addition, there was an increase in the average (Gain Score) in the experimental group of 1.60, much greater than the control group of 0.32. These results confirm a significant difference in argumentative writing skills between the two groups. The problem-based learning (PBL) model encourages students to identify problems, conduct investigations, and develop arguments based on evidence, which directly supports their argumentative writing skills. It is recommended that teachers implement PBL as an alternative learning model capable of stimulating students'
Phonological Interference of Mandailing Dialect in Arabic Phoneme Acquisition: A Study of Qur'anic Recitation Errors and Their Implications for Arabic Language Pedagogy in Higher Education R. Risnawaty; Bincar Nasution; Ihsan Fadhilah; Azmi Yuliana
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.v6i1.2144

Abstract

This study investigates the phonological interference of the Mandailing dialect in the acquisition of Arabic phonemes among Mandailing-speaking university students during Qur’anic recitation. Drawing on a qualitative descriptive design, the research analyzes recorded recitations of selected Qur’anic passages, complemented by semi-structured interviews, to identify error patterns and their dialectal sources. The analysis is informed by autosegmental phonology, contrastive phonology, and Tajwid-based classifications of lahn jali and lahn khafi. Prior work on Mandailing phonology shows a seven-vowel system and nineteen consonants without pharyngeal, uvular, and emphatic segments characteristic of Arabic, creating structural asymmetries that foster negative transfer in recitation. Data reveal recurrent substitutions such as /q/→/k/, /ṣ/→/s/, and omission or weakening of /ʕ/ and /ħ/, as well as prosodic deviations in nabr (stress) and tanghim (intonation). These errors reflect perceptual assimilation of unfamiliar Arabic sounds into closest Mandailing categories and limited explicit phonetic training. The article discusses implications for Arabic language pedagogy in Indonesian higher education, including the integration of focused phonetic drills, natural imitation methods, and talaqqi-based recitation training, and proposes a phonology-informed instructional model to reduce fossilization of dialect-induced errors.
Determinants of Social Commerce Purchase Intention Through Online Trust Mediation Rika Amelia; Triyono Arief Wahyudi; Ferryal Abadi; Elistia Elistia
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.v6i1.2148

Abstract

The rapid rise of social commerce has changed online shopping by combining social interaction with digital transactions, enabling consumers to engage with brands and make purchasing decisions through social networking platforms. This study investigates how UGC, SMI, e-WOM credibility, and perceived value influence SCPI, with online trust serving as a mediating. The research adopts the SOR framework, explaining how external stimuli influence consumers' psychological responses and behavioral intentions. A quantitative approach was employed by collecting data from 200 respondents who had previously purchased things using social commerce sites. The proposed research model was evaluated using SEM-PLS with SmartPLS software to examine both direct and indirect relationships among the constructs. The findings demonstrate that all hypothesized relationships are statistically significant. Online trust emerged as the strongest predictor of purchase intention and effectively mediated the effects of user-generated content, social media influencers, e-WOM credibility, and perceived value on consumers' purchasing decisions. These results highlight the critical importance of strengthening consumer trust to encourage purchase intentions within social commerce environments, particularly on TikTok and Instagram. The study offers practical insights for digital marketers and platform providers by emphasizing strategies that reinforce trust, enhance information credibility, and deliver greater customer value. Future studies may expand the research context by including additional social commerce platforms, wider geographical coverage, and relevant variables to better understand consumer behavior.
An Ethnosemantic Study of the ‘Teknofak’ Lexicon in Biak Culture Based on Visual Data from the Wereldmuseum Collection Musa Hefer Smas; Meggy Merlin Mokay; Florida Hia Sa'pang
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.v6i1.2150

Abstract

This study aims to identify and describe the technological lexicon within Biak culture and to uncover the relationship between the form, function, use and cultural significance of artefacts through an ethnosemantic approach. The study employs a qualitative approach with a linguistic ethnography design. The research data consists of visual data on artefacts from the Wereldmuseum collection and verbal data obtained through observation and in-depth interviews with six native speakers of the Biak language. The analysis was conducted through the stages of identification, classification based on the type and function of the artefacts, and ethnosemantic analysis. The results of the study indicate the existence of 20 techno-factual lexical items representing various aspects of Biak society’s life, including protection, rituals, food processing, personal care, fishing, jewellery, and traditional boat technology. Each lexical item is linked to the material characteristics, function, method of use, and cultural context of the artefact. The analysis indicates that techno-factual lexicons not only serve to name objects but also represent the knowledge, values, identity, experiences and cultural conceptions of the Biak community. These findings underscore the importance of documenting techno-factual lexicons as part of efforts to preserve the language and ensure the sustainability of the Biak community’s cultural knowledge.
Integrating Education for Sustainable Development (ESD) into Early Childhood Education Curricula: A Systematic Review of Environment-Based Learning Practices Moh Solehuddin; Musa Hefer Smas; Ayu Fajarwati; Shaumiwaty Shaumiwaty; Rulik Endarwati
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.v6i1.2160

Abstract

Education for Sustainable Development (ESD) in early childhood education has moved from a peripheral concern to a strategic curricular issue because the early years shape values, dispositions, habits, and foundational understandings that influence later learning and social participation. Recent review studies show that research on sustainability education in early childhood has expanded substantially, with strong emphasis on environmental themes, nature-rich pedagogies, and qualitative inquiry, while intervention studies and holistic integration across social, cultural, and economic pillars remain comparatively limited. This article presents a qualitative systematic review of environment-based learning practices used to integrate ESD into early childhood curricula. Drawing on established review evidence, the study synthesizes major pedagogical trends, curricular logics, implementation patterns, and reported outcomes across the literature. The analysis indicates that effective practices commonly combine time in nature, play-based exploration, guided reflection, social interaction, creative expression, and action-oriented tasks connected to children’s everyday environments. The findings also suggest that most documented outcomes concern environmental literacy, while cognitive, social-emotional, physical, and language outcomes appear as complementary but less consistently foregrounded effects. The review argues that ESD integration in early childhood curricula should move beyond isolated environmental activities toward whole-curriculum, teacher-supported, community-linked, and developmentally appropriate learning designs. These findings offer practical implications for curriculum developers, teacher educators, and researchers, especially in contexts seeking stronger alignment between sustainability agendas and foundational education policy
Integrating Administrative Literacy into Social Science Education: A Curriculum Design for Civic Competence in Higher Education. Nursiah Hasibuan; Fitri Romaito Lubis; Martua 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.v6i1.2179

Abstract

Administrative literacy is increasingly essential for citizens who must navigate public services, legal procedures, digital government platforms, and institutional requirements. However, social science education in higher education often treats administration as a technical subject rather than as a dimension of civic competence. This qualitative study designed and evaluated a curriculum model integrating administrative literacy into social science education to strengthen civic competence among university students. Data were collected through document analysis, semi-structured interviews with 24 participants, focus group discussions with 18 students and 12 lecturers, and classroom observations across three Indonesian universities. Thematic analysis identified four core competency domains: administrative knowledge, procedural skills, critical evaluation, and ethical-participatory action. The proposed curriculum consists of five learning phases: contextual problem identification, document and system analysis, simulated administrative practice, community-based civic project, and reflective assessment. Findings indicate that administrative literacy enhances students’ ability to interpret regulations, complete official procedures, evaluate bureaucratic barriers, and advocate for inclusive public services. The study contributes a transferable curriculum framework for embedding civic competence in social science education.

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