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Dwi Sulisworo
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International Journal of Learning Reformation in Elementary Education
Published by Indonesian Institute of Science and Technology Research
ISSN : 29619092     EISSN : 29618665     DOI : https://doi.org/10.56741/ijlree.v1i02
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences
International Journal of Learning Reformation in Elementary Education discusses and shares education theory, research, and their implications for teaching and learning reformation to deal with global issues. It prefers to publish original studies that cover facts and phenomena about school and classroom settings in elementary or middle schools. IJLREE presents articles that relate the latest research in child development, cognitive psychology, and sociology to school teaching and learning. The scope in multidisciplinary perspective includes but is not limited to: Subject Teaching, Science Education, Development of Reading, Nutrition and Home Economics, Multicultural, Differentiation, Educational Models and Programs, Language Teaching, Curriculum Development, Physical Education, Environmental Education, Bi-/Multilingual Teaching, Adopted Teaching, Teacher Training for Elementary Education, Teaching of Social Studies, Mathematics Education, Teaching of Performing Arts, Citizenship, Methodology and Strategy in Teaching, Special Education, Research into Elementary Education, Technology and Media for Learning, Indigenous and Local Wisdom, and Education Policies.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 102 Documents
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Mathematical Knowledge for Teaching in Elementary Teacher Education: A Systematic Review with Limited Meta-Analytic Synthesis Meita Fitrianawati; Muhammad Ardi Kurniawan; Vita Istihapsari
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 02 (2026): Article in Press - International Journal of Learning Reformation in Elementary
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.002176

Abstract

This study synthesizes empirical research on Mathematical Knowledge for Teaching (MKT) in elementary teacher education through a systematic review combined with a limited meta-analytic synthesis. Following PRISMA 2020 procedures, studies published between 2015 and 2025 were identified from ERIC, Scopus, Google Scholar, Garuda Kemdikbud, and DOAJ. Fourteen quantitative and mixed-methods studies met the inclusion criteria, although only five provided sufficient statistical data for effect size estimation. Effect sizes were calculated using Cohen’s d and Hedges’ g, and pooled under a random-effects model in CMA version 3 and the R-package metafor. The findings indicate that MKT among elementary teachers, both prospective and early-career, is generally uneven across domains, with stronger performance in common content knowledge and persistent weaknesses in specialized content knowledge and horizon content knowledge, especially in fractions and geometry. The pooled effect (d = 0.62, 95% CI [0.38, 0.86], k = 5) suggests that structured pedagogical interventions can improve MKT, although the evidence base remains limited and heterogeneous. Cross-study patterns, rather than formal subgroup meta-analytic tests, suggest that teaching experience, mathematical content domain, and initial pedagogical knowledge are associated with variation in MKT outcomes. The study highlights implications for strengthening elementary teacher education curricula, particularly within the Kurikulum Merdeka framework in Indonesia, and for improving future MKT research design and reporting.
Determinants of Effective Financial Management in Regional Public Service Agencies at State Vocational High Schools in Bengkulu Province Asnawati; Sudarwan Danim
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 02 (2026): Article in Press - International Journal of Learning Reformation in Elementary
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.002218

Abstract

This study investigates the determinants of financial management effectiveness of Regional Public Service Agencies (BLUD) at State Vocational High Schools in Bengkulu Province, Indonesia. A causal-quantitative approach was employed, with data collected from 56 respondents across eight BLUD-designated State Vocational High Schools through purposive sampling. Four independent variables were examined: information technology (IT) utilization, human resource (HR) competency, governance, and functional supervision. Data was collected via a five-point Likert-scale questionnaire and analyzed using multiple linear regression. Results show that IT utilization (β = 0,422, p = 0,037), HR competency (β = 0,890, p = 0,000), and governance (β = 0,761, p = 0,023) each exerted a positive and significant effect on BLUD financial management effectiveness, while functional supervision yielded no significant effect (β = 0,017, p = 0,920). The overall model was statistically significant (F = 25,341, p = 0,000, Adjusted R² = 62,7%). These findings indicate that internal organizational factors, particularly HR competency, IT infrastructure, and governance structures, are far more decisive determinants of BLUD financial management effectiveness than formal external oversight mechanisms. The study contributes to the scarce empirical literature on BLUD financial management in vocational education and provides actionable policy recommendations for strengthening public-sector financial governance in regional Indonesia.

Page 11 of 11 | Total Record : 102

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