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INDONESIA
Indonesian Journal of Education Research (IJoER)
Published by Cahaya Ilmu Cendekia Publisher
ISSN : 27226298     EISSN : 27221326     DOI : https://doi.org/10.37251/ijoer
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Indonesian Journal of Education Research (IJoER) is a scientific journal published by Cahaya Ilmu Cendekia Publisher. The IJoER aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills are transmitted from one generation to another; and making methods and contents of evaluation and research in education available to teachers, administrators and research workers. The journal encompasses a variety of topics, including child development (childhood, primary, secondary, senior, vocation, and higher education), curriculum, philosophies of education and educational approaches, etc. Indonesian Journal of Education Research is published both in Print and Electronic format
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 9 Documents
 1 
Search results for , issue "Vol. 7 No. 2 (2026): April" : 9 Documents clear
Integrated Language Strategies for Teaching Sets to Grade 7 Learners in a Philippine Public School: A One-Group Pretest-Posttest Study Ashley Coleen S Ortiz; Douglas A Salazar
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i2.2399

Abstract

Purpose of the study: This study examined whether language strategies improve Grade 7 learners’ conceptual understanding of sets. It also explored how the learners perceived the use of these strategies in learning mathematics. Methodology: A one-group pre-test–post-test design was conducted with 27 low-performing Grade 7 learners from a public school in North Cotabato. The intervention usedocabulary building, composing with keywords, metacognitive prompts, defining formats for mathematical clarity, and a profile-and-frame approach in lessons on sets, subsets, union, and intersection. Quantitative data came from a researcher-made 40-item test, while qualitative data on learner perceptions were gathered through guided interviews. Main Findings: Learners’ mean scores increased from 12.93 (pre-test) to 20.04 (post-test), and the Wilcoxon Signed Rank Test indicated a statistically significant improvement in conceptual understanding (p = .001). Thematic analysis showed that language strategies supported clarity, retention, and engagement, though some learners experienced cognitive overload and language-related difficulties. Novelty/Originality of this study: This study demonstrates how the use of specific language strategies in teaching sets can enhance conceptual understanding of low-performing group of Grade 7 students. It also highlights the need to manage cognitive load and language demands, underscoring the importance of differentiated support when using language-rich approaches in mathematics instruction.
Evaluating Photomath as a Classroom Formative Assessment Intervention: Effects on Grade 9 Learners’ Achievement in Radicals Roziel Anne Basa; Douglas A Salazar
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i2.2400

Abstract

Purpose of the study: This study aims to evaluate Photomath application as a formative assessment intervention integrated into the classroom cycle to determine if it can improve Grade 9 learners’ achievement levels in solving radicals and to explore learners’ perceptions of the application as a formative assessment intervention. Methodology: The study used a one-group pretest–posttest design with qualitative support. Tools included a researcher-made 30-item achievement test, Photomath mobile application, and open-ended perception survey. The Wilcoxon Signed Ranks Test was applied for statistical analysis. Qualitative responses were examined through thematic analysis. Main Findings: Learners’ mean scores increased from 9.8 to 23.5, with all participants improving in the posttest. Most reached proficient or advanced levels. The Wilcoxon Signed Ranks Test showed a significant difference (p < 0.0001). Learners reported that the intervention helped in correcting errors and misconceptions, step-by-step understanding, and confidence in solving radicals. Novelty/Originality of this study: This study contributed to the classroom assessment policy by using Photomath specifically as a formative assessment mechanism, requiring learners to attempt solutions independently before checking the steps through the application. Findings imply that such use of Photomath helps improve learners’ achievement in radicals and enhances their understanding and confidence in solving mathematical problems.
Integrating Khan Academy as Video-Based Instruction: A Pre Experimental Action Research on Grade 7 Learners’ Achievement and Engagement Eric Lascoña; Douglas A Salazar
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i2.2402

Abstract

Purpose of the study: This action research examined whether integrating Khan Academy video lessons into Grade 7 mathematics classes would improve learners’ achievement and engagement levels, and documented students’ perceptions of the videos after a two-week classroom intervention. Methodology: A pre-experimental one-group pretest–posttest design was employed. Research instruments included a researcher-made 30-item Mathematics achievement test validated by three in-service teachers (reliability = 0.7742), a Mathematics Engagement Level Questionnaire using a 5-point Likert scale (Cronbach’s α = 0.857), and purposively selected Khan Academy video lessons. Data were analyzed using the Wilcoxon Signed-Rank Test, Spearman’s rho, and thematic analysis. Main Findings: Post-intervention achievement increased significantly, rising from a mean of 10.42 to 17.62, although most learners remained at the “Beginning” level. Engagement levels also improved after the intervention. The relationship between post-intervention achievement and engagement was weak and not statistically significant. Learners reported clearer understanding, increased enjoyment, and greater motivation, alongside some issues related to audio clarity and retention. Novelty/Originality of this study: This study contributes to educational research by demonstrating how short, teacher-guided integration of video-based instruction can simultaneously influence mathematics achievement and multidimensional learner engagement in secondary classrooms. By combining validated pre–post quantitative measures with learners’ thematic feedback, the study extends existing evidence on video-based learning by identifying both instructional benefits and implementation constraints (e.g., audio clarity, retention), thereby informing more effective and context-sensitive blending of video resources in mathematics instruction.
Transformation of Digital Animation Videos in Islamic Religious Education Learning to Improve Students' Understanding at MI Az-Zainiyah II Moh Ulum; Umi Kulsum
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i2.2691

Abstract

Purpose of the study: This study aims to analyze how Islamic Religious Education (IRE) learning has undergone a transformation in the digital era through the use of digital animated videos and its implications for student understanding at MI Az-Zainiyah II. The background of this research begins with digitalization, which encourages IRE teachers to utilize technology to improve the quality of learning processes and outcomes, in line with the Independent Curriculum. Methodology: This study uses a qualitative approach with a case study approach. Data were collected in the odd semester of 2025/2026 through participant observation, interviews with three key informants (the principal, curriculum department, and fiqh teacher) and students, documentation of teaching materials, and a literature review. Data validity was strengthened through triangulation of sources and techniques, as well as member checking with informants. Analysis was conducted through data reduction, presentation, and drawing conclusions. Main Findings: The research results show that this transformation is perceived positively because digital media innovations create engaging learning environments, reduce boredom, enrich interactions, and encourage imagination and practice. However, negative impacts were also identified, including the risk of assessment inaccuracy when devices are used in semester exams and a tendency for students to be reluctant to write. Therefore, madrasas are implementing digital adoption selectively and gradually. Novelty/Originality of this study: The novelty of this research lies in its analysis of the transformation of Islamic Religious Education (IRE) learning through digital animated videos based on constructivism and dual coding theory, which emphasizes active student involvement in constructing understanding. This research focuses not only on media effectiveness but also on institutional readiness, infrastructure limitations, and teacher competency in the context of elementary madrasahs.
Research Capability and Professional Development Needs of Public School Teachers in Action Research: A Profile-Based Analysis Jake M Laguador; John Rey SR Soverano
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i2.2774

Abstract

Purpose of the study: This study aims to assess the professional development needs and research capability gaps of public elementary school teachers as a basis for developing targeted, evidence-informed interventions. Methodology: Quantitative research method was utilized in the study with 62 teacher-respondents using cross-sectional survey questionnaire to gather data in terms of profile and development needs in research within three weeks. Data were analyzed using descriptive and inferential statistics. Main Findings: The results revealed that teachers experience moderate to high research difficulty but are willing to engage in research capability training. They demonstrated a very high level of development needs in research across the six identified phases of the research program particularly the married teachers in conceptualization, production, and publication. Age, sex, and educational attainment do not significantly influence development needs, and research difficulty does not affect these needs, highlighting the necessity for targeted professional development. Novelty/Originality of this study: This study is novel in identifying elementary teachers’ specific research capability needs and using these insights to design a structured and contextualized training with mentoring support. By targeting skill gaps across all research phases, the program enhances teachers’ professional competence, contributes to human capital development, and strengthens a sustainable culture of research in the educational community.
From Campus to Corporate: Evaluating Industry Partnerships to Improve the BSOA Internship Program Jerson, Nollie Boy Dangli
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i2.2253

Abstract

Purpose of the study: This study evaluated industry partners and the implementation of the Bachelor of Science in Office Administration (BSOA) internship program from the perspective of interns, with the goal of identifying evidence-based priorities for program improvement. Methodology: An explanatory sequential mixed-method design was employed. Quantitative data were obtained from 70 BSOA interns from academic years 2022–2024 through total enumeration, followed by semi-structured interviews with 10 purposively selected interns using criterion-based maximum-variation purposive sampling. The survey instrument was adapted from a prior internship evaluation tool and contextualized to the BSOA practicum and CMO 104, series of 2017. Quantitative data were analyzed using frequency, percentage, and weighted mean, while qualitative interview data were coded thematically to explain the survey results. Main Findings: Interns rated collaboration and teamwork (4.33), regard for people (4.41), and work ethics (4.43) as excellent. Communication (4.18), decision-making and empowerment (4.06), and compliance with internship requirements (4.16) were rated very satisfactory. Time management (3.09) and low self-confidence (2.77) emerged as the most salient challenges, highlighting the need for clearer pre-deployment guidance, structured feedback, and continuous partner review. Novelty/Originality of this study: The study contributes a program-specific evaluation of internship quality in office administration education by integrating intern ratings of industry partnership quality, regulatory compliance, and encountered problems into a single improvement-oriented framework.
Validation of Problem-Based Learning Teaching Modules on Momentum and Impulse to Improve Students' Critical Thinking Skills Sekarani, Tresnane Suandti; Akhsan, Hamdi; Kistiono, Kistiono
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i2.2369

Abstract

Purpose of the study: This study aims to validate a Problem-Based Learning (PBL) teaching module on Momentum and Impulse material to improve the critical thinking skills of Grade XI students. The validation ensures the module's feasibility before implementation in the classroom. Methodology: This research and development (R&D) study used the Four-D Model (Define, Design, Develop, Disseminate), limited to the development stage. Validation involved four experts who assessed the module using a validation questionnaire. Data were analyzed quantitatively based on content, construct, language, presentation, and assessment criteria. Main Findings: The module received an average validity score of 89%, categorized as "Valid" without revision. The highest scores were in learning construct/model (92%) and assessment (91%). All aspects is content, language, presentation, and graphics were deemed suitable for classroom use, supporting the module's readiness for implementation. Novelty/Originality of this study: This study offers a PBL-based teaching module specifically designed for the Merdeka Curriculum, integrating critical thinking indicators and Pancasila Student Profile values. It addresses the lack of contextual, structured physics teaching tools and provides a validated, practical resource for teachers to enhance students' critical thinking through real-world problems.
From Metrics to Sustainability: Internationalization Practices of Higher Education Institutions in Northern Luzon, Philippines Mendoza, Cipriano Jr
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i2.2807

Abstract

Purpose of the study: In response to an increasingly interconnected global landscape, Higher Education Institutions (HEIs) are continuously advancing their connections and responsiveness through pursuing internationalization. This study investigates the operationalization of internationalization practices within public and private HEIs in Northern Luzon, Philippines, focusing on the core dimensions that facilitate institutional resilience and global competitiveness. Methodology: Adopting exploratory multiple-case study design, this study investigated internationalization practices across seven purposively selected HEIs in Northern Luzon, Philippines. Data triangulation involved semi-structured key informant interviews with high-level administrators, specifically, vice presidents, directors and leads of International Relations Offices (IROs), and a comprehensive document review through Thematic Analysis. These institutions were selected based on their sustained performance and upward Global ranking trajectories, providing a high-performance context for analyzing best practices in global integration. Main Findings: The findings indicate that regional HEIs utilize a strategic selectivity approach, emphasizing high-impact international memberships and trust-based partnerships as the primary drivers for sustaining mobility, collaborative research, and transnational education. These practices are integrated into the fundamental structure of the institution through a decentralized soft infrastructure, which includes specialized international centers and virtual exchange platforms that add global standards to the local curriculum while preserving indigenous knowledge intact. This operational approach ultimately enables a shift from a focus on quantitative metrics to a socially responsible, resource-aligned framework that democratizes global competence for students. Novelty/Originality of this study: This study addresses a critical gap in internationalization literature by employing multi-case study research design to investigate underrepresented public and private HEIs in Northern Luzon, Philippines. Through this, the study captures diverse spectrum of internationalization practices offering evidence-based roadmap for regional HEIs to align capacity with global standards. It provides a novel methodological framework for understanding how localized institutions transition into active participants in global knowledge exchange.
Graduate Perception-Based Evaluation of the Philippines Senior High School Science, Technology, Engineering, and Mathematics Curriculum Adequacy: Domain Analysis of Core, Specialized and Contextualized Subjects Mariano, Joan B
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i2.2867

Abstract

Purpose of the study: This study aimed to determine the level of adequacy of the Senior High School Science,Technology, Engineering, and Mathematics curriculum in the Philippines by evaluating its three curricular domains: core subjects, specialized subjects, and contextualized subjects, based on the perceptions of college students who completed the Science, Technology, Engineering, and Mathematics strand. Methodology: A quantitative research design was employed using a structured survey questionnaire with a 4-point Likert scale, with reliability established through Cronbach’s alpha (α = 0.87). A total of 159 college Science, Technology, Engineering, and Mathematics students in Benguet, Philippines were selected through random sampling. Data were analyzed using weighted mean and standard deviation, while differences among curriculum domains were examined using the Friedman test, with post hoc pairwise comparisons conducted using the Wilcoxon signed-rank test with Bonferroni correction. Interpretation was guided by established curriculum evaluation frameworks. Main Findings: Core subjects were rated as adequate (M = 3.16, SD = 0.44), specialized subjects as highly adequate (M = 3.60, SD = 0.45), and contextualized subjects as adequate (M = 3.18, SD = 0.50). Mathematics and science-related subjects received higher ratings, whereas contextualized and humanities-related subjects showed greater variability in perceived relevance to Science,Technology,Engineering, and Mathematics preparation. The Friedman test revealed a statistically significant difference among the three domains (χ² = 75.77, p < 0.001), with specialized subjects rated significantly higher than both core and contextualized subjects. Novelty/Originality of this study: This study provides a domain-based evaluation of Science,Technology,Engineering, and Mathematics curriculum adequacy by separately examining core, specialized, and contextualized subjects through the perspective of college-level Science, Technology, Engineering, and Mathematics Senior High School graduates. It advances existing knowledge by offering empirical evidence on curriculum alignment and perceived preparedness, helping inform targeted curriculum refinement within the Philippine K–12 Science, Technology, Engineering, and Mathematics framework.

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