Indonesian Journal of Education Research (IJoER)
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
Articles
226 Documents
<![CDATA[T-Test Analysis of Learning Achievement of Bilingual Students and Regular Students ]]>
<![CDATA[Ardiyanto, Safri]]>;
<![CDATA[Svonni, Charlotta]]>;
<![CDATA[Wasike, Nabiswa Martin]]>
<![CDATA[ Indonesian Journal of Education Research (IJoER) Vol. 4 No. 4 (2023): August ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijoer.v4i4.706
<![CDATA[Purpose of the study: The purpose of this study was to investigate differences in learning achievement between bilingual students and regular students. Methodology: This research methodology uses a quantitative approach with the type of Ex-Postfacto research. Data collection techniques were carried out through documents and interviews. The collected data were then analyzed using conditional tests, such as the normality test and homogeneity test, as well as hypothesis testing with the T test. Main Findings: The findings of this study are that the average Grade Point Average (GPA) of bilingual students is 3.50, with a minimum GPA of 3.36 and a maximum GPA of 3.75. While the average GPA of regular students is 3.41, with a minimum GPA of 3.28 and a maximum GPA of 3.65. Based on the results of the t test calculation, with a 90% confidence level, a significance value (sig) of 0.005 is obtained with a calculated t value of 2.954 which is greater than t table of 1.675. The alternative hypothesis (Ha) is accepted, indicating that there is a significant difference between the GPA of bilingual students and regular students. Novelty/Originality of this study: The novelty of this research lies in the research contribution to the understanding of differences in learning achievement between bilingual students and regular students. These findings can provide new insights in the context of education and show the importance of bilingualism in achieving academic achievement.]]>
<![CDATA[Application of the Project Method in Efforts to Improve Early Childhood Social Development ]]>
<![CDATA[Agustiana, Rima]]>;
<![CDATA[Castner, Daniel J.]]>;
<![CDATA[Nopakhun, Chulintipa]]>
<![CDATA[ Indonesian Journal of Education Research (IJoER) Vol. 4 No. 4 (2023): August ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijoer.v4i4.707
<![CDATA[Purpose of the study: The purpose of this research is to improve social development at an early age through the application of the project method in Kindergarten. Methodology: The methodology used was classroom action research with three cycles, involving 15 group B kindergarten children as research subjects. The research procedure follows the Suharsimi Arikunto model which consists of planning, implementing, observing, and reflecting. The data collected was analyzed using quantitative data analysis techniques and expressed as a percentage. Main Findings: The main finding of this study is that the application of the project method can improve children's social development. Through project activities, children can be involved in socialization and collaboration activities with peers. The project method helps develop social skills and cooperative skills in children. A curriculum that pays attention to activities and experiences that involve cooperation, effort coordination, and conflict resolution among children can provide satisfactory results for their social development. Novelty/Originality of this study: This research contributes to new knowledge about the use of project methods in enhancing early childhood social development. In the context of early childhood education, the project method can be an effective approach to facilitating a child's social development. This research also shows the importance of a learning environment that supports children's social development and the role of educators in monitoring and providing guidance that is beneficial to their environment.]]>
<![CDATA[The Effect of Applying the Learning Cycle Learning Model on Students' Learning Outcomes of Geography ]]>
<![CDATA[Whudian, Ari]]>;
<![CDATA[Park, Yongha]]>;
<![CDATA[Atanga, Raphael Ane]]>
<![CDATA[ Indonesian Journal of Education Research (IJoER) Vol. 4 No. 4 (2023): August ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijoer.v4i4.708
<![CDATA[Purpose of the study: The aims of this study were: 1) To compare the results of learning Geography of students using the Learning Cycle 7E learning model, Learning Cycle 5E with the Expository. 2) Comparing the results of learning Geography of students using the Learning Cycle 7E learning model with the Expository. 3) Comparing the results of learning Geography of students using the Learning Cycle 5E learning model with the Expository. 4) Comparing the results of learning Geography of students using the Learning Cycle 7E learning model with Learning Cycle 5E. Methodology: This study uses a Quasi-Experimental method with a "Postest-Only Control Design". The study population was students of class XI senior high school social sciences department. The samples were selected using the cluster random sampling technique, namely class XI social sciences 5, XI social sciences 7, and XI social sciences 8. Data on learning outcomes were collected through tests with description questions. Data analysis used One Way Analysis of Variance (One Way Anova) and post-ANOVA test (Scheffe' method) with a significance level of 5%. Main Findings: The results of the study showed: (1) There were differences in learning outcomes for Geography students using the Learning Cycle 7E, Learning Cycle 5E, and Expository learning models, with an average score of 73.37 : 66.55 : 58.92 respectively. The results of the one-way ANOVA test showed Fobs > Fα (25.1686 > 3.07); (2) The 7E Learning Cycle learning model produces better Geography learning achievement compared to the Expository learning model, with an average score of 73.37: 58.92; (3) The 5E Learning Cycle learning model produces better Geography learning achievement compared to the Expository learning model, with an average score of 66.55: 58.92; (4) The 7E Learning Cycle learning model produces better Geography learning achievement compared to the 5E Learning Cycle learning model, with an average score of 73.37: 66.55. The three learning models have different levels of influence, with Learning Cycle 7E having the greatest influence, followed by Learning Cycle 5E and Expository. Novelty/Originality of this study: This research has a significant contribution in the field of geography education. The results showed that the Learning Cycle 7E learning model had a more positive influence on students' Geography learning outcomes compared to the Expository learning model and the 5E Learning Cycle. These findings provide a new understanding of the effectiveness of various learning models in the context of geography education.]]>
<![CDATA[Teachers' Efforts to Overcome Barriers to Integrated Social Studies Learning at Junior High School ]]>
<![CDATA[Novian Kharis]]>;
<![CDATA[Beatrice A Namatsi]]>;
<![CDATA[Walter Sengai]]>
<![CDATA[ Indonesian Journal of Education Research (IJoER) Vol. 4 No. 5 (2023): October ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijoer.v4i5.753
<![CDATA[Purpose of the study: The purpose of this research is to find out what obstacles there are in Integrated Social Studies learning and to find out what efforts have been made by teachers to overcome barriers to learning Integrated Social Sciences. Methodology: The methodology used in this research is a qualitative method. The sampling technique used was purposive sampling, taking Integrated Social Sciences teachers and class 8A students at junior high school as data sources. Data was collected through passive observation by researchers and in-depth interviews. Main Findings: Research findings show that Integrated Social Studies learning at junior high school is considered boring by students because of the load of material presented by teachers and the lack of facilities and infrastructure, especially in terms of electronic media. Novelty/Originality of this study: This research contributes to the understanding of the obstacles and efforts made in Integrated Social Sciences learning. The results of this research can be a reference for related parties, such as schools and teachers, to overcome the problems faced in Integrated Social Sciences learning and improve the quality of learning.]]>
<![CDATA[Implementation of the Classical Learning Model in Kindergarten ]]>
<![CDATA[Lina]]>
<![CDATA[ Indonesian Journal of Education Research (IJoER) Vol. 4 No. 5 (2023): October ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijoer.v4i5.754
<![CDATA[Purpose of the study: The aim of this research is to describe the implementation of the classical learning model in kindergarten. Methodology: The method used in this research is descriptive quantitative and qualitative using questionnaires, observations and interviews as data collection techniques. Analysis of questionnaire and observation data uses statistical techniques, while interviews use interactive analysis. Main Findings: The implementation of the classical learning model in kindergarten is of "good" quality. The results of the questionnaire showed a percentage of 81% for general implementation, with a percentage of 75% for class setting indicators, 77% for teaching preparation indicators, and 93% for implementation process indicators. The observation results also showed "good" quality with a percentage of 83% in general, with a percentage of 64% for class setting indicators, 32% for teaching preparation indicators, and 70% for implementation process indicators. The interview results show that the school has implemented the classical learning model well, but there are shortcomings in using the latest curriculum and curriculum standards. Novelty/Originality of this study: The novelty of this research lies in the description of the implementation of the classical learning model in kindergarten and the analysis of its quality based on questionnaires, observations and interviews. This research provides a better understanding of the challenges and advantages of implementing classical learning models in early childhood education institutions with minimal teaching staff.]]>
<![CDATA[The Influence of the Jurisprudential Inquiry Learning Model Assisted by Video Media on the Intellectual Skills and Learning Outcomes of Students ]]>
<![CDATA[Jalu Tommy Prawoto]]>;
<![CDATA[Ha Va Thang]]>;
<![CDATA[Vojtech Blazek]]>
<![CDATA[ Indonesian Journal of Education Research (IJoER) Vol. 4 No. 5 (2023): October ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijoer.v4i5.757
<![CDATA[Purpose of the study: The aim of this research is to find out (1) whether there is a significant influence in the application of the jurisprudential inquiry learning model assisted by video media on students' intellectual skills. (2) is there a significant influence in the application of the jurisprudential inquiry learning model assisted by video media on student learning outcomes Methodology: The population in this study were all class XI high school students who were divided into 4 classes. The sampling technique is random sampling. The sample in this research was students in class XI social sciences 1 and XI social sciences 2, totaling 66 students. The research method used is an experimental research method. The research design used was Quasi experimental design with nonequivalent control group design. The data collection techniques used are observation and tests. The data analysis technique used was the one-way ANOVA test with a significance level of 0.5% Main Findings: The results of the research show (1) there is a significant influence in the application of the jurisprudential inquiry learning model assisted by video media on students' intellectual skills as evidenced by the mean comparison of 22.8888: 20.8056 tested using one way ANOVA with a significance level of 5% obtained Fobs > F table (7.98131106 > 3.07). (2) there is a significant influence in the application of the jurisprudential inquiry learning model assisted by video media on student learning outcomes as evidenced by the mean comparison of 10.1111: 8.1949 which was tested with one way ANOVA with a significance level of 5% obtained Fobs > F table ( 27.35758 > 4.56) Novelty/Originality of this study: This research uses a jurisprudential inquiry learning model assisted by video media, which combines a legal learning approach and the use of video media. This approach can be considered its latest, because it tries to combine two different elements to improve student learning. This can provide new insights into how to improve intellectual skills and learning outcomes through a combination of innovative learning models and media]]>
<![CDATA[Use of the PowToon Online Presentation Application by Non-Digital Native Mathematics Teachers to Create Media and Apply it to the Learning Process ]]>
<![CDATA[Dicky Fernanda J]]>
<![CDATA[ Indonesian Journal of Education Research (IJoER) Vol. 4 No. 5 (2023): October ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijoer.v4i5.759
<![CDATA[Purpose of the study: The purpose of this research is to determine the perceptions of non-digital native mathematics teachers in the process of learning the PowToon application, to determine teachers' perceptions of the PowToon application in the process of creating learning media, and to determine students' perceptions of learning media created with the PowToon application by non-digital mathematics teachers. Methodology: This type of research is qualitative research. The research subjects were two non-digital native Mathematics teachers at Public High School 11 Jambi. To collect data, researchers used several instruments, including diaries, interview guides, and questionnaires. Diaries are used to collect personal notes and daily reflections from these teachers. An interview guide was used to conduct in-depth interviews with teachers to gain a deeper understanding of the use of digital technology. Meanwhile, the questionnaire was used to collect teacher responses to several questions related to the use of digital technology in learning. Main Findings: The research results seen from the teachers' diaries show that the perception of non-digital native mathematics teachers in the process of learning the PowToon application is positive. Meanwhile, the perceptions of non-digital native mathematics teachers were concluded based on interview data regarding the PowToon application in the process of creating positive learning media, and based on data processing analysis from 70 students who were the research sample, 12 students or 17.14% were in the very high category. 58 students or 82.85% were in the high category, and 10 students or 14.28% were in the medium category. Novelty/Originality of this study: This research provides an understanding of teachers' and students' perceptions of the use of the PowToon application in mathematics learning. These findings can provide guidance and input for non-digital native mathematics teachers in integrating digital technology in learning, as well as optimizing the use of the PowToon application as an effective and interesting learning media.]]>
<![CDATA[The Influence of Family Environment and Learning Motivation on Learning Outcomes in Economics Subjects ]]>
<![CDATA[Rosiana Rahmawati]]>;
<![CDATA[Muniru Azuug]]>;
<![CDATA[Amiruddin Ismail]]>
<![CDATA[ Indonesian Journal of Education Research (IJoER) Vol. 4 No. 5 (2023): October ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijoer.v4i5.762
<![CDATA[Purpose of the study: The aim of this research is to determine whether there is an influence of family environmental variables and learning motivation simultaneously on learning outcomes in economics subjects. To determine whether or not there is a partial influence of family environmental variables on learning outcomes in economics subjects. And to find out whether there is a partial influence of learning motivation variables on learning outcomes in economics subjects. Methodology: This type of research is descriptive quantitative with survey methods. The population in this study was class X high school students, totaling 450 students with a sample size of 82 respondents. Sampling used the proportionate random sampling technique by lottery. The research data collection technique uses a questionnaire. Data validity was obtained through the results of a tryout conducted on 30 respondents. The data analysis technique used is multiple linear regression analysis technique. Main Findings: Based on this research, (1) There is a significant influence between family environment variables and learning motivation simultaneously on students' economics learning outcomes; (2) Family environment variables partially have a significant influence on students' economics learning outcomes; (3) Partial learning motivation variables also have a significant influence on students' learning outcomes in economics subjects; (4) The coefficient of determination (R square) of 0.455 or 45.5% indicates that the family environment and learning motivation together influence 45.5% of student learning outcomes in economics subjects. Novelty/Originality of this study: This research investigates the influence of family environmental variables and learning motivation simultaneously on learning outcomes in economics subjects. Previous studies may not have combined these two variables simultaneously in the same context. This research also partially tests the influence of family environmental variables on learning outcomes in economics subjects.]]>
<![CDATA[Enhancing English Language Learning In Tertiary Education Through Blended Approaches: A Bangladesh Perspective ]]>
<![CDATA[Rabbi, Md. Fajlay]]>;
<![CDATA[Islam, Md. Sefatul]]>;
<![CDATA[Hossain, Md. Jamil]]>
<![CDATA[ Indonesian Journal of Education Research (IJoER) Vol. 5 No. 1 (2024): February ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijoer.v5i1.745
<![CDATA[Purpose of the study: Main purpose of this study to investigates the implications of adopting blended approaches in enhancing English language proficiency, bridging the digital divide, and preparing students for the demands of a globalized world. Through a Bangladesh perspective, this research seeks to illuminate the transformative power of blended learning. Methodology: This research employs a qualitative approach. In depth Interviews (IDI) and FGDs has been administered to thirty facilitators and thirty students to measure benefits and challenges associated with blended learning. Additionally, Interviews with ten pedagogy experts has provide insights into successful implementation strategies. Data has been analyzed thematically. Main Findings: Research findings show that by blending technology with traditional pedagogy, this approach prepares students for a world where adaptability and digital literacy are paramount. The success of this approach relies on the collaborative efforts of educational institutions, instructors, and students, all working towards a holistic and dynamic learning experience that empowers students to thrive in an interconnected global society. Novelty/Originality of this study: This study adds additional knowledge of the challenges and efforts associated with blended approaches to English language learning in tertiary education in Bangladesh.The study's findings can be used as a guide for interested parties, including educators and institutions of higher learning, to address the issues with English language teaching and learning in tertiary education and improve student language learning quality.]]>
<![CDATA[Teacher Strategies in Realizing Teacher Pedagogical Competence in High School ]]>
<![CDATA[Annas Kuncoro Abdurrahman]]>;
<![CDATA[Ruobing Ji]]>
<![CDATA[ Indonesian Journal of Education Research (IJoER) Vol. 4 No. 6 (2023): December ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/ijoer.v4i6.770
<![CDATA[Purpose of the study: The aim of this research is to find out teacher strategies in realizing teacher pedagogical competence in high school. Methodology: This research is included in the type of descriptive qualitative research with a phenomenological approach. Data collection comes from interviews and observations. Interviews were conducted with six informants, consisting of two history subject teachers and two sociology subject teachers. The other informants were one class X student and one class XI student who still received instruction from the four teachers. Main Findings: The results of the research show: (1) The meaning of pedagogical competence for teachers in high school (2) Teacher strategies in realizing teacher pedagogical competence in high school are (a) the approach taken by teachers towards students, (b) teacher strategies are based on the approach taken by teachers towards students . Erving Goffman's dramaturgical theory provides an overview of the daily lives of individuals that occur on a stage. In the show there are two parts, namely the front stage which consists of setting, appearance and attitude. Novelty/Originality of this study: The research that is currently being carried out is updated with different approaches from the four high school teachers, resulting in different strategies. An approach can be likened to a map of the geographical conditions of an area, while a strategy is a plan for developing the potential of that area. So, to develop student potential, a teacher must be able to understand student needs in the teaching and learning process.]]>
