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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 226 Documents
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Role of School Principals in Integrating Technology into the Teaching–Learning Process Sisindra, K S P; Nawastheen, Fareed Mohamed
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 6 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i6.2177

Abstract

Purpose of the study: The present study explored the role of Sri Lankan school principals in integrating technology into the teaching–learning process across diverse educational contexts. It examined how principals provide leadership, support, and direction for technology use in schools, while also identifying the challenges they face and the factors that influence their efforts. Methodology: A qualitative research design was adopted, using semi-structured interviews with ten school principals from Sinhala, Tamil, and English medium schools across four districts in Sri Lanka. Data were analyzed using thematic analysis Main Findings: The findings reveal that principals play multiple roles as facilitators, enablers, and advocates of technology integration. They support initiatives such as STEM education and encourage teachers’ use of digital tools; however, their leadership is often constrained by the absence of a clear technological vision, limited resources, inadequate infrastructure, teacher resistance, and insufficient awareness of technology-related policies. These challenges vary between urban and rural schools and across different language-medium contexts Novelty/Originality of this study: This study contributes to the understanding of school principals’ roles in leading technology integration in Sri Lankan schools. It highlights both leadership practices and contextual constraints and offers practical insights to strengthen principals’ capacity to support effective and equitable technology-enhanced teaching and learning.
Enhancing Accessibility for Inclusive Education: Basis for Faculty Profiling and Facility Enhancement Input Reyes, Jeniel G
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 6 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i6.2204

Abstract

Purpose of the study: This study explored the potential for promoting inclusive education at the Bataan Peninsula State University – Balanga Campus (BPSU-BC). Methodology: The study employed a convergent parallel design. The researcher gathered both quantitative and qualitative data to assess the awareness and knowledge levels among faculty members regarding campus accessibility in inclusive education. Main Findings: The findings indicate that the faculty members are well informed and sensitive to inclusive education, especially in their willingness to accommodate the students with disabilities, however, in spite of the willingness and the knowledge and awareness of the faculty members, increased institutional support may further enhance inclusive practice within the campus. Likewise, faculty finds the campus to be overall accessible, with signage being given the highest rating, followed by architecture. Though the overall rating is good, the low accessibility of assistive tools for students with disability shows that investment in inclusive tools is still needed. Moreover, the findings indicate that neither the awareness nor the knowledge of the faculty regarding inclusive education are significantly related to campus accessibility to inclusive education. More so, the findings revealed a need for explicit policies that integrated inclusivity into teaching, student activities, and daily campus operations. Faculty training on accommodating students with physical disabilities and mental health conditions was also deemed necessary. Furthermore, facility improvements were suggested to support learners with physical challenges. Novelty/Originality of this study: This study provided recommendations for faculty profiling and facility enhancements, aligning BPSU-BC with national policies for inclusive education.
Curriculum Evaluation of Entrepreneurship Education: Employers’ Feedback on Business Graduates’ Job Performance Bangguiyac, Gretchen Dawaton; Pannogan, Daniel; Belinan, Sonia; Duyan, Karen Razelle
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 6 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i6.2255

Abstract

Purpose of the study: This study aimed to evaluate employers’ feedback on the job performance of Bachelor of Science in Entrepreneurship graduates of Kalinga State University (KSU) to identify strengths and areas for improvement across four competency domains: personal, interpersonal, intellectual, and technical. The findings serve as a basis for curriculum enhancement, instructional innovation, and career development initiatives, thereby reinforcing educational accountability and employability outcomes within the ASEAN context. Methodology: The study employed a mixed-method research design integrating quantitative and qualitative approaches. A descriptive survey using a structured questionnaire distributed via Google Forms and in-person administration was utilized. Data was encoded in Microsoft Excel and analyzed using descriptive statistics such as frequency, percentage, weighted mean, and ranking, complemented by thematic analysis of employers’ qualitative feedback. Main Findings: Quantitative results indicated that graduates performed very satisfactorily in all four domains: personal abilities (M = 4.32), interpersonal abilities (M = 4.15), intellectual abilities (M = 4.19), and generic and specific knowledge and skills (M = 3.92). Employers commended graduates’ persistence, teamwork, and creativity but emphasized the need to improve communication, leadership, and digital literacy. The qualitative results revealed four major themes: practical and experiential learning, communication and interpersonal development, technological and digital skills enhancement, and leadership and professional competence. Novelty/Originality of this study: This study provides empirical evidence linking employer feedback with curriculum evaluation through the CIPP (Context–Input–Process–Product) Model, a framework rarely applied in Philippine entrepreneurship education research. It advances discourse on educational assessment and accountability by positioning employer perspectives as outcome-based indicators of curricular effectiveness. Moreover, it contributes to the ASEAN goal of promoting quality-assured, outcome-based, and employability-driven higher education that prepares graduates to be innovative, globally competent, and industry-responsive.
The Influence of Academic Self-Efficacy and Peer Support on Students’ Learning Motivation in Mathematics Isnawati, Alamanda Wahyu; Naqiyah, Najlatun; Khusumadewi, Ari; Nuryono, Wiryo
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 6 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i6.2316

Abstract

Purpose of the study: This study is to examine the influence of academic self-efficacy and peer support on students’ learning motivation in mathematics among junior high school students. It aims to identify whether academic self-efficacy and peer relationships contribute to increasing learning motivation in mathematics both partially and simultaneously. Methodology: This study using a quantitative approach with an ex post facto design involving 345 junior high school students selected through simple random sampling. Data were collected using standardized academic self-efficacy, peer support, and learning motivation scales. The data were analyzed using simple linear regression and multiple linear regression through SPSS version 27 to determine the magnitude and significance of the relationships. Main Findings: The findings revealed that academic self-efficacy and peer support both have significant positive effects on students’ learning motivation in mathematics. Academic self-efficacy emerged as the strongest predictor, while peer support acted as an important factor enhancing students’ learning motivation in mathematics. Simultaneously, both variables explained a substantial portion of the variance in mathematics learning motivation. Novelty/Originality of this study: This study shows that motivation to learn mathematics can be influenced by academic self-efficacy and peer support. It is important for teachers to involve peers in the learning process and providing valuable insights for guidance and counseling teachers to foster supportive and confidence-building learning conditions.
The Transformation of the Strategy for Internalizing Religious Moderation Values to Strengthen Students’ Nationalist Character Harmonis, Mistria
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 6 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i6.2317

Abstract

Purpose of the study: This article aims to describe and provide an in-depth analysis of the transformation of strategies for internalizing religious moderation values in strengthening students’ nationalist character. The study employed a qualitative approach using a case study design. Methodology: The research was conducted at Madrasah Tsanawiyah Karomatullah Betek Krucil from September 1 to October 30, 2025. Data were collected using the snowball sampling technique, with both primary and secondary data sources.Data collection methods included in-depth interviews, participant observation, and documentation studies.Data analysis was carried out using the Miles and Huberman interactive model, which consists of data reduction, data display, and conclusion drawing. Main Findings: The findings reveal that the internalization of religious moderation to strengthen students’ nationalist character at Madrasah Tsanawiyah Karomatullah Betek Krucil Probolinggo is carried out through the integration of moderation values into Aswaja and Civics education, seminars on religious moderation in national life, the commemoration of Independence Day and National Santri Day, teacher role modeling that reflects moderate and nationalist values, and regular flag-raising ceremonies. Novelty/Originality of this study: The novelty of this study lies in its emphasis on the transformative internalization of religious moderation values as a central mechanism for strengthening students’ nationalist character at Karomatullah Betek Krucil Probolinggo. It advances a conceptual framework explaining students’ cognitive, affective, and behavioral transformation in translating religious moderation values into a sustained nationalist disposition.
Impact of Non-Formal Education in the Development of Digital Literacy: A Mixed Method Research in the Khulna Region Islam, Md Hamim
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 6 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i6.2338

Abstract

Purpose of the study: The aim of the study is to determine the effectiveness of Non-Formal Education programs in enhancing digital literacy, the issues faced by learners, and the possibilities to reinforce NFE-based digital literacy programs. Methodology: The study used a mixed-methods explanatory sequential design that involved a combination of quantitative data (218 NFE participants who were sampled using a stratified random sample) and qualitative data (20 participants purposely sampled). Survey questionnaires and semi-structured interviews were used. Quantitative data were analyzed through descriptive statistics and qualitative data were analyzed through thematic analysis. Main Findings: Results show that NFE programs have a substantial positive effect on digital literacy, especially basic computer skills, internet navigation, and social media skills, and data analysis skills among a relatively small number of learners. The participants indicated increased employability and real-world digitalization consistent with the principles of experiential and transformative learning. Nevertheless, systemic challenges such as insufficient equipment, poor internet connectivity, the inconsistency of the teaching standards, and insufficient post-training care remain the obstacles to overall fair digital learning experiences. Novelty/Originality of this study: The present study incorporated mixed-method evidence to unveil the role of NFE as an effective avenue of digital inclusion among marginalized communities of Bangladesh It reveals gaps like a shortage of cybersecurity, social stigma, and post-training constraints and provides system-wide perspectives that contribute to current knowledge on digital literacy development in the non-formal education systems.

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