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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 243 Documents
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Enhancing Fiqih Learning Outcomes Through Renderforest Animated Video Cecep Sobar Rochmat; Hanna Farida Haz
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 1 (2026): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i1.2547

Abstract

Purpose of the study: This study aims to examine the effect of Renderforest-based animated video on students’ Fiqh learning outcomes by comparing post-test results between an experimental group taught using animated video media and a control group taught using conventional instructional methods. Methodology: This study employed a quantitative quasi-experimental approach with a posttest-only control group design. Renderforest software was used to develop animated video learning media. Data were collected through a post-test instrument. Statistical analysis was conducted using SPSS software, including normality testing, homogeneity testing, and the Mann–Whitney U test. Main Findings: The results showed a significant difference in students’ Fiqh learning outcomes between the experimental and control groups. Students who were taught using Renderforest-based animated videos achieved higher post-test scores than those taught using conventional methods. The Mann–Whitney U test indicated a statistically significant difference between the two groups (p < 0.001). Novelty/Originality of this study: This study offers novelty by specifically examining the effectiveness of Renderforest-based animated video media in Fiqh instruction through a quantitative quasi-experimental approach. Unlike previous studies that discuss animated videos in general, this research focuses on the Renderforest platform to present abstract Fiqh concepts contextually, thereby strengthening empirical evidence on digital instructional innovation in Islamic education.
Extent of Utilization, Perceived Advantages and Disadvantages and Effect on Teacher Productivity of Generative AI Tools Jake M Laguador
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 1 (2026): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i1.2562

Abstract

Purpose of the study: Generative AI is now reshaping either positively or negatively the nature of instructional and administrative work of teachers which makes its effect on productivity an important matter for consideration. This study explores on the utilization, perceived pros and cons and the effects on teacher productivity of Gen AI tools. Methodology: Quantitative descriptive type of research was utilized in the study involving 101 Filipino teachers teaching in the primary and secondary levels with major fields of specialization in Science, Math, English and Technology and Livelihood Education. A survey questionnaire using Google Form was used to collect data for one month with focus group discussion for validation of the results. Main Findings: Result showed that ChatGPT, Grammarly and Quillbot are the most commonly used Gen AI tools by teachers. The use of Gen AI tools has positive effect on productivity in terms of preparing lessons, content materials, strategies and assessments which describes their intention to continue utilizing it towards achieving certain level of productivity regardless of sex and field of specialization. Teachers who expressed high level of Gen AI utilization are also those who perceived high advantages and observed higher effect on productivity. Novelty/Originality of this study: The study provides an empirical evidence and multi-dimensional analysis on utilization of Generative AI tools among teachers who are considered developing users that will be used by educational managers to inform policy development, capacity-building programs, and strategic decision-making for the effective, ethical and responsible integration of Generative AI tools to enhance teacher productivity and instructional quality.
Transforming Elementary Literacy: A Deep-Learning-Oriented FIVES Model for Mindful, Meaningful, and Joyful Learning Fitri Indriyani; Sri Dewi Nirmala; Ryan Dwi Puspita
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 1 (2026): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i1.2602

Abstract

Purpose of the study: The study aims to investigate the impact of the deep-learning-oriented FIVES (Facts, Inferences, Vocabulary, Experiences, Summarize) model on reading and writing literacy among fifth-grade students. It specifically examines how the model facilitates the manifestation of mindful, meaningful, and joyful learning principles within the primary educational context Methodology: This study employs a qualitative descriptive approach to analyze the implementation of the deep-learning-oriented FIVES model. Subjects were selected via purposive sampling, involving fifth-grade students at SDN Ramea 1. Data were gathered through systematic observations and field notes, then analyzed using data reduction, display, and conclusion drawing techniques to ensure the credibility and depth of the findings. Main Findings: The implementation of the deep-learning-oriented FIVES model significantly proves to strengthen the principles of mindful, meaningful, and joyful learning. Students are capable of meticulously analyzing texts, connecting material with personal experiences, and exhibiting high enthusiasm during collaboration. This model effectively transforms literacy into a process of deep meaning construction, which enhances both writing quality and students' critical thinking skills. Novelty/Originality of this study: This study advances existing knowledge by integrating the FIVES model with a deep learning approach, specifically emphasizing the synergy between mindful, meaningful, and joyful principles. It provides a transformative pedagogical framework that transcends technical skill acquisition, offering unique strategies for primary educators to cultivate 21st-century literacy competencies through reflective, student-centered, and emotionally resonant classroom ecosystems.
Implementation of the Student Wellbeing Program and Its Implications for Improving Student Learning Motivation Mistria Harmonis; Faridatul Mukarromah
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 1 (2026): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i1.2654

Abstract

Purpose of the study: This article aims to describe and critically analyze the implementation of the Student Wellbeing Program and its implications for improving students’ learning motivation at Madrasah Aliyah Miftahul Hasanah, Pakuniran, Probolinggo. Methodology: The study employed a qualitative research approach with a case study design and was conducted from September to December 2025. The research participants included the principal, vice principal for curriculum, subject teachers, guidance and counseling (BP/BK) teachers, administrative staff, and Grade XI students of Madrasah Aliyah Miftahul Hasanah. Informants were selected using a snowball sampling technique. Data were collected through in-depth interviews, participant observation, and document analysis, while data analysis followed the interactive model of Miles and Huberman, encompassing data reduction, data display, and conclusion drawing. Data trustworthiness was ensured through credibility, dependability, confirmability, and transferability techniques. Main Findings: The findings indicate that the implementation of the Student Wellbeing Program contributes significantly to improving students’ learning motivation through the habituation of religious activities as a means of strengthening self-regulation, controlled technology management that fosters a conducive learning climate, and responsive, humanistic counseling services. Furthermore, the program’s implications include increased student participation and learning engagement, improved discipline and learning focus, and reduced stress levels accompanied by enhanced learning readiness. Novelty/Originality of this study: The novelty of this study lies in framing the Student Wellbeing Program as a systemic, school-level educational intervention integrated with program evaluation. The study examines coherence among objectives, implementation mechanisms, and motivational outcomes, positioning wellbeing as a pedagogical and policy-oriented construct. This education evaluation-informed approach demonstrates how structured wellbeing initiatives operate as accountable, sustainable programs that strengthen students’ intrinsic learning motivation.
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.

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