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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 233 Documents
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Enhancing Fiqih Learning Outcomes Through Renderforest Animated Video Rochmat, Cecep Sobar; Haz, Hanna Farida
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 Laguador, Jake M
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 Indriyani, Fitri; Nirmala, Sri Dewi; Puspita, Ryan Dwi
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.

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