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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 440 Documents
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Integrated Schools Teachers’ Knowledge and Skills on Classroom-Based Action Research: Basis for Community Extension Program Rivera, Kimberly C.; Olubia, Leandro T.; Lugtu, Normita M.; Quintos, Romeo T.
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 4 (2025): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i4.2130

Abstract

Purpose of the study. This study explored the competence and training needs of integrated school teachers in conducting Classroom-Based Action Research (CBAR), aiming to design a Community Extension Program that enhances their research capability. Methodology. A Sequential Explanatory Mixed-Methods Design (QUAN → qual) was employed with 62 integrated school teachers from Balanga City, Bataan, Philippines. Data were gathered using a validated CBAR Competence and Training Needs Questionnaire, followed by semi-structured interviews with selected participants. Descriptive statistics, non-parametric tests, and thematic analysis were used to analyze the data. Main Findings. Results showed that teachers demonstrated moderate competence in selecting a research focus (M≈2.64) and collecting data (M≈2.51), while they found analyzing and interpreting results (M≈2.39) and translating findings into action (M≈2.41) more challenging. Training needs were highest in statistical analysis (M≈3.57) and literature synthesis (M≈3.73). Teachers expressed strong willingness to conduct CBAR but identified areas where additional technical support, confidence-building, and institutional backing would be helpful. Novelty/Originality of this study. Unlike most CBAR research in the Philippines that focuses on general public-school teachers, this study examines teachers from integrated schools in Balanga City, Bataan, Philippines, a unique context where educators handle multi-level and multi-subject responsibilities. This localized focus identifies the importance of strengthening research competence in schools with complex instructional settings. The study contributes by proposing a structured, year-long CBAR Capability-Building Program aligned with teachers’ identified needs.
The Interplay of Cognition and Emotion in Brain-Based Social Studies Classroom Dela Rosa, John Albert R
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 5 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i5.2139

Abstract

Purpose of the study: This study investigates how students' cognition and emotion are interrelated and interconnected in learning Social Studies through a brain-based learning approach. The results will contribute to the academic discourse on the role of brain science in transforming classroom practices in Social Studies to achieve the desired learning outcomes. Methodology: A case study methodology was utilized to explore how brain-based Social Studies lessons influence students' cognitive and emotional responses. Data were collected through interviews, focus group discussions, and creative assessment tools such as emoticons, numerical ratings, and metaphors, enabling a comprehensive understanding of students' perceptions, engagement levels, and overall learning experiences within the classroom context. Main Findings: Social Studies is a value-based discipline that necessitates the development of both cognitive and emotional skills among students. Therefore, the integration of emotion in teaching Social Studies should align with the subject’s learning objectives. It should begin with enjoyment to activate students' brains, followed by surprise to help them see connections, and conclude with optimism, demonstrating how their learning can be applied to real-life situations. This dual focus is essential for fostering civic participation and cultivating active citizenship. Novelty/Originality of this study: Brain-based learning, as an emerging approach in teaching Social Studies, posits that emotion and cognition are intertwined and inseparable. It provides solid scientific explanations for how the brain learns and achieves the desired learning outcomes of the subject. This approach may offer a long-awaited solution to the longstanding perception of Social Studies as a dull and unengaging subject.
Moral Decadence Among Students: A Social Analysis of Changes in Values and Norms at Muhammadiyah 06 Medan Middle School Husin, Husin; Tumiran, Tumiran
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 5 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i5.2159

Abstract

Purpose of the study: This research aims to explore the phenomenon of declining moral values among students at Muhammadiyah 06 Junior High School in Medan through the perspective of Islamic education. The investigation addresses the pressing issue arising from globalization and rapid technological advancement, which introduce external values that often conflict with local cultural and religious principles. In this context, adolescents in the formative stage of identity development become particularly susceptible to behaviors that deviate from moral and ethical norms. Methodology: A qualitative descriptive-analytical approach was employed. The subjects consisted of students, teachers, homeroom teachers, and the principal, all directly involved in the learning process and behavior supervision. Data were collected through observation, in-depth interviews, and documentation, including school rules and student violation records. Data were analyzed using Miles and Huberman’s interactive model of reduction, presentation, and conclusion, with validity ensured through source and method triangulation. Main Findings: The study identified two major findings. First, moral decline is evident in disrespect toward teachers, increased bullying, academic dishonesty, and misuse of social media, which reflects Durkheim’s concept of anomie. Second, Islamic education functions as a moral bulwark through congregational prayer, Qur’anic recitation, moral lessons, and teacher role modeling. These practices enhance students’ self-control and spiritual awareness, supported by QS. Al-‘Ankabut (29:45). Novelty/Originality of this study: The study demonstrates that synergy between religious education, teacher exemplarity, and parental involvement is an effective model for preventing adolescent moral decline while strengthening Islamic identity in the era of globalization.
Character Education in the Thought of Buya Hamka and Its Relevance in the Digital Era Hanzalah, Muhammad; Harahap, Muhammad Yunan
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 5 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i5.2160

Abstract

Purpose of the study: In the digital era, education and character formation have undergone profound transformations, presenting both unprecedented opportunities and significant moral challenges. While technological advancement enhances access to knowledge and communication, it simultaneously fosters risks of ethical degradation, individualism, and spiritual disorientation. The primary objective of this research is to critically examine Buya Hamka’s conception of religious character education and to assess its contemporary relevance in addressing the moral and spiritual dilemmas emerging within digital society. Methodology: The research employed a qualitative library study, using Buya Hamka’s works as primary sources and relevant scholarly literature as secondary references. Data were examined through content analysis to identify the core meaning of Hamka’s ideas and relate them to the contemporary digital context. Main Findings: Findings show that Hamka emphasized the integration of faith, intellect, and morality in shaping complete human beings. Faith is the moral foundation, intellect enables critical reasoning, and morality guides behavior. This model is especially relevant for the digital age, functioning as a moral filter against excessive information flow and instant culture. Hamka’s perspective demonstrates how Islamic values can provide balance between intellectual, moral, and spiritual needs. Novelty/Originality of this study: The study concludes that Hamka’s framework can be actualized through family, schools, society, and the use of digital technology. His thought is not only philosophical but also practical, offering a contextual model for strengthening the moral-spiritual identity of young generations amid globalization.
The Role of Islamic Religious Education Teachers in Developing Students’ Spiritual and Existential Intelligence Siagian, Mhd. Rusli; Harahap, Muhammad Yunan
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 5 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i5.2161

Abstract

Purpose of the study: The cultivation of spiritual and existential intelligence from elementary school age is a fundamental aspect in shaping a generation that is faithful, virtuous, and capable of understanding the meaning of life. Islamic Education teachers play a strategic role not only as instructors but also as facilitators, motivators, and counselors who guide students toward self-awareness, empathy, and moral resilience. This study aims to explore the role of Islamic Education teachers in fostering students’ spiritual and existential intelligence at State Elementary School 01 Medan City. Methodology: The research employed a qualitative case study approach with purposive site selection, as the school was considered active in guidance practices and open to character development. The main subjects were Islamic Education teachers and the principal. Data were collected through in-depth interviews, participatory observation, and documentation, and analyzed using Miles and Huberman’s interactive model of data reduction, display, and conclusion drawing. Data validity was ensured through source and method triangulation, persistence, and member checking. Main Findings: The results show that Islamic Education teachers play a significant role in instilling values of faith, empathy, and awareness of life’s meaning amidst the individualistic challenges of urban environments. Strategies include varied instructional methods, collaboration with parents, and institutional support, all of which strengthen their role in character development. Novelty/Originality of this study: This study highlights how Islamic Education teachers contribute uniquely to integrating spiritual and existential dimensions into education, offering a contextual model for holistic character formation in modern urban schools.
The Cultivation of Students’ Religious Character through Qur’anic Literacy in Private Madrasah Aliyah Harahap, Sarwedi; Tumiran, Tumiran
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 5 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i5.2162

Abstract

Purpose of the study: This study aims to analyze how Qur’anic literacy serves as a strategic approach to cultivating students’ religious character in private Islamic senior high schools. Specifically, it investigates the processes, methods, and educational practices through which Qur’anic literacy influences students’ moral awareness, discipline, and spiritual integrity. Religious character formation in students is viewed as a fundamental aspect of Islamic education that integrates cognitive, affective, and psychomotor domains rooted in the teachings of the Qur’an and Hadith. In the context of globalization and modern popular culture, this study addresses the challenges faced by educators in reinforcing Islamic values amid competing information flows and moral relativism. Methodology: The research employed a qualitative descriptive approach. Subjects were purposively selected, including the principal, vice principal for curriculum, Islamic Religious Education teachers, and students actively engaged in Qur’anic literacy activities. Data were collected through observation, in-depth interviews, and documentation, then analyzed using Miles and Huberman’s interactive model of data reduction, display, and conclusion drawing. Data validity was ensured through source and method triangulation. Main Findings: The results demonstrate that Qur’anic literacy is a primary instrument for shaping students’ religious character through aspects of faith, worship, and morality. Routine activities such as recitation (tadarus), memorization, and Qur’anic exegesis foster spiritual discipline, courteous behavior, and social awareness. Novelty/Originality of this study: The study highlights the role of teachers as role models, facilitators, and motivators, supported by a curriculum systematically integrating Qur’anic values across subjects. This synergy creates a religious, contextual, and sustainable educational ecosystem, shaping students into morally upright generations.
Strategies of Islamic Education Teachers in Creating an Inclusive and Child-Friendly Learning Environment: A Case Study at Imelda Health Vocational School in Medan Zulfikar, Zulfikar; Tumiran, Tumiran
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 5 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i5.2163

Abstract

Purpose of the study: This study aims to explore the strategies of Islamic Religious Education teachers in creating inclusive and child-friendly learning environments at Imelda Health Vocational School, Medan. The research is grounded in the challenges of student heterogeneity at the vocational level, which requires teachers to adopt adaptive, humanistic, and contextual strategies. Methodology: The research employed a qualitative approach with a descriptive method. Data were collected through direct observation of the learning process, in-depth interviews with Islamic Religious Education teachers, students, and the principal, as well as documentation of syllabi, lesson plans, and relevant school policies. Data analysis applied an interactive model consisting of data reduction, data display, and conclusion drawing. The validity of the data was ensured through source and method triangulation. Main Findings: The findings reveal that Islamic Religious Education teachers integrate inclusive values through collaborative teaching methods, contextualization of subject matter with the field of health, and the use of simple technologies. Teachers also act as agents of transformation by fostering empathy, building student self-confidence, and cultivating child-friendly classroom environments. Institutional support strengthens these strategies, ensuring that Islamic Religious Education goes beyond cognitive aspects to include spiritual, social, and professional character development. Novelty/Originality of this study: The study underscores the significance of Islamic Religious Education as a medium for strengthening humanitarian values in vocational education. It demonstrates how inclusive strategies can transform learning spaces into holistic environments that shape students’ intellectual competence and moral identity.
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.
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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