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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 454 Documents
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Evaluating the Impact of Technological Infrastructure on Teaching, Learning, and Institutional Effectiveness in Technology Education Institutions Gladys Jean A Bandol; Maiko Rosed M Trojillo; Emilie S Estelloso
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 3 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/5bcp1992

Abstract

Purpose of the study: The study evaluates the integration of technological infrastructure in schools, highlighting its positive impact on engagement, accessibility, and administration. Despite benefits like efficiency and improved communication, challenges remain in network connectivity, support, and the digital divide. Findings aim to inform policy for more effective, equitable technology use in education. Methodology: The study uses a quantitative descriptive design to assess technological infrastructure integration in a rural elementary school. Complete enumeration of faculty and staff ensures accurate data. A validated self-made survey measures technology's impact on engagement, access, teaching efficiency, and performance. Descriptive statistics, including mean and standard deviation, analyze trends and the extent of technology's educational influence. Main Findings: The study found high technological integration in elementary schools, with hardware availability scoring highest, reflecting strong institutional support. However, technical support services scored lowest, indicating a need for better troubleshooting assistance. Technology significantly enhanced student engagement but had a moderate impact on academic performance. Literature supports these findings, emphasizing that while digital tools boost interaction, improving outcomes requires strong technical support and teacher training. Mateo Elementary School should invest in both areas to maximize the effectiveness of its technological infrastructure. Novelty/Originality of this study: The study advances existing knowledge by providing a holistic evaluation of technological infrastructure in elementary schools, focusing on both hardware/software integration and often-overlooked aspects like technical support and network connectivity. It highlights the disparity between high engagement and moderate performance gains, emphasizing the need for teacher training and equitable access. The findings offer actionable insights for policymakers and educators to optimize technology's role in education.
Environmental Education and Environmental Literacy of Students in Basic Education in Partido District, Camarines Sur, Philippines Mariel R Estrella
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 3 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i3.2085

Abstract

Purpose of the Study: The primary purpose of this study was to determine how the level of curriculum integration of environmental problems and issues   influence the level of knowledge and attitude of respondents. Methodology: The study used the descriptive-quantitative research deisgn. Primary data were gathered through a survey on the 284 SHS students enrolled in STEM track. Median and mode were used to determine the extent of integration in secondary education and the level of knowledge and attitude of the respondents on environmental problems and issues.  Ordinal regression was used to determine the influence of curriculum integration on the level of knowledge and attitude of respondents. Results and Discussion: Results showed that the respondents are well aware that air pollution is their primary local environmental problem. Curriculum Integration of environmental problems was moderate. Both the knowledge and attitude of the respondents on environmental problems were fair. Results of Spearman correlation showed significant positive relationship between Integration of EE and attitude on environmental  problems (r=0.161, p=0.007). There were also significant positive relationship between attitude and knowledge on Restoration of Environment (r=0.181, p=0.007) and highly significant positive relationship between attitude and knowledge on Status of Biodiversity (r=0.288, p=0.001). Ordinal regression showed that the integration of EE had significant influence at 1.69% variation on the attitude towards environmental problems (p-0.002). The test further revealed that integration of EE had no significant influence to the knowledge on restoration on environment and status of biodiversity. Originality/Novelty of the study: This study contributed knowledge on  curriculum integration  (CI) of environmental education in the STEM track of Senior High School. CI was found to be an important educational strategy to influence the attitude of learners. While CI did not influence the knowledge of learners, the influence on attitude is much more important because a positive attitude leads to responsible behaviors towards the environment.
Academic Integrity in Student Research: A Review of Plagiarism Causes and Practical and Policy Implications Cromwell F Gopo
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 3 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i3.2279

Abstract

Purpose of the study: This review examined academic integrity in student research by synthesizing evidence on the causes of plagiarism, its practical implications, and the policy implications for educational institutions. Specifically, the study explored the factors influencing plagiarism among students and identified institutional and instructional interventions that promote ethical research practices. Methodology: This study employed a literature review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A total of 37 studies published between 2000 and 2022 were analyzed to determine the reasons students commit plagiarism in research and the strategies used to prevent academic dishonesty. Relevant articles were retrieved through Scopus, Web of Science, Google Scholar, Semantic Scholar, ERIC, and OpenAlex exported to EndNote for organization, screened for duplicates, and evaluated for relevance prior to thematic analysis. Main Findings: The literature shows that plagiarism in student research is mainly caused by (1) weak research competencies such as poor writing, limited understanding of plagiarism, and incorrect referencing, (2) easy internet access including copy–paste practices and paper mills, (3) negative student attitudes such as peer influence, time pressure, desire for high grades, and low writing confidence, and (4) weak school enforcement and supervision. To address this, teachers and lecturers are encouraged to strengthen instruction in research skills and citation, integrate plagiarism awareness into the curriculum, use plagiarism detection tools, and improve students’ technical writing and time management through structured guidance and collaboration. At the institutional level, effective prevention requires clear policies with consistent sanctions for academic dishonesty alongside ethics education and reinforcement of academic integrity to ensure authentic student outputs and reliable assessment outcomes. Novelty/Originality of this study: This study is novel in its PRISMA-based synthesis of 37 studies that integrates the causes, interventions, and institutional policies on plagiarism in student research into a single multi-level framework. It is also original in linking plagiarism to the validity of educational assessment systems, emphasizing its impact on grading accuracy, academic integrity, and institutional accountability.
Unveiling the Competence of BTLED and BTVTED Teachers Teaching Trainer’s Methodology II Across Mindanao, Philippines Nolie C Guadalquiver Jr; Ariel C Balio Jr
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 3 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i3.2312

Abstract

Purpose of the study: This study aims to assess the competence of BTLED and BTVTED teachers teaching Trainer’s Methodology II across Mindanao, identifying their skills, challenges, and strategies while proposing reforms to enhance teacher capability, certification accessibility, and curriculum alignment with TESDA and industry standards. Methodology: An Explanatory Sequential Mixed-Method design was used, utilizing a validated survey questionnaire via Google Forms and in-depth interviews. Data were analyzed using both quantitative and qualitative approaches supported by SPSS 26.0. The study employed Vygotsky’s Constructivist Learning Theory and Anderson’s ACT-R Theory to frame data interpretation and analysis across selected Mindanao SUCs and LUCs. Main Findings: Results showed that most BTLED and BTVTED teachers are young professionals facing outdated TESDA modules, limited access to Trainer’s Methodology II assessment centers, and inadequate institutional support. Despite challenges, teachers exhibit adaptability through contextualized, project-based, and problem-based learning strategies. Peer mentoring and technology integration improve teaching effectiveness. However, excessive administrative workload, certification barriers, and unequal resource distribution hinder competence development. The study highlights the need for decentralized certification, updated training modules, and enhanced teacher support systems. Novelty/Originality of this study: This study is the first regional analysis of BTLED and BTVTED teacher competence in Trainer’s Methodology II across Mindanao. It introduces an evidence-based framework integrating social constructivism and cognitive automation to address gaps in certification and curriculum alignment. Its localized recommendations advance teacher training policy and technical-vocational education standards in Philippine higher education.
The Role of Analyze-Identify-Connect in Enhancing Students’ Conceptual Understanding in Mathematics: A Quasi-Experimental Approach Ezekiel O Pelayo
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 3 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i3.2360

Abstract

Purpose of the study: The study aimed to compare the effects of AIC learning model and conventional method of teaching on students’ conceptual understanding in mathematics. Methodology: The study utilized a quasi-experimental design, with data on students’ conceptual understanding collected by a researcher-developed test aligned to NCTM standards. Data analysis was conducted using SPSS with ethical review and informed consent procedures in place. Main Findings: The findings demonstrate that the AIC learning model significantly enhances students' conceptual understanding in geometry, as evidenced by higher N-gain scores and a substantial effect size of 0.83 in the medium range. The experimental group outperformed the control group, shifting learning outcomes into a more effective range for conceptual development. This structured approach facilitates meaningful cognitive restructuring, marking a notable scientific contribution to mathematics education research. Novelty/Originality of this study: This study introduces the AIC learning model as a pedagogical framework that systematically promotes conceptual understanding and student engagement in mathematics classrooms. Theoretically, it advances instructional design by demonstrating how structured, interactive methods can facilitate cognitive restructuring and deeper learning processes. These contributions provide a foundation for further research on the sustained effect of such approaches and offer actionable guidance for educators seeking to enhance mathematics teaching.
Evaluating Research and Community Service at Sekolah Indonesia Davao: An SDG-Based Performance Assessment Nina Yulianti
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 3 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i3.2415

Abstract

Purpose of the study: This study evaluates the institutional accountability and performance of Sekolah Indonesia Davao (SID) by assessing the alignment of its research and community service with the United Nations Sustainable Development Goals (SDGs). It moves beyond descriptive mapping to provide an evidence-based assessment of how this strategic diaspora institution fulfills its educational and social mandates within a global sustainability framework. Methodology: Utilizing an evaluative mixed-methods design, this study employs bibliometric analysis and a scoping review to assess institutional output. Data from academic databases and official records were analyzed using an SDG-based performance framework. Documents were scrutinized not only for thematic content but as indicators of institutional accountability and adherence to international quality education standards. Main Findings: The assessment reveals a steady increase in institutional output, primarily demonstrating accountability in SDG 4 (Quality Education) and SDG 16 (Peace and Justice) through cultural diplomacy and identity preservation. however, the evaluation identifies significant performance gaps in SDG 2 (Zero Hunger) and SDG 3 (Good Health and Well-being). These findings provide critical empirical evidence for institutional audits and resource reallocation to improve multidimensional accountability. Novelty/Originality of this study: This research establishes a novel evaluative framework for assessing the accountability of overseas educational institutions through SDG integration. It shifts the discourse from administrative reporting to systematic performance evaluation. The study provides a replicable model for evidence-based assessment, offering a foundational dataset for policy-driven accountability measures in diaspora education systems and international school management.
Initial Development of Mathematical Grit Scale for Senior High School Gwenyth Lyn S Salming; Arabela O Hasan; Philvern Muyo; Retchelle P Sangco
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 3 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i3.2569

Abstract

Purpose of the study: Studies indicate that domain-specific grit scales have higher predictive power, yet no scale has been developed solely for mathematics. This study seeks to develop a reliable instrument for assessing mathematics-related grit of senior high school students. Methodology: A two-phase mixed-methods approach was employed, starting with in-depth interviews with Grade 12 students to develop the initial 46 items for the scale, which was then used in the quantitative phase through Exploratory Factor Analysis using JASP 0.19.3 Intel software. Main Findings: From the initial 46 items, the instrument was reduced to 32 items through Exploratory Factor Analysis with four extracted dimensions: Proactive Perseverance, Intrinsic Learning Drive, Perceived Mathematical Importance, and Extrinsic Learning Drive. The scale also showed high overall internal consistency. Novelty/Originality of this study: This study can be considered novel since the output, the Mathematical Grit Scale, would make a significant contribution to both psychology and education, particularly in the study of grit-related constructs. This would contribute to the ongoing research on the construct of grit in education.
Evaluating Risks in an Outcome-Based Education Assessment Information System: A Qualitative Case Study in Higher Education Olivia Wardhani; Pringgo Widyo Laksono
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 3 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i3.2705

Abstract

Purpose of the study: This study aims to identify, categorize, and prioritize risks in an Outcome-Based Education (OBE)-based assessment information system related to learning outcome evaluation, Program Learning Outcomes–Course Learning Outcomes assessment processes, and institutional quality assurance implementation in higher education. Methodology: This study used a qualitative case study approach with the Project Management Body of Knowledge® Guide Sixth Edition Project Risk Management framework, Risk Breakdown Structure (RBS), and qualitative probability–impact matrix. Data collection methods included document analysis, direct observation, semi-structured interviews, prototype system review, and Program Learning Outcomes–Course Learning Outcomes mapping validation. Main Findings: Eighteen risks were identified across technical, data-related, operational, human resource, curriculum-related, and infrastructure categories. High-priority risks involved inconsistencies in Program Learning Outcomes–Course Learning Outcomes mapping and assessment weighting structures. Extreme risks included system integration limitations, developer dependency, and infrastructure readiness issues affecting learning outcome evaluation and assessment consistency. Novelty/Originality of this study: This study presents a structured qualitative risk analysis framework for Outcome-Based Education (OBE)-based assessment information systems by integrating educational evaluation perspectives with project risk management approaches. The study highlights how organizational, operational, and data-related risks influence learning outcome assessment validity and institutional quality assurance processes.
Exploring University Students’ Views on How Critical Thinking is Promoted in Focus Group Discussions Dyah Supraba Lastari; Arjulayana Arjulayana
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 3 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i3.2740

Abstract

Purpose of the study: The purpose of this study is to examine students’ perceptions of the integration and development of critical thinking skills through Focus Group Discussions class in an English Education Study Program. Methodology: This study employed a mixed methods research design. Data were collected using a structured questionnaire survey and structured interview as research instruments. Quantitative data were analyzed using descriptive statiscal analysis in the form of index percentage score, while qualitative data were analyzed through thematic-analysis to identify patterns related to students’ perceptions of critical thinking development. Main Findings: The results of the study indicate consistently positive students’ perception, shown by high index percentage scores, that Focus Group Discussion activities effectively develop critical thinking skills which include analytical reasoning, evaluation of multiple perspectives, synthesis of ideas, and evidence-based argumentation. Interview results reveal that peer interaction, clarification questioning, familiar topics, lecturer guidance and feedback strongly support critical engagement. However, students face challenges such as limited background knowledge to the unfamiliar topics, low confidence, and difficulty interpreting complex information. Novelty/Originality of this study: This study offers insights into how Focus Group Discussion functions as a structured pedagogical strategy for developing critical thinking in EFL context. It not only provides an overview of students’ perceptions of the integration of critical thinking skills, particularly in terms of analyzing, evaluating multiple perspectives, and synthesizing ideas, but also through the use of mixed-methods approach, highlights specific components of Focus Group Discussion that support or hinder students’ critical engagement.
The Impact of Publicly Funded Research Education: A Systematic Literature Review Cecille T Godin
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 3 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i3.2743

Abstract

Purpose of the study: This study aims to examine how the outcomes and effectiveness of publicly funded research in education are assessed by reviewing existing literature. It focuses on how research outputs are translated into educational practice, policy, and institutional improvement, with the goal of informing decision-making, strengthening research utilization, and guiding future studies in education. Methodology: A systematic review methodology was employed to analyze published studies on publicly funded educational research. Relevant literature was retrieved from Google Scholar and organized using EndNote. The PRISMA framework guided the study selection process, resulting in 18 publications from 2000 to 2023. Thematic analysis was used to examine how studies assess research utilization, knowledge transfer, and outcome evaluation in educational settings. Main Findings: The review identified two main themes: (1) Assessment of Knowledge Translation and Research Utilization, which focuses on how research findings are evaluated in terms of their application in educational practice and decision-making; and (2) Evaluation of Funding Priorities and Research Outcomes, which highlights how funding structures influence research productivity, dissemination, and measurable educational outcomes. Overall, the findings show that publicly funded research contributes to educational improvement when supported by clear mechanisms for evaluating knowledge use, collaboration, and institutional change. Novelty/Originality of this study: This study is novel in that it integrates research impact frameworks with educational evaluation theories to systematically examine how publicly funded research in education is assessed and translated into measurable outcomes. It is original in shifting the focus from general discussions of research impact to a structured analysis of evaluation processes, thereby addressing a key gap in how educational research effectiveness is conceptualized and measured.

Page 45 of 46 | Total Record : 454

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