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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 463 Documents
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Evaluating the Relationship between Grit and Mathematics Academic Achievement among Senior High School Students Joan B Mariano
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.v7i3.2844

Abstract

Purpose of the study: This study aimed to assess the grit level of senior high school students in a Philippine high school and to analyze its relationship with their academic achievement in Mathematics. Methodology: This study employed a quantitative descriptive-correlational research design. Data were gathered from Grade 12 students in the Cordillera Administrative Region (CAR), Philippines. The “Grit-S” Scale (Duckworth & Quin, 2009) was utilized with its reliability tested using Cronbach’s alpha (0.754). Sample size of 225 students was determined through Cochran’s formula. Data were treated using weighted mean and Pearson’s Product Moment of Correlation.  Main Findings: Students exhibited moderate levels of grit (overall x̅ = 3.20) and very satisfactory mathematics achievement (x̅ = 85). Using Pearson’s Product-Moment Correlation, a weak but statistically significant positive relationship was found between grit and mathematics academic achievement (r = 0.20, p < 0.01), indicating that grit has a limited but measurable association with students’ performance. Novelty/Originality of this study: This study is among the first to investigate grit as a non-cognitive factor influencing Mathematics achievement in the Philippine senior high school context. By localizing the application of the Grit-S scale, it expands global research to a new cultural setting and highlights the role of perseverance in shaping academic outcomes, offering evidence-based insights for curriculum and instructional improvement. 
Validating the Constructivist Instructional Practices Scale for Cambodian High School Teachers Context: Exploratory and Confirmatory Factor Analysis Sam OL Nguon; Hart Bunhe; Meak Chantheng
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.v7i3.2893

Abstract

Purpose of the study: This study aimed to develop and validate the constructivist instructional practices scale, grounded in constructivist learning theory, concentrated on three dimensions: teacher’s autonomy support, teacher’s support and feedback, and cooperative learning support. Methodology: 626 participants from 9 high schools across 4 provinces in Cambodia were selected conveniently. The data was analyzed by using an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Main Findings: The initial 18-item instrument was refined to a 15-item scale after removing three items with weak, cross, or negative loadings. The final model confirmed a three-factor structure: Teacher Autonomy Support (TAS), Teacher Support and Feedback (TSF), and Cooperative Learning (CL).  The instrument demonstrated high internal consistency (Cronbach’s alpha > 0.80) and robust factorial validity (CFI > 0.95, RMSEA < 0.06), proving to be a reliable tool for measuring student-centered teaching behaviors. Novelty/Originality of this study: This research fills a critical gap by providing the first psychometrically validated scale for constructivist practices tailored to the Cambodian high school context.  It contributes to educational assessment by offering a reliable framework for evaluating the shift toward student-centered pedagogy in Southeast Asian classrooms.
An Empirical Evaluation of Generative AI Integration in Instructional Material Development: Its Impact on Teacher Performance and the Moderating Role of Digital Literacy Muhammad Dhuha Masyhuri; Muhammad Ilham
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.v7i3.2903

Abstract

Purpose of the study: The use of generative artificial intelligence (AI) in education is growing rapidly, particularly in the development of instructional materials. However, research providing an empirical evaluation of its effectiveness on teacher performance—taking digital literacy into account as a readiness factor—remains limited. This study is an evaluative research aimed at assessing the effectiveness of using generative AI in instructional material development on teacher performance, as well as evaluating the moderating role of digital literacy within the framework of educators’ professional accountability. Methodology: This study employs a quantitative approach using an explanatory survey design involving teachers from formal educational institutions in Lhokseumawe City. Data were collected via a Likert-scale questionnaire and analyzed using Partial Least Squares-Structural Equation Modeling (SEM-PLS) through SmartPLS 4 software to evaluate the structural relationships among variables. Main Findings: The analysis results provide evaluative evidence that the use of generative AI significantly contributes to improving teachers’ performance in the aspect of instructional material development. Digital literacy was also found to have a positive and significant effect on performance, with a more dominant influence. However, the evaluation results indicate that digital literacy does not moderate the relationship between the use of generative AI and teacher performance, suggesting that the effectiveness of AI is independent of the level of digital literacy in this sample.    Novelty/Originality of this study: This study contributes to the field of educational evaluation by offering a framework for assessing evidence-based technology integration. The implications for evaluation practice are the need to develop teacher performance assessment standards that include digital technology competencies as part of professional accountability. These results can serve as a policy foundation for educational institutions in evaluating the effectiveness of technology training programs to ensure the adoption of AI that impacts instructional quality.
Evaluating the Effectivieness of Principal Management in Improving Elementary School Quality: A Systematic Literature Review Selvi Wulandari; Rosida Marasabessy; Risna Srinawati; Muhammad Rafid Barmawi; Ariestha Widyastuty Bustan
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.v7i3.2964

Abstract

Purpose of the study: This study aims to evaluate the effectiveness of principal management in improving the quality of elementary schools by synthesizing and critically examining evidence from previous research. The study emphasizes an evaluative perspective to identify which leadership strategies contribute most significantly to school quality improvement. Methodology: This study employs a systematic literature review (SLR) using PRISMA guidelines. A total of 13 relevant articles published in reputable journals were selected based on predefined inclusion and exclusion criteria. The data were analyzed using a thematic evaluative synthesis approach to assess the effectiveness of various principal management practices. Main Findings: The results indicate that instructional leadership, data-driven management, and collaborative leadership approaches demonstrate the highest effectiveness in enhancing teacher performance, learning quality, and student outcomes. In contrast, administrative and routine managerial practices show limited impact when implemented without integration with instructional and transformational strategies. The findings also reveal that the majority of previous studies are dominated by qualitative and context-specific approaches, limiting generalizability and the strength of causal conclusions. Novelty/Originality of this study: This study contributes to the literature by shifting the focus from descriptive synthesis to an evaluative analysis of principal management effectiveness. It provides a comprehensive evaluation framework that integrates leadership practices with school quality outcomes. The study also offers practical implications for educational evaluation and policy by emphasizing the importance of evidence-based leadership and continuous performance assessment in improving elementary school quality.
Reinterpreting the Role of Teachers in the Digital Education Era: Between Technological Challenges and Humanistic Yuni Kasih Purba; Graciella Yoseppin; Johanes Herlijanto
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.v7i3.2215

Abstract

Purpose of the study: This study aims to analyze how digital technologies and artificial intelligence (AI) have transformed teachers’ roles in contemporary educational environments. Methodology: A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Twenty-nine articles published between 2020 and 2025 were selected from the Scopus database and analyzed using qualitative synthesis and VOSviewer bibliometric mapping. Main Findings: The findings indicate that teachers are transitioning from traditional knowledge transmitters to facilitators, mentors, learning designers, and ethical guides. Although AI can support instructional tasks such as assessment, content generation, and personalized learning, it cannot fully replace the emotional, ethical, and interpersonal dimensions of teaching. The study also identifies major challenges, including digital competency gaps, unequal technological access, and ethical concerns associated with AI integration. Novelty/Originality of this study: This study contributes a comprehensive understanding of teacher role transformation by integrating findings from recent literature with Social Role Theory. The results emphasize that the future of education depends on balancing technological innovation with human-centered values, highlighting the continuing importance of teachers’ empathy, ethical judgment, and emotional support in AI-enhanced learning environments.
Student-Based Evaluation of an Events Management Textbook for Instructional Material Quality Assurance Glory Ann Karen C Caldingon; Nollie Boy D Jerson
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.v7i3.3030

Abstract

Purpose of the study: This study evaluated a faculty-prepared Events Management textbook as an instructional material and identified evidence-based priorities for revision. The main objective was to generate practical revision directions that can improve the textbook’s instructional value in hospitality and tourism education. Methodology: A quantitative descriptive evaluation design was used among 152 Bachelor of Science in Hospitality Management and Bachelor of Science in Tourism Management students of Kalinga State University who had completed the course and used the textbook. Data were gathered through an adapted instructional material evaluation questionnaire with Likert-scale indicators and a revision recommendation checklist. Weighted mean, frequency, percentage, ranking, and a maintain-improve priority matrix were used to analyze the data. Main Findings: Students evaluated the textbook positively in physical features (M = 3.47), textbook parts (M = 3.48), overall evaluation (M = 3.49), and satisfaction (M = 3.52). The strongest areas suggest that the textbook is generally usable, organized, and engaging, particularly in lesson overview, readability, content quality, and relevance to learning. However, the lower-scoring indicators show clear revision needs in conversational tone, activity manageability, industry alignment, user instructions, visual appeal, delivery mode, and digital learning support. Educationally, the findings indicate that the textbook should be retained as a core learning resource but revised through a quality assurance cycle that connects student feedback with instructional design improvement. Novelty/Originality of this study: The study contributes a localized instructional material evaluation of an Events Management textbook and converts student assessment into a structured decision tool for revision. Its originality lies in combining textbook evaluation, student feedback, CIPP-informed quality assurance, ADDIE evaluation, ARCS satisfaction, and a priority matrix for instructional material improvement.
Evaluating and Reconceptualizing the Pancasila Student Profile: A Critical Analysis of Value Alignment and Character Education in the Merdeka Curriculum Miftakhul Arif
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.v7i3.3127

Abstract

Purpose of the study: This study aims to evaluate the validity of the Pancasila Student Profile as a character assessment framework by examining its alignment with the foundational values of Pancasila. Methodology: This qualitative study employed library research and limited field inquiry. Data were collected through document analysis and semi-structured interviews. The evaluation was conducted using qualitative content analysis based on four indicators: philosophical consistency, value representation, conceptual coherence, and educational applicability. Triangulation was used to enhance the credibility of the findings. Main Findings: The evaluation revealed that several core values of Pancasila, particularly humanity, unity, and social justice, are not explicitly represented in the current six dimensions of the Pancasila Student Profile. The findings also indicate an overemphasis on project-based implementation. Based on these results, a five-value framework and an integrated character education model emphasizing internalization, habituation, and contextual application were developed. Novelty/Originality of this study: This study introduces a conceptual evaluation framework for assessing the alignment between educational value constructs and national philosophical foundations. It offers a reconceptualized Pancasila Student Profile rooted in the original five principles of Pancasila and proposes an integrated model that extends character education beyond project-based learning toward sustainable value formation and assessment practices.
Generative AI-Supported Problem-Solving in Higher Education: Research Trends, Knowledge Structure, and Educational Implications Suci Ramadhani; Nurlina Nurlina; Sutrisno Sutrisno; Irsan Irsan
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.v7i3.3187

Abstract

Purpose of the study: This study aims to map the research trends, intellectual structure, and emerging themes related to generative artificial intelligence (GenAI)-supported problem-solving in higher education. The study also identifies dominant contributors, thematic developments, collaboration patterns, and future research directions within this rapidly growing field. Methodology: This study employed a bibliometric analysis approach using 458 Scopus-indexed articles published between 2021 and 2026. Performance analysis and science mapping techniques were conducted using VOSviewer and Biblioshiny from the Bibliometrix package in RStudio. The analyses included co-occurrence, co-authorship, citation, overlay visualization, and thematic mapping to explore the knowledge structure of the field. Main Findings: The findings revealed a rapid increase in publications after 2023 following the emergence of ChatGPT and large language models (LLMs). China and the United States dominated publication productivity and citation impact. Keyword and thematic analyses identified problem-solving, students, and teaching as the main driving themes, while ChatGPT, AI literacy, metacognition, and human-AI collaboration emerged as rapidly developing research topics in higher education. Novelty/Originality of this study: This study provides one of the first comprehensive bibliometric mappings specifically focused on the intersection of GenAI and problem-solving in higher education. Unlike previous studies that broadly examined AI in education, it reveals the intellectual structure, thematic evolution, collaboration patterns, and emerging research directions in this field. The findings provide valuable insights for lecturers, educational evaluators, and curriculum developers in identifying emerging competencies, assessment priorities, and pedagogical strategies related to problem-solving and AI-enhanced learning in higher education.
The Relationship Between Social Support and Academic Stress Among Migrant University Students in Jakarta Franky Pabianus; Novendawati Wahyu Sitasari; Deny Surya Saputra
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.v7i3.3297

Abstract

Purpose of the study: This study aimed to examine the relationship between perceived social support and academic stress among migrant university students in DKI Jakarta, Indonesia. Methodology: This study employed a quantitative correlational design involving 386 migrant university students selected through purposive sampling. Data were collected using the Student Life Stress Inventory (SLSI) and the Multidimensional Scale of Perceived Social Support (MSPSS). Validity and reliability tests were conducted, followed by normality testing using the Kolmogorov–Smirnov test. Because the data were not normally distributed, hypothesis testing was performed using Spearman’s rank correlation analysis. Main Findings: The results revealed a significant positive relationship between perceived social support and academic stress among migrant university students (r = 0.627, p < 0.05). The majority of respondents were categorized as having high levels of academic stress and high levels of perceived social support. The findings indicate that students reporting higher social support also tended to report higher academic stress. Novelty/Originality of this study: Previous studies generally reported that social support was associated with lower academic stress. In contrast, this study found a positive relationship between social support and academic stress among migrant university students in a metropolitan setting. The findings provide new insights into the psychosocial dynamics of migrant students and suggest that social support may coexist with heightened academic pressure in urban higher education environments.
Efforts to Increase Student Participation and Understanding through Interactive Learning Media and Classroom Assessment in Civics Learning Zaenol Fajri; Mumammad Su’aidi Ali
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.v7i3.3390

Abstract

Purpose of the study: The low level of student engagement and comprehension in Civics (PPKn) learning among third-grade students at MI Nurur Rahman motivated this study. This research aims to enhance student participation and understanding by integrating interactive learning media and classroom assessment, with a particular focus on evaluating student engagement and improving learning outcomes. Methodology: This study employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, implementation, observation, and reflection. The research subjects were third-grade students. Data were collected using observation sheets, classroom assessment instruments, and learning outcome tests to evaluate student participation and academic achievement systematically. Main Findings: The results showed a significant improvement from Cycle I to Cycle II. In Cycle I, the average student score was 86.5, with teacher activity at 89.3 and student participation at 85.7. After improvements in Cycle II, student participation increased to 94.6, teacher activity to 96.4, and the average student score to 90.4. These findings indicate that the integration of interactive learning media and classroom assessment effectively enhances student engagement, supports better understanding, and improves measurable learning outcomes.. Novelty/Originality of this study: This study contributes to the development of learning practices by integrating interactive media with classroom assessment to evaluate and improve student engagement and learning outcomes in primary education. It provides a practical framework for teachers to design interactive and assessment-oriented learning. In practice, the findings suggest that the use of interactive learning media, combined with systematic classroom assessment, can improve instructional quality and support more accurate, data-driven evaluation of student learning.

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