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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 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.

Page 46 of 46 | Total Record : 454

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