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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 463 Documents
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Artificial Intelligence for Science Learning: A Systematic Review of Self-Regulation and Conceptual Understanding Riska Fitriani; Rayandra Ayshar; Asrial Asrial; Syaiful Syaiful
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.v7i3.3482

Abstract

Purpose of the study: This study systematically reviews and synthesises the empirical literature on the role of Artificial Intelligence (AI) in science education, focusing specifically on how distinct AI features support the phases of students’ self-regulated learning (SRL) and the construction of conceptual understanding in science. Methodology: A qualitative systematic literature review reported in line with PRISMA principles was combined with bibliometric mapping. Peer-reviewed articles were retrieved from the Scopus and Sinta databases (2020–2026). Metadata and keyword co-occurrence were analysed using VOSviewer, followed by a thematic synthesis of 25 eligible articles structured around an AI-feature × SRL-phase × conceptual-understanding extraction matrix. Main Findings: AI research in science education has grown sharply since 2022. Intelligent tutoring systems, learning analytics, adaptive simulations, and generative AI predominantly scaffold the forethought and performance phases of SRL, enhance conceptual understanding, reduce misconceptions, and raise motivation through personalised interaction. Support for the self-reflection phase remains comparatively weak, evidence is concentrated in higher education, and longitudinal and developing-country studies are scarce. Novelty/Originality: The review advances an integrative framework that explicitly links specific AI affordances to individual SRL phases and to conceptual change in science, repositioning AI as a cognitive and metacognitive mediator rather than a content-delivery aid, and derives an evidence-based agenda that foregrounds the reflection phase, K–12 science, and Global South contexts.
Islamic Religious Learning Strategies in Instilling Religious Moderation in the Student Dormitory of  Sekolah Tinggi Agama Islam Barus Dino Saputra; Wakib Kurniawan
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.v7i3.3092

Abstract

Purpose of the study: This study aims to analyze the learning strategy of Islamic religion in instilling the values of religious moderation in the student dormitory of the Sekolah Tinggi Agama Islam Barus, as well as examine the role of musyrif/ah, the form of coaching activities, and the factors that affect the process of internalizing these values. Methodology: This study uses a qualitative approach with a descriptive method. The research subjects consisted of dorm musyrif/ah, students, and dormitory managers. Data collection techniques are carried out through observation, semi-structured interviews, and documentation, while data analysis is carried out through the stages of data reduction, data presentation, and conclusion drawn. Main Findings: The main findings show that Islamic religious learning strategies in instilling the value of religious moderation are carried out through the integration of values in learning materials, dormitory-based character development, dialogical approaches, and examples from supervisors. This strategy has proven to be able to form a relatively moderate understanding and attitude of students' religious beliefs, reflected in the attitude of tolerance, openness, and the ability to interact in a pluralistic environment. However, there are still challenges in the form of conceptual understanding tendencies, the influence of social media, and external environmental dynamics. Novelty/Originality of this study: The novelty of this research lies in the focus of the study that places the dormitory environment as the center of religious moderation learning strategies, which not only emphasizes formal learning in the classroom but also the process of internalizing values through social experiences, habituation, and daily interactions. This research contributes to the development of an integrative and contextual dormitory-based religious development model in shaping the character of moderate students.
Problem-Based Learning with Scaffolding: Enhancing Chemical Conceptual Understanding, Curiosity, Communication Skills, and Character Yusnidar Yusnidar; Dwi Agus Kurniawan; Miftahul Zannah Azzahra
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.v7i3.3639

Abstract

Purpose of the study: This research aims to determine the comparison and influence of problem-based learning integrated with scaffolding on students' conceptual understanding, curiosity and communicative character. Methodology: The type of research used in this research is quantitative with an experimental type with a posttest only control group design. The population in this study were all chemistry education students for the 2021/2022 academic year consisting of 4 classes. The sampling technique used was cluster random sampling so that the samples were class A, class B and class C, each consisting of 21 students. The data collection instrument used was a test instrument to determine students' understanding of concepts after carrying out the learning process using the method used, a curiosity character questionnaire and a communicative character questionnaire. Main Findings: The results of this research are that there are differences and influences of the application of the integrated scaffolding problem-based learning model on students' conceptual understanding, curious character and communicative character. Novelty/Originality of this study: Through this exploration, research reveals that the comparison between the use of Problem Based Learning and Scaffolding methods in the context of understanding chemical concepts not only strengthens academic competence, but also forms the character of students who are passionate about knowledge and communicate effectively.

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