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Muhammad Miftah Farid
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ijoerar@gmail.com
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ijoerar@gmail.com
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Jl. Ketintang No.147-151, Wonokromo, Kec. Wonokromo, Surabaya, Jawa Timur 60243
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International Journal of Emerging Research and Review
Published by Institut Keguruan dan Ilmu Pendidikan Widya Darma
ISSN : -     EISSN : 30218950     DOI : -
Core Subject : Education, Social,
Social Sciences Other
International Journal of Emerging Research and Review (IJOERAR) is a peer-reviewed, open-access international journal dedicated to promoting emerging research and review in multidiscipline areas. IJOERAR is published by IKIP Widya Darma Surabaya four times a year/quarterly (in March, June, September, & December). All manuscripts sent to IJOERAR will be read and reviewed with a confidential identity (double-blind peer review) by at least 2 peer reviewers who are experts in their fields. Depending on the evaluation reports of the members of the Editorial Board and peer reviewer, whether articles are published or not. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to the IJOERAR.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 6 Documents
 1 
Search results for , issue "Vol. 4 No. 2 (2026): June" : 6 Documents clear
The Role of the Human Development Index and Economic Growth in East Java 2015-2024 Miranda, Fiktoria Dita; Prakoso, Albrian Fiky; Andriansyah, Eka Hendi; Musfidah, Heny; Saputra, Deni Trio
International Journal of Emerging Research and Review Vol. 4 No. 2 (2026): June
Publisher : IKIP Widya Darma Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56707/ijoerar.v4i2.166

Abstract

Objective: This study aims to examine the effect of the Human Development Index (HDI) and economic growth on income inequality in East Java Province over the period 2015–2024. Despite sustained regional economic growth, income inequality remains a persistent issue, indicating that economic progress may not be evenly distributed across society. Method: This research employs a quantitative approach using secondary time-series data obtained from the Central Statistics Agency of Indonesia. The data are analyzed using the Ordinary Least Squares (OLS) regression method to identify the partial and simultaneous effects of HDI and economic growth on income inequality, which is measured using the Gini ratio. Classical assumption tests are conducted to ensure the validity of the regression model. Results: The empirical findings indicate that both HDI and economic growth do not have a statistically significant effect on income inequality in East Java during the study period. The F-test shows significance (p = 0.010), but partial t-tests reveal insignificance for both HDI (p = 0.089) and economic growth (p = 0.308). This statistical pattern significant F-test with insignificant t-tests suggests potential model instability due to the limited sample size (N=10) and omitted variable bias, rather than meaningful economic relationships. Conversely, economic growth shows a positive coefficient, indicating a tendency to increase income inequality. These results suggest that economic growth in East Java has not yet been inclusive and that improvements in human development have not been sufficient to substantially mitigate inequality. Moreover, the HDI coefficient (-6.64E-05) is economically negligible: even a hypothetical 100-point increase in HDI would reduce the Gini ratio by only 0.00664, an effect too small to be policy-relevant.  Novelty: This study tests inclusive growth propositions at the provincial level in Indonesia and shows that aggregate time-series models with limited observations are insufficient to capture the complex links between growth, human development, and inequality in East Java. The findings provide a diagnostic contribution by emphasizing the need for spatially disaggregated data and more advanced econometric approaches in future research.
Professional Competence of School Principals in Inclusive School Management: A Multi-Site Study in Sidoarjo, Indonesia Sulistyowati, Lilik; Wardoyo, Dewie Tri Wijayanti; Karwanto, Karwanto
International Journal of Emerging Research and Review Vol. 4 No. 2 (2026): June
Publisher : IKIP Widya Darma Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56707/ijoerar.v4i2.167

Abstract

Objective: This study aims to describe and analyze the professional competence of school principals in managing inclusive schools through a multi-site study conducted at Buduran 2 Junior High School and Sidoarjo 6 Junior High School. Method: This research employed a descriptive qualitative design with a multi-site study approach. Data were collected through observations, in-depth interviews, and document analysis involving school principals, teachers, and other school stakeholders. The collected data were analyzed using qualitative data analysis procedures consisting of data reduction, data display, and conclusion drawing to obtain a comprehensive understanding of school principals’ professional competence in inclusive education management. Results: The findings indicate that the professional competence of school principals is reflected in the internalization of an inclusive vision into strategic school policies and the establishment of specialized organizational structures to support services for students with special needs. The implementation includes the development of adaptive curricula through Individualized Education Programs (IEP), the application of differentiated learning strategies, and the provision of accessible infrastructure and psychosocial protection within the school environment. Novelty: This study highlights how professional leadership of school principals contributes to optimizing resource allocation, promoting academic equity through flexible assessment practices, and fostering a tolerant and accountable school ecosystem that supports inclusive education for all stakeholders.
Bridging Local Culture and Science Education: Interactive Engklek Game as a Tool for Enhancing Environmental Science Communication Kurniawati, Fadilla; Widodo, Wahono; Subekti, Hasan
International Journal of Emerging Research and Review Vol. 4 No. 2 (2026): June
Publisher : IKIP Widya Darma Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56707/ijoerar.v4i2.169

Abstract

Objective: Science communication skills are an essential competency for the 21st century, yet their teaching remains ineffective. Furthermore, local wisdom, such as the traditional game Engklek, has been largely eroded by technological developments and has not been optimized as a learning resource. This study aims to improve students' science communication skills on environmental pollution through interactive digital Engklek media based on local culture. Method: The study used a quantitative method with a quasi-experimental pretest-posttest control group design. The sample consisted of 64 seventh-grade students at State Junior High School 53 Surabaya, divided into an experimental class (learning with digital Engklek media) and a control class (conventional learning). The research instruments included a written science communication skills test and an oral communication skills observation sheet. Data were analyzed using the N-Gain test and the independent sample t-test. Results: The results of the study showed a significant increase in science communication skills in the experimental class (N-Gain=0.72; high category) compared to the control class (N-Gain=0.49; medium category). The independent t-test produced a significance value of 0.001 (<0.05), proving a significant difference between the two classes. Student responses to the learning media were also very positive.  Novelty: The novelty of this research lies in the digitization of the traditional Engklek game integrated with an ethnoscience approach, where each game box is designed as a stage in a scientific investigation of environmental pollution. This medium innovatively bridges local wisdom with modern pedagogy to build science communication skills in a contextual and enjoyable way.
School Management in Managing Inclusive Education at Buduran 2 and 6 Junior High School Sidoarjo, Indonesia Sulistyowati, Lilik; Wardoyo, Dewie Tri Wijayanti; Karwanto, Karwanto
International Journal of Emerging Research and Review Vol. 4 No. 2 (2026): June
Publisher : IKIP Widya Darma Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56707/ijoerar.v4i2.171

Abstract

Objective: This study aims to describe and analyze school management in inclusive education management through a multi-site study at Buduran 2 and 6 Junior High School Sidoarjo. Inclusive education provides opportunities for all students, including Students with Disabilities, to obtain quality educational services without discrimination. Method:  This research employed a qualitative approach with a multi-site study design. Data were collected through observation, in-depth interviews, and documentation studies involving principals, teachers, education staff, and parents. Data analysis was conducted using the Miles, Huberman, and Saldana model, which includes data condensation, data presentation, and conclusion drawing.  Results: The research results show that school management in inclusive education is implemented through planning, organizing, implementing, and evaluating. This includes internalizing an inclusive vision, establishing an inclusive team, developing an adaptive curriculum, implementing differentiated learning, and providing accessible facilities. Novelty: The novelty of this research lies in the disclosure of inclusive school management practices through a multi-site study approach which shows that the professional leadership of the principal plays an important role in integrating school management functions with inclusive values ​​to create an educational environment that is adaptive, tolerant, and supports student diversity.
Effectiveness of the ICARE-Modification Model in Training Students’ Critical Thinking Skills Makdalena, Rita; Agustini, Rudiana; Raharjo, Raharjo
International Journal of Emerging Research and Review Vol. 4 No. 2 (2026): June
Publisher : IKIP Widya Darma Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56707/ijoerar.v4i2.168

Abstract

Objective: Developing students’ critical thinking skills remains a central challenge in higher education, particularly in teacher education programs that demand higher-order cognitive competencies. This study investigates the effectiveness of the ICARE-Modification model—an extended instructional framework integrating Introduction, Connection, Application-modification, Reflection, and Extension stages with AI problem-solving activities—in enhancing undergraduate students’ critical thinking skills. Method:  A quasi-experimental design with a non-equivalent control group was employed involving 60 undergraduate students enrolled in a teacher education program. The experimental group received instruction using the ICARE-Modification model, while the control group experienced conventional lecture-based learning. Data were collected through a validated open-ended critical thinking test assessed using an analytical rubric covering questioning, analysis, evaluation, logical reasoning, and solution formulation. Data were analyzed using independent samples t-tests and Cohen’s d effect size.  Results: The findings suggest that the ICARE-Modification model creates a more interactive and cognitively engaging learning environment that supports the development of students’ critical thinking skills. Through structured stages of learning that involve exploration, discussion, and reflection, students are encouraged to actively construct knowledge and evaluate their own reasoning processes, which ultimately leads to better learning outcomes in critical thinking. Novelty: This study introduces the ICARE-Modification model, an extended instructional framework that integrates the traditional ICARE stages with AI-assisted problem-solving activities to foster students’ critical thinking skills in teacher education. Unlike previous studies that apply ICARE as a conventional instructional model, this research incorporates structured cognitive scaffolding and AI-supported reflective learning to enhance higher-order thinking processes.
Empowering Gen Z Economics Teachers: AI Mindset, Experiential Learning and Career Readiness for Sustainable Development Dely Nuralizah; Eka Hendi Andriansyah; Dhiah Fitrayati; Ramlee bin Ismail
International Journal of Emerging Research and Review Vol. 4 No. 2 (2026): June
Publisher : IKIP Widya Darma Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56707/ijoerar.v4i2.170

Abstract

Objective: The ongoing transformation of education due to technological advances and artificial intelligence demands that prospective teachers possess change-sensitive skills and comprehensive career readiness. To support the implementation of SDGs, particularly goals 4 and 8 which include improving the quality of education as well as decent employment opportunities and economic growth. strengthening the competencies and job readiness of prospective teachers is becoming an increasingly important issue. This study seeks to examine the effect of AI mindset on the career readiness of economics education students who are preparing to become future economics teachers. Method: This study, using a PLS-SEM approach, also examines the role of experiential learning as a mediating variable in the relationship between AI mindset and career readiness. Results: This study found that an AI mindset had a positive and significant impact on career readiness, both directly and through enhanced experiential learning. These results suggest that combining an AI mindset with contextual learning experiences can strengthen students' readiness to face the demands of careers in the digital age. Novelty: Placement of experience-based learning as a mediating variable that connects AI mindset with career readiness of prospective economics teachers, especially in teacher education in Indonesia.

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