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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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INDONESIA
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 The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to the IJOERAR.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 5 Documents
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Search results for , issue "vol. 4 no. 3 (2026): september" : 5 Documents clear
From Multicultural Experiences to Teaching Practices: Insights from Pre-Service English Teachers in Indonesian ELT Contexts Dewi Listia Apriliyanti; Pratiwi Retnaningdyah; Syafi'ul Anam
International Journal of Emerging Research and Review Vol. 4 No. 3 (2026): September
Publisher : IKIP Widya Darma Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56707/ijoerar.v4i3.180

Abstract

Objective: This study explores the multicultural experiences, attitudes, and efficacy of pre-service English teachers (PSETs) along with their reflections on teaching practices. Method: The study employed the Multicultural Efficacy Scale survey and semi-structured interviews. 107 PSETs from nine public universities and five private universities in West Java, Indonesia, participated in the survey. Results: The study identified two key findings. Firstly, most PSETs acquired background knowledge and experiences related to diversity and multiculturalism mainly through media (M=2.99, SD=0.82), diverse classmates (M=2.96, SD=0.82), and social interactions (M=2.78, SD=0.81). 84 (78.5%) of them exhibited moderate attitudes, and 56 of them (52.34%) demonstrated moderate multicultural efficacy in the English language teaching context. Secondly, participation in student exchange programs significantly enhanced their awareness and understanding of multicultural contexts. Additionally, the findings indicated that participants with high multicultural efficacy successfully integrated Indonesian cultural elements into English Language Teaching. In contrast, those with moderate and low efficacy made cultural adjustments to bridge gaps but lacked pedagogical strategies for embedding cultural reflections into their instruction. Novelty: This study contributes to ELT and multicultural education research by examining pre-service English teachers’ multicultural experiences, attitudes, efficacy, and instructional practices in the Indonesian context. The findings highlight the role of media, social interactions, and intercultural experiences in shaping awareness of cultural diversity. While most participants demonstrated moderate multicultural attitudes and efficacy, variations were evident in their ability to implement culturally responsive teaching. The study underscores the need for stronger pedagogical support to translate multicultural awareness into meaningful classroom practices.
Starlink for Papua: Policy Analysis to Bridge the Digital Gap in Improving the Quality of Education Vicy Reynaldo Parlindungan Manurung; Mufarrihul Hazin; Mohammad Syahidul Haq; Amrozi Khamidi; Muhammad Sholeh; Andi Kristanto
International Journal of Emerging Research and Review Vol. 4 No. 3 (2026): September
Publisher : IKIP Widya Darma Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56707/ijoerar.v4i3.181

Abstract

Objective: This study analyzes the implementation of the Starlink satellite internet policy in remote educational settings as a strategic intervention to bridge the digital divide and improve education quality, focusing on Satap Tawar School in Kampung Tawar, Fakfak Regency, West Papua. Method: This qualitative case study collected primary data through semi-structured interviews with school principals, teachers, students, and education policymakers, complemented by participatory observation and documentation studies. Thematic analysis was guided by an integrated framework of digital divide theory, policy implementation theory, and technology acceptance models. Data validity was ensured through triangulation of sources, methods, and member checks. Results: Starlink access has significantly transformed educational practices across three dimensions: (1) digital learning accessibility, enabling teachers to access e-books and video tutorials while students gain diverse digital references; (2) teaching quality, with educators integrating visual media and interactive content beyond conventional resources; and (3) student participation, marked by improved motivation and attendance. However, critical constraints persist: limited teacher digital literacy, inadequate hardware availability, operational cost burdens, and insufficient local technical support. These findings confirm that Starlink's success depends not merely on technical infrastructure but crucially on institutional capacity, pedagogical readiness, and sustained government support. Novelty: This study provides the first empirical evaluation of Starlink policy in Indonesia's education sector within extreme geographic conditions. It offers a comprehensive analysis integrating policy implementation, institutional readiness, and socio-technical dynamics, demonstrating that first-level digital access does not automatically translate into educational benefits without adequate capacity-building. These findings provide valuable lessons for developing countries facing similar digital divide challenges.
The I-BATARA Learning Model: A Conceptual Framework Integrating Inquiry, Scaffolding, and Local Wisdom to Foster Scientific Literacy Wiwin Puspita Hadi; Erman Erman; Suyatno Sutoyo
International Journal of Emerging Research and Review Vol. 4 No. 3 (2026): September
Publisher : IKIP Widya Darma Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56707/ijoerar.v4i3.182

Abstract

Objective: Scientific literacy, a foundational literacy, is essential for students to develop from an early age to prepare them for addressing the challenges of the global era. Therefore, effective instructional interventions are required to facilitate students' transition from concrete to abstract thinking by employing meaningful real-world contexts.  This research tries to formulate the I-BATARA learning model to increase the student’s scientific literacy. Method: This study employed a conceptual model development approach to construct the I-BATARA learning model. Results: The results indicate that the proposed I-BATARA instructional model integrates Inquiry-Based Learning, process-oriented scaffolding, and the authentic context of batik tulis Tanjung Bumi Madura into a coherent instructional framework designed to enhance students' scientific literacy. Novelty: The I-BATARA learning model its comprehensive integration of Inquiry-Based Learning (IBL), scaffolding, local wisdom, and scientific literacy instructional framework.
Fostering Assertive Communication through Story-Based Activities in Early Childhood Education: A Preventive Framework for Substance Abuse Muhammad Reza; Mustaji Mustaji; Yatim Riyanto; Bachtiar Sjaiful Bachri
International Journal of Emerging Research and Review Vol. 4 No. 3 (2026): September
Publisher : IKIP Widya Darma Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56707/ijoerar.v4i3.186

Abstract

Objective: Substance abuse remains a major challenge to individual well-being and societal development, underscoring the need for preventive interventions beginning in early childhood. This study aimed to examine the effectiveness of story-based activities in improving assertive communication skills among children aged 5–6 years as an early preventive framework for reducing vulnerability to future substance abuse and other risky behaviors. Method: A quantitative quasi-experimental study using a pretest–posttest design was conducted with 90 children aged 5–6 years from five early childhood education institutions in Surabaya, Indonesia. Data were collected through structured observations measuring four dimensions of assertive communication: self-expression, opinion sharing, emotional communication, and respectful refusal. The data were analyzed using normalized gain (N-Gain) scores and paired-sample t-tests. Results: The findings demonstrated that story-based activities improved children's assertive communication. Positive improvements were consistently observed across participating institutions and among both boys and girls. Novelty: This study introduces story-based learning as an early childhood preventive framework that connects the development of assertive communication with long-term protection against substance abuse risk. The findings extend prevention efforts beyond adolescent-focused interventions by positioning early childhood education as a strategic foundation for strengthening children's protective social competencies before risk behaviors emerge.
Construct Validity and Reliability Analysis of a CIPP-Based Curriculum Evaluation Instrument for Outcome-Based Education (OBE) Dhiah Fitrayati; Heni Purwa Pamungkas; Renny Dwijayanti; Meylia Elizabeth Ranu; Trias Madanika Kusumaningrum; Khusnul Fikriyah
International Journal of Emerging Research and Review Vol. 4 No. 3 (2026): September
Publisher : IKIP Widya Darma Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56707/ijoerar.v4i3.187

Abstract

Objective: This study aims to develop and validate an instrument to evaluate the implementation of outcome-based education (OBE) curriculum in higher education by integrating the context, input, process, and product (CIPP) model. Method: The study used a research and development design that adapted the 4D model and was implemented until the development stage. The developed instrument consisted of 29 indicators distributed into four CIPP dimensions. Content validity was evaluated through expert judgment using Aiken's V, while empirical testing used partial least squares structural evaluation modeling (PLS-SEM). Evaluation of the measurement model included convergent validity, discriminant validity, and internal consistency reliability. Results: The four dimensions showed adequate content validity with an average Aiken's V above 0.80. Convergent validity was supported by the average variance extracted value of 0.631-0.756, while Cronbach's alpha of 0.900-0.946 and composite reliability of 0.926-0.956 indicated high internal consistency. The four dimensions have a strong and significant relationship with the evaluation construct, with the highest coefficient in the process dimension. Discriminant validity is met in most pairs of constructs, but empirical overlap is found between input and process, although all indicators have the highest cross loading on the measured construct. Novelty: This study produces a multidimensional instrument based on CIPP that expands the evaluation of the OBE curriculum from only measuring the achievement of learning outcomes to a diagnostic framework that integrates curriculum relevance, availability of supporting resources, implementation processes and achieved results to support the process of continuous quality improvement.

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