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Galih Albarra Shidiq
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Jl. Ambarbinangun Tempuran No.RT 08, Brajan, Tamantirto, Kec. Kasihan, Bantul, Daerah Istimewa Yogyakarta, Indonesia, 55184.
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INDONESIA
Indonesian Journal of Classroom Action Research (IJCAR)
Published by CV. DAS Mitra Edukasi
ISSN : -     EISSN : 30250730     DOI : https://doi.org/10.53866/ijcar
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Indonesian Journal of Classroom Action Research (IJCAR) is a journal that contains articles on the results of classroom studies from all researchers, lecturers, and teachers. IJCAR aims to provide high-quality papers and critical issues in the field of education, including Teaching and Learning Innovation, Instructional Design and Methodology, E-learning, Teacher Education, Educational Technology, Learning Environment, Assessment of Educational Practices, Classroom Research, and Islamic Education Curriculum.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 26 Documents
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Integrating Challenge-Based Learning in Arts and Design Research Classes Glo, John Arvin
IJCAR: Indonesian Journal of Classroom Action Research Vol. 3 No. 1 (2025): Indonesian Journal of Classroom Action Research- Available Online in January 20
Publisher : DAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53866/ijcar.v3i1.638

Abstract

This study explored the integration of challenge-based learning (CBL) in Arts and Design research classes. Pre-test and post-test assessments and a satisfaction survey were collected to determine its effectiveness with an average score of 23.15 to 28.27 out of 40 items showing an improvement in their research skills after the implementation. Satisfaction with CBL varied resulting in a mean score of 2.77 which corresponds that learners are satisfied with the intervention. These findings displayed that CBL can enhance research skills, especially in arts and design research classes. The data presented that the respondents improved their scores in the post-test. While in another survey, respondents were satisfied with the intervention of using CBL in their classes. This intervention is effective, as evidenced by improved test scores which determine the effectiveness of the used instructional methods. Improvements in some aspects of satisfaction can be made especially on the lecture quality, which suggests that future instructors must create more interactive and engaging research teaching methods to enhance learning outcomes and participant satisfaction. Therefore, this study displays how innovative instructional strategies and the importance of ongoing evaluation and refinement will ensure that educational practices meet learners' needs. The study concludes that CBL can be used by educators and policymakers to improve research education in arts and design research classes.
Improving Students' Self-Confidence in Learning Through Action Research: Presentation Skills in Focus Improving Students' Self confidence in Learning Mekonnen, Leul
IJCAR: Indonesian Journal of Classroom Action Research Vol. 3 No. 1 (2025): Indonesian Journal of Classroom Action Research- Available Online in January 20
Publisher : DAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53866/ijcar.v3i1.753

Abstract

This action research aimed to improve students' self-confidence in learning, with a specific focus on presentation skills. It was initiated and implemented by the practitioner at a Teacher College in Injibara, Amhara Region, Ethiopia. The participants were second-year regular Civic and Ethical Studies student teachers from Room 10. Out of 18 student teachers, six were purposively selected to identify the root causes of the problem. Data were collected through interviews and direct quotations, which were analyzed qualitatively using descriptive sentences, while data gathered via presentation rubrics, were analyzed using percentages. The pre-intervention findings revealed that shyness, nervousness, fear, and lack of knowledge hindered students from delivering oral presentations confidently in front of an audience. Based on these findings, intervention strategies were designed to address these challenges. After implementing these strategies over four months, the project proved successful in enhancing students’ oral presentation skills and reducing nervousness and fear.
The Role of Artificial Intelligence in Mathematics Education in Higher Education: A Literature Review Anderha, Refiesta Ratu
IJCAR: Indonesian Journal of Classroom Action Research Vol. 3 No. 2 (2025): Indonesian Journal of Classroom Action Research-Available Online in July 2025
Publisher : DAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53866/ijcar.v3i2.885

Abstract

The digital transformation in higher education demands innovative, adaptive, and technology-driven learning approaches. Artificial Intelligence (AI) has emerged as a key technology with significant contributions to mathematics education at the tertiary level. This article aims to explore the role, effectiveness, and challenges of AI implementation in mathematics learning through a systematic literature review of 25 scholarly articles published between 2019 and 2024. The findings reveal that AI applications—such as adaptive learning systems, educational chatbots, predictive analytics, and AR/VR-based visualizations—enhance conceptual understanding, student engagement, and learning efficiency. However, integration of AI in mathematics education still faces several obstacles, including infrastructure limitations, educators’ readiness, and ethical concerns regarding data privacy. This review recommends strategic actions such as enhancing digital literacy for lecturers and students, investing in digital infrastructure, and developing ethical frameworks to support AI-driven learning environments. Overall, AI has the potential to transform mathematics education in higher education into a more adaptive, inclusive, and sustainable process in the digital era.
Implementation of Small Groups for Spiritual Development and Values Formation among Students in a Private School Deloy, Zion Joyce Gloriana; Bausa, Kyla Kaye; Reofrir, Maricar; Glo, John Arvin
IJCAR: Indonesian Journal of Classroom Action Research Vol. 3 No. 2 (2025): Indonesian Journal of Classroom Action Research-Available Online in July 2025
Publisher : DAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53866/ijcar.v3i2.639

Abstract

This research implemented small groups in the spiritual development and values formation of Grade 6 students at Unida Christian Colleges. The research examined its efficacy and aimed to fill a research gap in children’s spirituality by acknowledging the Grade 6 students' critical developmental phase and the significance of molding their spirituality and moral values. Employing the principles of Transformative Learning Theory, a four-week small group program was implemented, involving the students in conversations and tasks focused on their spiritual development and values formation that are relevant to their day-to-day lives. The results revealed a significant improvement in the students' perspectives on spiritual development and values formation following engagement in small group activities. By conducting a qualitative analysis, various themes such as spiritual growth through shared experiences, positive class relationships, practical application of biblical teachings, and strengthened faith were recognized, highlighting the transformative influence of small groups. The findings highlight the effectiveness of small group interventions in fostering spirituality, building positive peer connections, and instilling core values for holistic development among Grade 6 students. This study provides valuable insights for educators, policymakers, and Christian educational institutions, advocating for the implementation of small group activities in academic frameworks to promote students' spiritual and moral well-being.
Boosting English Proficiency Through Educaplay Games: Classroom Action Research Approach to Interactive Learning Saputri, Avida Pramayshela
IJCAR: Indonesian Journal of Classroom Action Research Vol. 3 No. 2 (2025): Indonesian Journal of Classroom Action Research-Available Online in July 2025
Publisher : DAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53866/ijcar.v3i2.766

Abstract

This research explores the effectiveness of Educaplay, an interactive digital platform, in enhancing English proficiency among 7th-grade students at SMP IPK Muhammadiyah Delanggu, specifically in the topic of describing people, under the Merdeka Curriculum. The study employed a Classroom Action Research (CAR) approach, involving 28 students over two learning cycles. Key areas of focus included vocabulary acquisition, grammar proficiency, and student engagement. Results indicated a 22% improvement in vocabulary acquisition and a 15% increase in grammar skills. Additionally, student engagement and participation rates rose from 68% in the first cycle to 90% in the second. Qualitative data from classroom observations, student feedback, and teacher interviews further supported the positive impact of Educaplay on classroom dynamics, collaborative learning, and motivation. These findings highlight the potential of gamified learning tools to foster an engaging, student-centered learning environment that aligns with modern curriculum standards. The study concludes by recommending broader adoption of digital platforms in language education to support interactive and effective learning experiences.
Rethinking Literature Reviews: Key Pitfalls and Strategies for Postgraduates Willie, Michael Mncedisi
IJCAR: Indonesian Journal of Classroom Action Research Vol. 3 No. 2 (2025): Indonesian Journal of Classroom Action Research-Available Online in July 2025
Publisher : DAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53866/ijcar.v3i2.883

Abstract

The literature review was a fundamental component of postgraduate research, but it was often misinterpreted and underused as a vital tool for critical analysis. This study explored common pitfalls encountered by postgraduate students in constructing literature reviews, including over-reliance on descriptive summaries, thematic fragmentation, outdated sourcing, and insufficient synthesis across studies. Through a qualitative content analysis of peer-reviewed guidelines and academic writing literature, key themes emerged that emphasised the importance of thematic organisation, critical engagement with current and high-quality sources, explicit identification of knowledge gaps, and consistent alignment with research questions. The findings highlighted the need to integrate conceptual and theoretical frameworks as intellectual scaffolding and to promote reflexivity to enhance scholarly rigour. This study offered practical recommendations for postgraduate researchers to transform the literature review from a mere summary into a compelling, theory-informed argument that effectively justified the relevance and originality of their research.

Page 3 of 3 | Total Record : 26

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