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Interdiciplinary Journal of Education
Published by Sumber Belajar Sejahtera
ISSN : -     EISSN : 29887798     DOI : https://doi.org/10.61277/ije.v1i1
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other
aim is to form a scientific platform through which the researchers and educators produce and use the information in this field share theoretical and practical information that researchers produce in all fields of education
Arjuna Subject : Umum - Umum
Articles 84 Documents
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Realistic Mathematics Education and Motivation in Elementary Mathematics Achievement Imran Imran; Muhammad Khairul Wazni; Muhammad Halqi
IJE : Interdisciplinary Journal of Education Vol. 4 No. 2 (2026): July, Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v4i2.296

Abstract

Improving elementary students' mathematics achievement remains a persistent challenge, particularly in educational contexts where mathematics instruction is still dominated by procedural explanation and textbook-based practice. This study examined the effects of Realistic Mathematics Education (RME) and learning motivation on fifth-grade students' mathematics achievement and tested whether learning motivation moderated the effect of RME. A quasi-experimental non-equivalent control group design with a 2 × 2 factorial structure was employed. The participants were 40 fifth-grade students from two public elementary schools in Central Lombok Regency, Indonesia, assigned to an experimental group receiving RME-based instruction and a control group receiving conventional instruction. Data were collected using mathematics achievement tests, a learning motivation questionnaire, and classroom observation sheets. The instruments were validated by experts and demonstrated acceptable reliability. Data were analyzed using descriptive statistics, assumption testing, independent samples t-tests, two-way ANOVA, and effect size estimation. The findings showed that students taught through RME achieved significantly higher posttest scores than those taught through conventional instruction (M = 81.80 versus M = 70.00; p < .001), with a large practical effect (Cohen's d = 1.42). Learning motivation also had a significant main effect on mathematics achievement; however, the interaction between instructional model and learning motivation was not significant. These findings indicate that RME improves mathematics achievement across different motivational profiles. The study contributes to constructivist and motivational perspectives by showing that contextual pedagogy and learner motivation independently support elementary mathematics achievement. The results provide practical implications for designing contextual, student-centered mathematics instruction in developing educational contexts.
Entrepreneurial Intention in Vocational Education: Learning, Literacy, and Family Support Sulastri Rini Rindrayani; Trya Meyla Nur Azizah; Kadeni Kadeni
IJE : Interdisciplinary Journal of Education Vol. 4 No. 2 (2026): July, Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v4i2.308

Abstract

Entrepreneurial intention is a proximal antecedent of venture creation and is particularly consequential in vocational education, where graduates are expected to contribute as both skilled employees and prospective job creators. This study examined whether entrepreneurship education, entrepreneurial literacy, and the family environment predicted the entrepreneurial intentions of vocational high school students. A quantitative, cross-sectional explanatory design was adopted. The population comprised 716 Grade XI students at SMK Negeri 2 Tulungagung, Indonesia, and 257 respondents were selected through proportionate stratified random sampling. Data were collected using a five-point Likert-scale questionnaire and analyzed by multiple linear regression in SPSS 27. The instruments demonstrated strong internal consistency, and the regression assumptions of normality, linearity, absence of problematic multicollinearity, and homoscedasticity were satisfied. Entrepreneurship education (β = .414, p < .001), entrepreneurial literacy (β = .302, p < .001), and the family environment (β = .159, p = .010) each significantly and positively predicted entrepreneurial intention. Collectively, the predictors explained 66.0% of the variance in entrepreneurial intention (adjusted R² = .660), and the overall model was significant, F (3, 253) = 166.646, p < .001. These findings complement the Theory of Planned Behavior by showing that educational experience, knowledge-based capability, and family support constitute mutually reinforcing contextual conditions associated with students’ entrepreneurial career intentions. Vocational schools should therefore combine experiential entrepreneurship education, systematic entrepreneurial-literacy development, and structured family engagement to strengthen students’ readiness for venture creation.
Social Capital and Community Learning Centers: A Systematic–Bibliometric Review Mardin Manangin; Salahudin; Muslimin Machmud
IJE : Interdisciplinary Journal of Education Vol. 4 No. 2 (2026): July, Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v4i2.310

Abstract

This study examines the development of research on Pusat Kegiatan Belajar Masyarakat (PKBM) or community learning centers as social capital in equivalency education and community-based learning within the context of global social inclusion. The increasing attention toward lifelong learning, inclusive education, and community empowerment has positioned community learning centers as strategic institutions in addressing educational inequality and strengthening social participation. However, previous studies remain fragmented, context-specific, and largely dominated by empirical approaches without comprehensive intellectual mapping. This study aims to analyze the structure, trends, and dynamics of global research on PKBM, social capital, and community learning through a hybrid systematic-bibliometric review approach. The study employed a Systematic Literature Review based on the PRISMA framework combined with bibliometric analysis using VOSviewer. Data were collected from the Scopus database through a systematic keyword-based search strategy and analyzed using network, overlay, and density visualizations. The findings reveal that social capital, empowerment, community learning centers, integration, and social inclusion constitute the dominant themes within the research landscape. The study also demonstrates a significant shift from administrative and program-oriented approaches toward transformative, participatory, and community-based educational paradigms. Furthermore, the findings identify several underexplored areas, particularly related to digital transformation, institutional sustainability, educational outcomes, and community resilience. This study contributes theoretically by strengthening the integration between social capital theory and community-based education studies while providing a comprehensive intellectual mapping of global research trends. The findings also offer practical implications for inclusive education policies and future research development in community learning and lifelong education.
Three-Dimensional Virus Models For Critical Thinking In Biology Education: An Indicator-Level Secondary Analysis Baiq Fatmawati; Fina Nawarul Uyun Fitriyah
IJE : Interdisciplinary Journal of Education Vol. 4 No. 2 (2026): July, Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v4i2.317

Abstract

This study presents an indicator-level secondary analysis of de-identified pretest-posttest data from 40 Grade 10 students (20 experimental and 20 control) who studied virus concepts at two madrasahs. The experimental group received instruction incorporating three-dimensional virus models, whereas the control group received lecture-based instruction. Four constructed-response items assessed interpretation, analysis, evaluation, and inference on a 1-4 scale. Raw gains and individual normalized gains were summarized descriptively. Because gain scores were non-normally distributed, two-sided Mann-Whitney U tests served as the primary between-group comparisons; Hedges' g with bootstrap 95% confidence intervals and pretest-adjusted ANCOVA were used as complementary analyses. The experimental group showed larger mean raw gains for interpretation (0.35 vs. 0.25), analysis (0.60 vs. 0.10), evaluation (0.35 vs. 0.20), inference (0.75 vs. 0.35), and the total score (2.05 vs. 0.90). Statistically significant between-group differences were observed for analysis (U = 271.0, p = .036; g = 0.74, 95% CI [0.16, 1.40]) and the total score (U = 320.5, p < .001; g = 1.30, 95% CI [0.78, 1.97]). Inference showed the largest descriptive improvement and a moderate effect (g = 0.56), although the between-group difference was not statistically significant (p = .136). ANCOVA yielded the same substantive pattern, with significant adjusted differences for analysis and the total score but not for interpretation, evaluation, or inference. Within the constraints of a small, non-randomized, two-school design, the findings suggest that model-supported instruction was most consistently associated with analytical reasoning, whereas interpretation and evaluation may require more explicit scaffolding, argumentation, and evidence-evaluation tasks.

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