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INDONESIA
Indonesian Journal of Multidisciplinary and Educational Researcher
Published by Institut Agama Islam Negeri Kediri
ISSN : 29877601     EISSN : 29870968     DOI : https://doi.org/10.30762/ijomer
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Ijomer Journal is a peer-reviewed journal that focuses on education and teaching studies. It aims at enhancing critical studies on the various actual phenomena from different perspectives in the field of education. The scopes of Ijomer Journal include: - Islamic Education - Social Education Studies - Natural Science Education Studies - Mathematics Education - Language Education - Education Management - Education Leadership - Educational Projects and Innovations - Educational Technology - Primary Education - and other educational fields in the world.
Arjuna Subject : Umum - Umum
Articles 86 Documents
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A Study of Listening Difficulties among EFL Learners in the ‘Understanding Talk’ Course Salsabila, Bilkis; Rayanto, Yudi Hari; Mabaroh, Baratun
Indonesian Journal of Multidisciplinary Educational Research Vol. 4 No. 1 (2026): April 2026
Publisher : LP2M Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijomer.v4i1.6776

Abstract

This study examines linguistic and non-linguistic factors affecting students’ listening comprehension in the Understanding Talk course. Using a quantitative descriptive design, data were collected from 20 second-semester EFL students at Universitas PGRI Wiranegara through a 20-item Likert-scale questionnaire validated by expert judgment. Data were analyzed using mean scores and percentage distributions, with difficulty levels categorized into four scales. The findings reveal that key linguistic difficulties include limited vocabulary (M = 2.10), complex grammar (M = 2.05), fast speech rate (M = 2.25), and unfamiliar pronunciation (M = 2.30), all classified as high difficulty. Non-linguistic challenges such as background knowledge (M = 2.15), audio quality (M = 2.20), and cultural differences (M = 2.30) also play significant roles. These results suggest that listening difficulties arise from both linguistic and contextual factors. Pedagogically, integrated strategies involving vocabulary support, varied listening exposure, and improved audio quality are recommended.
Self-Regulated Learning through the Integration of Kurikulum Berbasis Cinta (Love-Based Curriculum) in Digital Education: A Conceptual Analysis Rahmawati, Emma; Al-Awawdeh, Nabil
Indonesian Journal of Multidisciplinary Educational Research Vol. 4 No. 1 (2026): April 2026
Publisher : LP2M Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijomer.v4i1.8173

Abstract

The development of Self-Regulated Learning (SRL) is a critical requirement in elementary education, particularly in Madrasah Ibtidaiyah, to enable students to independently manage and take responsibility for their learning processes. However, the implementation of SRL in instructional practices has not yet been carried out in a systematic and comprehensive manner, especially when curriculum design and the use of instructional media are developed separately. This article examines efforts to strengthen SRL among Madrasah Ibtidaiyah students through the implementation of a Kurikulum Berbasis Cinta (Love-Based Curriculum) (LBC) integrated with the use of digital learning media. This study employs a qualitative approach using a literature review method, involving an examination of books, scholarly articles, and policy documents related to SRL, the Kurikulum Berbasis Cinta known as KBC (Love-Based Curriculum), and digital learning. The findings indicate that the application of the KBC supported by digital learning media fosters the formation of an inclusive, humanistic, and emotionally safe learning environment, while simultaneously cultivating values of empathy, responsibility, and self-awareness among students. The values embedded in the KBC function as affective and ethical foundations in the self-regulation process, whereas digital learning media serve as facilitative tools that support learning planning, control, and reflection. Therefore, the integration of a KBC and digital learning media contributes to the comprehensive strengthening of Self-Regulated Learning among Madrasah Ibtidaiyah students and offers practical implications for the development of more adaptive, humanistic, and sustainable madrasah learning designs.
English Exposure through Social Media and Its Influence on Vocabulary Comprehension: A Case Study of Kampung Inggris Alumni Ellena, Gaida Viska; Yuntoro Putri, Kristanti; Hari Kurniawan, Erwin; Abdullah Ahmad Albayyan, Ali
Indonesian Journal of Multidisciplinary Educational Research Vol. 4 No. 1 (2026): April 2026
Publisher : LP2M Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijomer.v4i1.8135

Abstract

This study aims to explore how English exposure through social media platforms, such as Instagram, TikTok, and YouTube, influences vocabulary comprehension among Kampung Inggris alumni. While social media provides a continuous stream of English input, its impact on adult learners who have completed intensive programs remains under-researched, pointing to a significant research gap. Using a qualitative case study design, data were collected from 15 purposefully selected participants through an open-ended questionnaire. The findings indicate that social media plays a significant role in supporting vocabulary comprehension, primarily through incidental learning processes. Audiovisual content, visual cues, and situational context help learners recognize and infer word meanings without direct translation. Furthermore, learner engagement and content preference were identified as key factors determining the effectiveness of this exposure. Active interaction, such as searching for word meanings, led to better vocabulary retention compared to passive consumption. This research implies that social media serves as a sustainable supplementary learning medium that supports long-term vocabulary development outside the traditional classroom environment.
Perceptions of English Education Students Regarding the Use of Artificial Intelligence (AI) in English Lessons umi imtitsal rasyidah, Umi; Futuhu Rifqil Aziz, Muh; Nova Kurniawati, Farida
Indonesian Journal of Multidisciplinary Educational Research Vol. 4 No. 1 (2026): April 2026
Publisher : LP2M Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijomer.v4i1.8212

Abstract

The rapid advancement of technology in education has transformed learning processes in the digital era, particularly through the emergence of Artificial Intelligence (AI). In English language learning, AI platforms such as ChatGPT are increasingly used to support academic activities, improve writing skills, provide real-time feedback, and enable personalized learning. This study aims to explore students’ perceptions of AI use in English language learning. This research employed a qualitative descriptive approach. Data were collected through participatory observation, semi-structured interviews with 18 questions, and documentation. The participants were 30 students of the English Education Study Program at the Faculty of Education and Teacher Training, UIT Lirboyo Kediri. Data were analyzed using the Miles and Huberman interactive model, including data collection, reduction, display, and conclusion drawing. The findings indicate that students perceive AI as an effective and efficient tool for enhancing English learning, particularly in writing. AI provides immediate feedback on grammar, vocabulary, spelling, and organization, supporting independent learning. However, concerns about overreliance on AI were identified, as it may hinder critical thinking. Therefore, AI should be used as a supportive tool, complemented by proper digital literacy to ensure ethical and effective use.
Didactic Study of the Eigenvalue Concept and Its Geometric Representation in Linear Algebra Learning Mutamaqin, Muhamad; Yacan, Nurcan
Indonesian Journal of Multidisciplinary Educational Research Vol. 4 No. 1 (2026): April 2026
Publisher : LP2M Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijomer.v4i1.8228

Abstract

Students’ understanding of eigenvalues and eigenvectors in linear algebra continues to demonstrate a strong procedural tendency, with insufficient emphasis on structural and geometric meaning. The research gap lies in the limited conceptual studies that systematically reconstruct the eigenvalue concept as an invariant structure by integrating symbolic, geometric, and applicative representations. To address this gap, this research employs a systematic conceptual review approach with stages of literature identification, selection based on inclusion-exclusion criteria, thematic coding, and conceptual modeling. From 45 articles identified in the initial stage, 28 articles passed selection based on title and abstract, 15 articles fully met the inclusion criteria, and 9 articles were analyzed in-depth in the conceptual synthesis. The synthesis results reveal a trend of dominance in computational approaches to eigenvalue learning, weak integration of multiple representations, and minimal geometric exploration before algebraic formalization is introduced. Based on these findings, a cyclic conceptual model is proposed that integrates multi-representation exploration, axiomatic formalization, relational integration between concepts, and reconceptualization in new contexts. This research provides a theoretical foundation for developing more meaningful learning designs, but is limited to literature analysis without direct empirical testing, so validation through quantitative or qualitative research is needed in subsequent stages to test the effectiveness of the proposed model in improving students’ conceptual understanding in linear algebra courses.
Reconstructionism in Islamic Philosophy of Education: An Epistemological Analysis and Its Relevance to the Contemporary Age Syarif, Nawa
Indonesian Journal of Multidisciplinary Educational Research Vol. 4 No. 1 (2026): April 2026
Publisher : LP2M Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijomer.v4i1.8233

Abstract

This article analyzes reconstructionism in the philosophy of education and examines its integration within the perspective of Islamic epistemology. The study is motivated by the dominance of descriptive approaches in reconstructionist studies, which still rely heavily on rationality and empirical experience, thereby insufficiently accommodating the transcendental dimension. This research employs a qualitative approach based on library research, using philosophical-conceptual analysis through content analysis, hermeneutics, and conceptual analysis. The data sources include works of reconstructionist thinkers as well as modern Muslim scholars. The findings indicate that reconstructionism has the potential to serve as a transformative paradigm in education; however, it requires epistemological expansion. In the Islamic perspective, reconstruction has long been present through the concepts of ijtihad, tajdīd (renewal), and iṣlāḥ (reform), which integrate revelation, reason, and experience. Reconstruction in Islam is not solely oriented toward social change but also toward moral and spiritual transformation. This study concludes that the reconstruction of Islamic education can be formulated through the selection and reformulation of values grounded in the Qur’an and Sunnah, while remaining adaptive to modernity. Thus, reconstructionism from an Islamic perspective constitutes an integrative and contextual process of re-articulation.

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