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INDONESIA
Indonesian Educational Research Journal
Published by S&Co Publishing
ISSN : -     EISSN : 30250757     DOI : https://doi.org/10.56773/ierj
Core Subject : Education,
Education
Indonesian Educational Research Journal provides a platform for research on the future challenges and developments that education will face. Indonesian Educational Research Journal is an international, peer-reviewed open-access journal that publishes original work in all areas of education, serving the community as a broad-scope journal for academic trends and future developments in the field. The journal publishes a broad range of article types and formats, and there are no limitations in theoretical, empirical, or methodological content. Indonesian Educational Research Journal particularly welcomes research with the potential for global impact, especially about perspective, and work on achieving the United Nations Sustainable Development Goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 44 Documents
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Untapping The Potential of Parental Engagement in Early Learning in Zanzibar Abdalla Muhammed, Shehe; Mohamed Ali, Msellem; Juma Therea, Tamasha
Indonesian Educational Research Journal Vol. 3 No. 1 (2025): Various Learning Strategies in Education to Facilitate Student Learning Outcome
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i1.80

Abstract

Children's academic success has been consistently linked to the involvement of parents in pre-primary education. Specifically, the objectives were: to identify forms of parental involvement; explore reasons for parents’ involvement; examine challenges affecting effective involvement, and suggest strategies for improvement. This study assessed the nature of parental involvement in Zanzibar's pre-primary education based on Joyce Epstein’s six types of parental involvement framework. The study utilized a mixed-methods design, involving 90 parents from ten pre-primary schools in South district Zanzibar.  Quantitative data was collected through a questionnaire from 90 parents while face-to-face interviews were done with 12 pre-primary teachers. Quantitative data were subjected to descriptive statistics, and qualitative data were analyzed thematically. The mean scores and standard deviations (SD) from qualitative data across involvement categories revealed strengths in parenting, communication, and home-learning activities involvement while volunteering and decision-making recorded lower levels. Parents’ reasons for their involvement include developing child’s progress and better learning, doing their responsibilities, following up for the child’s encouragement, and building relationships with the school. Challenges for ineffective involvement include time constraints, limited teacher support, and lack of awareness. Recommendations emphasize fostering awareness, improving parent-school relationships, and encouraging active participation.
Factors Influencing the Educational Achievements of Students in Single-Parent Mother-Headed Families: A Critical Study on Selected Secondary Schools in Sri Lanka: - Jalaldeen, Jemeela; Ghous Mohammed Insaf , Mohammed
Indonesian Educational Research Journal Vol. 3 No. 1 (2025): Various Learning Strategies in Education to Facilitate Student Learning Outcome
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i1.87

Abstract

The family unit is a crucial social agent, and the issues may negatively affect students' education. This study aims to identify the factors that influence the education of students from single-parent, mother-led families in selected secondary schools within the Kegalle Educational Zone. The survey method was utilized in this research, with the questionnaire serving as the primary source of data collection for respondents. A sample size of 30 participants was chosen using a combination of simple random sampling and purposive sampling. The data was analyzed using percentage statistical methods to draw meaningful conclusions. The findings of this study indicate that low educational attainment among single mothers, combined with financial hardships and limited resources, negatively impacts their children's academic performance. Addressing these challenges through targeted support and resource provision is crucial to ensuring equitable educational opportunities for all students.
The Practices of Teaching Orientation and Mobility Skills to Students with Visual Impairment in Selected Tanzanian Universities Mwitango, Shemndolwa; Muzata, Kenneth; Simalalo, Magdalene
Indonesian Educational Research Journal Vol. 3 No. 1 (2025): Various Learning Strategies in Education to Facilitate Student Learning Outcome
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i1.79

Abstract

The increased need for independence among individuals with visual impairment poses a deliberate prerequisite to equipping them with orientation and mobility skills.  This study aimed to investigate the practices of teaching orientation and mobility skills among university students with visual impairment in Tanzania.  Understanding the practices used, new and better policies can be developed to improve the training of orientation and mobility for students with visual impairments. The study employed an intrinsic case study design to generate in-depth information on training orientation and mobility for students with visual impairments. Purposively, 25 participants were selected to participate in the study, including students with visual impairment, orientation and mobility specialists, and administrators. Inductive thematic analysis using NVIVO was employed to make sense of data generated from two selected universities using interviews, focus group discussions, observation,s and documentary reviews.  The findings revealed that orientation and mobility are taught in an unstructured environment without proper guidelines to guide the teaching process. Based on the findings, it is recommended that orientation and mobility training should be incorporated into the university policy and curriculum to allow students with visual impairment to learn orientation and mobility systematically for proper mastery of the skills.
The Impact of Quillbot Tools on Critical Thinking Skills Among University Students in Tanzania Edward, Marco; Julius Ntawigaya, Noel
Indonesian Educational Research Journal Vol. 3 No. 1 (2025): Various Learning Strategies in Education to Facilitate Student Learning Outcome
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i1.83

Abstract

This paper investigates the impact of QuillBot on critical thinking among university students at Teofilo Kisanji University (TEKU), Tanzania. The study employed a qualitative research approach within the interpretivist paradigm. Data were collected through semi-structured open-ended interviews and documentary analysis. Content analysis was used to analyze the data and identify key themes. A sample of fifteen participants, including lecturers, university administrators, and students, was selected for the study. The findings indicate that QuillBot has both positive and negative effects on critical thinking among university students. The negative impacts include overdependence on technology, reduced original thought, academic integrity concerns, decreased discussion and debate, potential plagiarism, while the positive impacts include enhanced language proficiency, increased research efficiency, improved self-confidence, learning, and writing skills. The study found that while QuillBot, as an artificial intelligence tool, has supported the development of critical thinking, some students have become overly reliant on it, neglecting to engage their own thinking effectively. It is recommended that the government, through media outlets, provide education on the benefits and drawbacks of using QuillBot in teaching and learning
Numeracy Skills of Junior High School Students: A Comparative Study Based on Learning Approach Interventions Tae, Ana Paula; Son, Aloisius Loka; Kehi, Yohanes Jefrianus; Rodríguez-Nieto, Camilo Andrés; García-García, Javier
Indonesian Educational Research Journal Vol. 3 No. 1 (2025): Various Learning Strategies in Education to Facilitate Student Learning Outcome
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i1.90

Abstract

This study aims to determine the achievement and improvement of students' numeracy skills based on the Realistic Mathematics Education (RME) approach intervention. This research used a quasi-experimental method with a pretest-posttest control group design. The research sample consisted of two classes, namely the experimental class that used the RME approach and the control class that used conventional methods. The instrument used was a numeracy description test question on the material of the Two-Variable Linear Equation System. The results showed that the achievement and improvement of students' numeracy skills, who learned through the realistic mathematics education approach, were better than students who learn through conventional approaches. This shows that learning with a realistic mathematics education approach can facilitate the numeracy skills of junior high school students. It is hoped that future researchers can apply the realistic mathematics education approach to other mathematical skills.
Effectiveness of QR-Based Modified Strategic Intervention Materials in Improving the Academic Performance of SHS Students in Disciplines and Ideas in the Social Sciences Pecson, Ryan
Indonesian Educational Research Journal Vol. 3 No. 2 (2025): Educational interventions and management to facilitate various student skills
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i2.88

Abstract

21st-century learners nowadays are at their best when their instructional materials are diverse, contextualized, and technology-based. With such intention in mind, the study determines the effectiveness of the developed QR-based modified strategic intervention materials in improving the academic performance of senior high school students in the subject Disciplines and Ideas in the Social Sciences in the Humanities and Social Sciences strand in the Philippines. Using the experimental research method, specifically the one-group pretest-posttest design, 75 SHS students are pre-assessed for their academic performance in the subject focused on their least mastered competencies. After the pretest, the top three least-mastered competencies were identified, which included the topics of the MSIMs to be developed, as well as the 27 students needing intervention. After three expert validators rated the developed QR-MSIMs, pilot testing commenced. After the implementation, a posttest is conducted to compare the academic performance of the students before and after their exposure to the intervention materials. Before the use of QR-MSIMS, SHS students performed poorly in DISS, indicating the need for remediation or intervention. Significantly, the SHS students improved their academic performance after using the QR-MSIMs, leading to the acceptance of the alternative hypothesis and further cementing the effectiveness of the treatment or intervention materials in enhancing the least-mastered competencies of the students. The study recommends further use of the QR-MSIMs in other social sciences disciplines, as well as in various learning contexts through action research, where the results can be disseminated further during in-service training or learning action cell sessions
Analysis of Metacognitive Characteristics in Japanese University Students of Teacher Education Using the Metacognitive Awareness Inventory Kusaka, Satoshi; Manabe, Shino
Indonesian Educational Research Journal Vol. 3 No. 2 (2025): Educational interventions and management to facilitate various student skills
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i2.96

Abstract

The aim of this research was to shed light on the metacognitive profiles of students attending a teacher education university in Japan and to provide insights for curriculum design that enhances these skills. Data were collected in October 2023 from 146 first- and third-year students enrolled in teacher education programmes at a university, Japan, using the 52-item Metacognitive Awareness Inventory for Adults (MAI) administered online with a six-point Likert scale. The MAI is a widely used self-report instrument that captures perceived metacognitive awareness across subdomains of knowledge of cognition and regulation of cognition. Because it assesses perceptions rather than directly observed behaviour, findings should be interpreted as self-reported tendencies. Descriptive statistics and Pearson correlations were computed for MAI subdomains. Participants generally perceived themselves as possessing strong metacognitive abilities (overall mean = 3.98/6), with metacognitive knowledge slightly higher than metacognitive regulation. Procedural knowledge was strongly associated with monitoring (r = .62, p < .01) and evaluation (r = .52, p < .01), suggesting that students who report stronger strategy-use knowledge also report more frequent self-checking and post-task reflection. Monitoring correlated positively with debugging (r = .56, p < .01), whereas debugging correlated negatively with evaluation (r = −.50, p < .01), indicating a possible tension between immediate error correction and broader reflective assessment. These findings imply that teacher education curricula should pair explicit strategy instruction with structured opportunities for monitoring and post-task evaluation to strengthen balanced metacognitive regulation.
Mathematical Communication Skills in Middle School: A Study of Eighth-Grade Students in West Timor, Indonesia Bimolo, Anna Sako; Son, Aloisius Loka; Delvion, Eduardus Beo Seso; García-García, Javier
Indonesian Educational Research Journal Vol. 3 No. 2 (2025): Educational interventions and management to facilitate various student skills
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i2.102

Abstract

This study aims to analyze the mathematical communication skills of grade VIII students of the First Secondary School on the material of Relations and Functions. The method used was qualitative descriptive research with the subjects of 21 students in class VIII-B for the 2024/2025 school year. Data was collected through a description test that included indicators of mathematical communication skills and interviews to deepen the results of the analysis. The results of the study show that students' written mathematical communication skills still vary with a tendency to be in the medium to low category. The indicator expressing mathematical ideas in written and visual form obtained the highest achievement of 76.38%, while the indicator interpreted and evaluated ideas only reached 52.86% and the use of mathematical notation reached 47.62%. High-skill students are able to write mathematical models correctly even though the use of formal terms is not consistent, moderate-skill students tend to provide limited explanations, while low-skill students copy more problems without constructing a proper mathematical model. These findings indicate the need for a learning strategy that emphasizes written mathematical communication exercises in a more orderly manner, both in the form of sentences, tables, graphs, and symbols to improve the quality of students' understanding of concepts
From Reform to Results: Competency-Based Talent Management in Malaysian Public Universities Mahdzir, Mohamad Nasaruddin; Tasyrif Ghazali, Muhamad
Indonesian Educational Research Journal Vol. 3 No. 2 (2025): Educational interventions and management to facilitate various student skills
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i2.105

Abstract

Malaysian public universities occupy a strategic role in advancing national development, yet they face persistent challenges linked to graduate employability, financial sustainability, and talent management. The introduction of the Public Service Remuneration System (SSPA) signaled a paradigm shift in the public sector by promoting meritocracy, performance-based rewards, and competency development through instruments such as MyPerformance, MyKompetensi, and MyPotensi. However, empirical evidence indicates a misalignment between macro-level policy intentions and the operational realities of universities, where performance indicators remain overly academic and training programs generic. This study adopts a qualitative design that integrates documentary analysis and researcher observation within a Malaysian public university to explore how SSPA principles can be effectively contextualized through competency-based talent management instruments. The findings reveal persistent gaps in linking remuneration, competency, and institutional outcomes. To address these gaps, a conceptual framework is proposed that integrates SSPA with four contextualized instruments: Competency-Based Talent Management (CBTM), Behavioral Event Self-Assessment (BESA), Competency-Based Interview (CBI), and Individual Development Plan (IDP). The framework serves as a bridge between policy aspirations and institutional practice, emphasizing data-driven competency mapping, merit-based selection, and personalized staff development. Theoretically, it contributes to leadership and talent management literature in higher education; practically, it provides actionable guidance for building transparent, performance-oriented, and resilient talent systems. Overall, the framework advances human capital reform and enhances the administrative effectiveness of Malaysian public universities in meeting global higher education challenges.
A Review of Benefits, Challenges, and Strategies of Students’ Oral Presentation in Higher Education cheng, chhayna
Indonesian Educational Research Journal Vol. 3 No. 2 (2025): Educational interventions and management to facilitate various student skills
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i2.113

Abstract

Although a growing body of research has assessed students’ oral presentations in higher education, a comprehensive and unified exploration of their benefits, challenges, and strategies remains limited. This review aims to fill this knowledge gap by integrating and analyzing these aspects into a cohesive framework. Using a literature review approach, document analysis, and specific inclusion criteria, 104 articles were gathered from reliable sources and published between 2020 and 2025. By utilizing secondary data, the review reveals that oral presentation provides significant benefits for students, such as developing speaking skills, improving critical thinking, enhancing communication skills, and increasing academic engagement. However, several challenges go beyond these benefits, including students’ anxiety, levels of students’ knowledge, lack of adequate preparation, and body language issues, which can hinder students’ oral presentation performance. Therefore, this review highlights effective strategies across different contexts and organizations, such as reading engagement, script preparation, sufficient rehearsal, peer assessment, self-assessment, building self-confidence, and fostering self-motivation, all of which are essential for addressing challenges in higher education. Overall, this review suggests that future research should rigorously examine students’ oral presentations in higher education across various settings and institutions.

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