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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 50 Documents
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Examining the Role of Digital Literacy in Enhancing Arabic Language Acquisition Among Non-Native Speakers: Challenges and Opportunities Nasirudeen, Abdulwasiu Isiaq; Chtaibi, Khalid
Indonesian Educational Research Journal Vol. 3 No. 3 (2026): Innovative and Inclusive Pathways to Strengthening 21st-Century Skills in Educa
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i3.118

Abstract

Given the rapid integration of digital technologies in language education and the unique linguistic complexity of Arabic, urgent research is needed to empirically determine how learners’ digital literacy competencies influence Arabic as a Foreign Language acquisition. This mixed-methods study investigates the relationship between digital literacy levels and language proficiency among 124 non-native Arabic learners enrolled in university-level AFL programs. Quantitative data were collected using a validated digital literacy scale adapted from the European Digital Competence Framework (DigComp) and a standardized Arabic proficiency test aligned with ACTFL benchmarks. Qualitative interviews and classroom observations explored learner perceptions and instructional practices. Results revealed statistically significant correlations between digital literacy skills-particularly information navigation, multimodal communication, and content creation-and reading comprehension, writing accuracy, and listening proficiency. Findings indicate that digitally literate learners demonstrate greater autonomy, increased exposure to authentic media, and more effective utilization of learning tools. Key challenges include unequal access to technology, limited pedagogical integration of digital tools, and learner dependency on machine translation. The study underscores the necessity of embedding digital literacy instruction within AFL curricula and provides recommendations for teacher training, curricular design, and future research
Teachers’ Self-Efficacy and the Use of Assistive Technologies in Inclusive Public Secondary Schools in Tanzania Sichela, Ambrose; Walubita, Gabriel
Indonesian Educational Research Journal Vol. 3 No. 3 (2026): Innovative and Inclusive Pathways to Strengthening 21st-Century Skills in Educa
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i3.134

Abstract

Inclusive education is one of the policy agendas that are given priority in most nations, including Tanzania. The effective use of assistive technologies is among the important aspects of inclusion practice in a classroom, providing students with diverse needs with an opportunity to access the curriculum content and learn. There is however evidence to suggest that use of assistive technologies in inclusive secondary schools is still minimal, especially in low-resource settings. This paper was based on the Social Cognitive Theory and the Technology Acceptance Model, in examining the relationship between teacher self-efficacy and the use of assistive technologies in inclusive public secondary schools in Tanzania. Quantitative research approach with correlational research design was employed. Validated questionnaires were used to collect data that measured the self-efficacy and the use of assistive technology among 180 teachers selected from 15 inclusive public secondary schools in four regions. Descriptive statistics demonstrated a moderate level of teacher self-efficacy and moderate level use of assistive technology, yet differences existed among the domains of self-efficacy. Furthermore, the findings showed that there was a statistically significant positive correlation between self-efficacy of teachers and the use of assistive technology (r=.50, p˂.001). The results indicated that there is a need to increase teachers’ confidence and support systems in regard to improving the effective implementation of inclusive education practices
Teaching and Learning Strategies in English as a Medium of Instruction Classrooms for the Deaf Students: A Case of Njombe Secondary School for the Deaf in Tanzania Kayombo, Peter; Walubita, Gabriel
Indonesian Educational Research Journal Vol. 3 No. 3 (2026): Innovative and Inclusive Pathways to Strengthening 21st-Century Skills in Educa
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i3.135

Abstract

The utilisation of English as a Medium of Instruction in the Deaf education presents a significant challenge in linguistic communication and pedagogy, especially in the situations when the main mode of communication is the sign language. This paper explores teaching strategies used by teachers and learning strategies employed by Deaf students in Tanzania secondary school classrooms where English is used as a medium of instruction. The study employed qualitative case-study design to generate in-depth information from teachers and students at Njombe secondary school for the deaf, it was grounded on Vygotsky’s Sociocultural Theory that emphasize social-interaction in learning. Purposive sampling was used to select 25 participants including 10 teachers and 15 Deaf students who formed three groups with assistance of Sign Language Interpreters. Thematic analysis was used to analyse data collected through interview, Focus group discussion and classroom observation. The results indicate that teachers and students have various adaptive strategies; code-switching between English, Kiswahili, and Tanzania Sign Language; visual-aids and gestures; collaborative learning; and utilising technology to address communication challenges in English Medium classrooms. The paper concludes that successful learning through English as Medium of Instruction in classrooms with Deaf learners attached on bilingual and multi-modal structured pedagogies instead of using English alone. Therefore, results highlight the necessity to make the sign language as official component in the English Medium of Instruction practice to provide equal opportunities to access, meaningful involvement and deeper learning. Finally, the paper suggests to adopt a clear policy of deaf education through bilingual education
School-Based Strategies Supporting Retention and Completion of Pupils with Autism in Inclusive Public Primary Schools in Tanzania Makarumbe, Sarah Mbavai; Walubita, Gabriel
Indonesian Educational Research Journal Vol. 3 No. 3 (2026): Innovative and Inclusive Pathways to Strengthening 21st-Century Skills in Educa
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i3.136

Abstract

The growing access of pupils with autism to public primary schools in Tanzania has raised the need to go beyond mere access to effective retention and completion. Although there are progressive policies on inclusive education, there is scarcely any empirical evidence on how inclusive public primary schools practically assist pupils with autism retention and completion. This study employed a qualitative approach, phenomenological design, and Ecological Systems Theory to explore school-based strategies supporting retention and completion of pupils with autism. Purposive sampling was used to select participants, which included eight teachers from an inclusive public primary school, two head teachers, six parents of pupils with autism, and six pupils with autism level one in selected inclusive public primary schools in Dar es Salaam. Semi-structured interviews with pupils with autism, parents, and head teachers, and focus groups with teachers were used to generate data that were analysed through inductive thematic analysis. This study revealed Individualised Education Plans, adaptive and differentiated teaching, predictable routines, collaborative leadership, and parental engagement as major strategies promoting retention and completion. Implementation was limited due to a lack of teacher training and overcrowded classrooms. The study recommends further research on the effectiveness of organized teacher training and experimental testing of inclusive intervention models on improving retention and completion of pupils in inclusive public primary schools.
VOCURE: Development and Evaluation of a Card Game-Based Instructional Tool for Teaching Ohm’s Law Paterno, Jesica; Bombarda, Mary Lyn; Lu-ib, Jose; Boocan, Aldrin; Pasigon, Christzon
Indonesian Educational Research Journal Vol. 3 No. 3 (2026): Innovative and Inclusive Pathways to Strengthening 21st-Century Skills in Educa
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i3.120

Abstract

Physics is often perceived as a challenging subject due to students’ difficulty in understanding formulas, equations, and real-life applications, particularly in topics such as Ohm’s Law. To address these learning challenges, this study developed and evaluated VOCURE, a card game-based instructional tool designed to enhance conceptual understanding of voltage, current, and resistance through interactive gameplay. Using a preliminary Research and Development (R&D) approach, the 81-card VOCURE deck was assessed by 60 participants, including 50 pre-service and 10 in-service science teachers, on card design, clarity of rules, conceptual accuracy, and playability through a Likert-scale questionnaire. Results showed high ratings across all domains, indicating the game’s potential as an engaging and effective tool for teaching Ohm’s Law. Future research is recommended to include student-based trials and pre- and post-test assessments to determine the game’s impact on actual learning outcomes
Determinants and Strategies for Strengthening Junior High Students’ Numeracy in the Indonesia–Timor Leste Border Region Palla, Yovita Maria; Son, Aloisius Loka; Bete, Hendrika; García-García, Javier; Rodríguez-Nieto, Camilo Andrés
Indonesian Educational Research Journal Vol. 3 No. 3 (2026): Innovative and Inclusive Pathways to Strengthening 21st-Century Skills in Educa
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i3.139

Abstract

The low numeracy skills of students in Indonesia remains a major challenge in many schools, including Junior high school students in the border area of ​​the Republic of Indonesia and the Democratic Republic of Timor Leste. The purpose of this study is to describe the level of students’ numeracy skills, identify aspects that still need improvement, explore the factors affecting students’ numeracy skills, and examine the efforts made to support numeracy development among junior high school students. This study employs a qualitative research design with a case study approach, conducted at one Junior High School in Kefamenanu City, Indonesia, during the odd semester of the 2024/2025 academic year. The participants were 21 eighth-grade students who completed a written test, followed by interviews with six students, their parents, and the mathematics teacher. Test items and interview guidelines were used to collect data. Results indicate that students’ numeracy skills are still relatively low, as reflected in the low average test scores. The numeracy aspects that require the most improvement are application and reasoning. Factors influencing numeracy skills include internal factors-such as interest, motivation, understanding, and attitude-and external factors, including the learning environment, facilities and infrastructure, parental involvement, and teaching strategies. Efforts to enhance numeracy skills include increasing students’ interest and motivation, strengthening conceptual understanding, developing application and reasoning skills, and implementing context-based learning strategies
Gender-Based Perceptions of Postgraduate Defense Sessions and Seminar Feedback at the University of Zambia - A Quantitative Perspective Muzata, Kenneth Kapalu
Indonesian Educational Research Journal Vol. 3 No. 3 (2026): Innovative and Inclusive Pathways to Strengthening 21st-Century Skills in Educa
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i3.97

Abstract

This quantitative study investigates postgraduate students’ perceptions of feedback received during seminar presentations and defense sessions at the University of Zambia. Drawing on a self-selection sample of 75 master's and doctoral candidates across various faculties, the research examined the quality, tone, and impact of feedback on students’ academic development. Quantitative analysis revealed generally high levels of satisfaction with feedback across key research components, including proposal writing, literature review, methodology, and data analysis. Notably, feedback on methodology approached statistical significance as a concern, and perceptions of external examiners varied significantly by gender. While lecturers and examiners were identified as the most helpful sources of feedback, lecturers were also cited as the most frequent source of demeaning comments, highlighting a tension between authority and emotional safety in academic critique. Anchored in a social constructivist framework, the study emphasizes the relational nature of feedback and its role in shaping academic identity. The findings underscore the need for more empathetic, structured, and inclusive feedback practices to enhance postgraduate research quality and student well-being
The Need for the Scaffolding Method in Students’ Mathematical Computational Thinking Process Through APOS Theory Jamdin, Ardon; Zaenuri; Mariani, Scolastika; Susilo, Bambang Eko
Indonesian Educational Research Journal Vol. 3 No. 3 (2026): Innovative and Inclusive Pathways to Strengthening 21st-Century Skills in Educa
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i3.140

Abstract

The development of students’ computational thinking skills in mathematics remains a significant challenge, particularly due to the lack of adaptive instructional support that aligns with students’ cognitive stages. This study aims to analyze students’ needs for the scaffolding method in the process of mathematical computational thinking based on APOS theory. The research was conducted at Muhammadiyah Middle School Ambon using a descriptive approach with quantitative data support. The instruments used consisted of a computational thinking ability questionnaire and a scaffolding needs questionnaire. The results indicate that most students are still at the basic to intermediate levels of computational thinking and show a high need for scaffolding, especially in the action and process stages of the APOS framework. Furthermore, the findings reveal a strong relationship between students’ computational thinking ability and their need for scaffolding. These results suggest that scaffolding-based learning should be designed adaptively and systematically to support the gradual development of students’ computational thinking skills. Future research is recommended to develop and experimentally test scaffolding-based learning models that are aligned with APOS theory to enhance students’ higher-order thinking skills.
Development of SUG-AI: An AI-Based Platform for Adaptive STEM Learning to Improve Students’ Critical Thinking Skills Sugianto, Sugianto; Siahaan, Asnidar; Subkhi, Nur; Yuliana, Eva; Fauzy Rachman, Dwi; Rosyadi, Rosyadi; Nasruddin, Nasruddin
Indonesian Educational Research Journal Vol. 3 No. 3 (2026): Innovative and Inclusive Pathways to Strengthening 21st-Century Skills in Educa
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i3.142

Abstract

The rapid development of artificial intelligence (AI) has created new opportunities to support innovative learning environments in STEM education. However, many science learning processes still rely on conventional instructional methods that do not fully facilitate students’ higher-order thinking skills. This study aims to develop and evaluate SUG-AI, an artificial intelligence–based learning platform designed to support adaptive STEM learning and improve college students’ critical thinking skills in science education. The research employed a quantitative research design integrated with a development approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The developed platform provides interactive STEM learning modules, adaptive learning recommendations, and automated feedback based on students’ learning performance. Expert validation was conducted to evaluate the feasibility of the platform, followed by a limited implementation involving college students in science learning activities. Data were collected using validation instruments and critical thinking tests through pre-test and post-test measurements. The results showed that the SUG-AI platform achieved a high level of feasibility based on expert evaluation in terms of content quality, interface design, learning interaction, and system usability. Statistical analysis also revealed a significant improvement in students’ critical thinking skills after using the platform. These findings indicate that AI-based learning platforms have strong potential to enhance interactive STEM learning environments and support the development of higher-order thinking skills in higher education contexts
Geometry Literacy Test to Explore Creative Thinking Behavior of Visually Impaired Students: A Research and Development Study Panglipur, Indah Rahayu; B. Enad, Fernando; Rita Fiantika, Feny
Indonesian Educational Research Journal Vol. 3 No. 3 (2026): Innovative and Inclusive Pathways to Strengthening 21st-Century Skills in Educa
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i3.146

Abstract

This study was motivated by the limited availability of assessment instruments designed to explore creative thinking behavior among visually impaired students in geometry learning. The study aimed to develop a geometry literacy test consisting of problem items, companion guides, and alternative behavioral rubrics to examine students’ creative thinking behavior. The research subjects included seven visually impaired students, comprising three blind students and four students with low vision, selected based on their ability to communicate effectively and understand mathematical instructions. The development process employed a 4D instructional development model involving expert validation and limited trials to evaluate the effectiveness of the instrument. Validation results showed average scores of 3.82 for the test items, 3.85 for the companion guide, and 3.88 for the alternative rubric out of a maximum score of 4, indicating high validity. Trial findings revealed observable creative thinking behaviors across fluency, flexibility, elaboration, and originality aspects. Identified behaviors included expressing, describing, tactile exploration, composing, reasoning, demonstrating, manipulating, and synthesizing ideas. The developed geometry literacy test is valid and effective for exploring creative thinking behavior among visually impaired students within inclusive mathematics learning contexts.

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