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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 61 Documents
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Enhancing Numeracy of Grade VIII Students SMPK Adisucipto Kupang via Augmented Reality-Embedded Ethnomathematical Learning Samuel Igo Leton
Indonesian Educational Research Journal Vol. 4 No. 1 (2026): Current trends in education and learning
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v4i1.149

Abstract

This study developed Augmented Reality (AR)‑embedded ethnomathematical learning materials to enhance junior secondary students’ understanding of relations and functions. Using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluations), the development integrated Timorese cultural artefacts as conceptual contexts and AR visualizations as representational support. In collecting data, we used questionnaires, interviews, and learning outcome tests. Expert validation indicated a very high level of validity (mean 87.15), while student responses (81.2%) and teacher evaluations (36/40) confirmed the practicality and classroom suitability of the materials. Effectiveness testing demonstrated substantial improvement in conceptual understanding, as reflected in pretest–posttest gains and N‑Gain scores categorized as moderate to high. The findings show that the purposeful integration of cultural contexts and AR strengthens conceptual meaning‑making, increases learning engagement, and effectively bridges students’ cultural practices with formal mathematical representations
A Problem Based Learning Management System: Enhancing Learning Motivation and Academic Achievement in Digital Learning Environments Rahmat Rizal; Endang Surahman; Haji Aripin; Ernita Susanti; Surya Gumilar
Indonesian Educational Research Journal Vol. 4 No. 1 (2026): Current trends in education and learning
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v4i1.151

Abstract

The integration of Learning Management Systems (LMS) into digital learning environments often remains content-focused and fails to foster active student engagement, resulting in low motivation and suboptimal academic achievement. This study aims to examine the effect of a Problem-Based Learning Management System (PBLMS) on students' learning motivation and academic achievement, both separately and simultaneously. A quasi-experimental design with a pretest–posttest non-equivalent control group was employed, involving 64 undergraduate students in physics education. The experimental group was taught using PBLMS, while the control group used a conventional LMS (Google Classroom) with direct instruction. Data were collected using a validated motivation questionnaire based on the ARCS model and an academic achievement test covering cognitive levels C1–C5. Data analysis included N-Gain, ANCOVA, and MANCOVA tests. The results revealed that the experimental group achieved significantly greater improvements in both learning motivation (N-Gain = 0.88, high category) and academic achievement (N-Gain = 0.86, high category) than the control group (0.48 and 0.60, moderate category, respectively). ANCOVA results confirmed a significant effect of PBLMS on both variables (p < 0.05), while MANCOVA indicated a significant simultaneous effect. The findings suggest that integrating problem-based learning within an LMS creates a more interactive, student-centered, and meaningful learning environment that enhances both learning motivation and academic achievement. This study bridges the gap between pedagogical models and digital technology by proposing PBLMS as an effective framework for improving motivation and academic performance in higher education
Implicit Pedagogical Alignment with van Hiele Theory in Geometry Learning: Teachers’ Understanding, Instructional Practices, and Assessment Nur'aini Muhassanah; Ariyadi Wijaya; Syukrul Hamdi; Heri Retnawati; Wahyu Setyaningrum; Novi Andri Nurcahyono
Indonesian Educational Research Journal Vol. 4 No. 1 (2026): Current trends in education and learning
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v4i1.158

Abstract

Teachers’ understanding of students’ geometric thinking is essential for designing geometry instruction that supports cognitive development. Although previous studies have demonstrated the effectiveness of van Hiele-based instruction, little is known about how teachers understand and enact its principles in classroom practice. This study explored junior secondary mathematics teachers’ understanding of the van Hiele theory, their perceptions of students’ geometric thinking levels, the instructional strategies they employ, and their assessment practices in geometry learning. A qualitative phenomenological approach was conducted with eleven junior secondary mathematics teachers selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings indicate that teachers have limited formal understanding of the terminology and hierarchical structure of the van Hiele theory. Nevertheless, they demonstrate implicit pedagogical alignment with its principles through their classroom practices. Teachers were able to identify students’ geometric thinking, particularly at the visualization and analysis levels, and employed concrete and visual representations, exploratory learning, classroom discussion, questioning, and contextual problem-solving to support students’ learning. Assessment practices included oral questioning, written tasks, observations, presentations, and formative assessment, although assessment of higher-order geometric reasoning remained limited. These findings suggest that teachers’ professional experience can foster pedagogical practices consistent with van Hiele’s principles despite limited theoretical mastery. The study contributes empirical evidence of implicit pedagogical alignment and highlights the importance of professional development that integrates teachers’ practical experience with a systematic understanding of geometric thinking.
The Dynamic of Teaching Arabic Speaking Skills: A Case Study Ali Farhan; Maman Abdurahman; Mia Nurmala
Indonesian Educational Research Journal Vol. 4 No. 1 (2026): Current trends in education and learning
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v4i1.162

Abstract

Students' Arabic language skills can be influenced by the quality of test books, which play a role in supporting student learning. This study examines the maharah al-kalam component in the Arabic textbook for Grade XI students and its implementation in the classroom. The study employed a qualitative case study design and was conducted at SMAIT Al Kahfi in Bogor. The book analyzed referred to MoRA Textbook Evaluation Standards, and its implementation data were collected through classroom observations, interviews, and documentation. The findings show that the content and material aspect scored 44.5%, which is categorized as appropriate. The presentation aspect received 52.5%, also categorized as moderate appropriate. The language aspect achieved 69.1% and was categorized as appropriate. The maharah al-kalam aspect scored 74% and was categorized as appropriate. Besides, the graphical aspect received a perfect score of 100%, categorizing it as highly appropriate. Overall, these results do not fully meet the textbook standards set by MoRA. The successful use of the textbook in Grade XI maharah al-kalam instruction heavily depends on teachers’ ability to apply suitable teaching methods, use various instructional media, and incorporate additional learning materials. Based on these findings, the textbook is still a useful learning resource. However, it needs further development to better address the requirements of Arabic language learning in today’s world
Exploring the Need for Interactive Learning Multimedia to Foster Students’ Mathematical Computational Thinking Ardon Jamdin; Zaenuri Zaenuri; Scolastika Mariani; Bambang Eko Susilo
Indonesian Educational Research Journal Vol. 4 No. 1 (2026): Current trends in education and learning
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v4i1.144

Abstract

This study aims to investigate students’ needs for Interactive Learning Multimedia (ILM) in relation to their level of computational thinking in mathematics. Employing a descriptive quantitative approach with a needs analysis survey method, the research involved 30 eighth-grade students at one of the junior high schools in Ambon City. Data was collected using questionnaires assessing both computational thinking levels and ILM needs, based on indicators such as ease of understanding, motivation, visual support, learning interest, and student expectations toward multimedia use. The results indicate that a significant number of students fall into low to moderate levels of computational thinking, while 53% of them demonstrated moderate to high needs for ILM in the learning process. Furthermore, Spearman’s rho analysis revealed a strong and statistically significant correlation (r = 0.863, p < 0.01) between students’ computational thinking skills and their need for multimedia support. These findings highlight the importance of integrating ILM as a pedagogical strategy to enhance students’ logical reasoning, problem-solving skills, and engagement in mathematics learning. The study suggests that well-designed, interactive multimedia can effectively support students’ gradual development in computational thinking.
Designing a STEM-PjBL E-Module to Foster Mathematical Representation Ability and Habits of Mind: Evidence from a Secondary School Field Trial Muhammad Faiz Fadillah; Yumiati Yumiati; Sudirman Sudirman; Ronaldo Rafael Olivero-Acuña
Indonesian Educational Research Journal Vol. 4 No. 1 (2026): Current trends in education and learning
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v4i1.155

Abstract

A critical gap persists in Indonesian mathematics education: no e-module currently in use simultaneously targets both mathematical representation ability and Habits of Mind (HoM) through a physics-engineering context. This study aimed to develop and validate a STEM-PjBL mathematics e-module for Grade XI students built around a through-truss bridge design challenge. Using Thiagarajan’s 4D model, the module was developed and reviewed by three domain experts (content, media, language), then piloted in 2026 with 25 Grade XI students in Jakarta using a one-group pretest-posttest design. Data were collected through expert validation sheets, a mathematical representation test (α = 0.8604), a practicality questionnaire (α = 0.9637), and a post-intervention HoM questionnaire (α = 0.9286); all student instrument items were statistically valid. Expert validation yielded a composite score of 84.47% (content: 73.91%; media: 92.60%; language: 86.90%). Field trial results showed statistically significant improvement in representation ability (t = 22.305, p < 0.0001; N-Gain = 0.35, classified as moderate gain by Hake’s criterion), with 56% of students reaching the individual mastery threshold (KKTP ≥ 65). Post-intervention HoM averaged 69.32% and practicality 70.23%. Correlation analyses revealed meaningful associations among all three outcomes: HoM–representation (r = 0.682), practicality–representation (r = 0.740), and HoM–practicality (r = 0.898). The module is statistically effective and validly designed, though adaptive scaffolding is needed for students with low entry-level competence. Limitations include the absence of a control group, a single-site sample, and the post-only HoM measurement design.
Analysis of Students' Mathematical Analysis Skills through a Metacognitive Approach with Advance Organizers: A Grounded Theory Study Masta Hutajulu; Asep Ikin Sugandi
Indonesian Educational Research Journal Vol. 4 No. 1 (2026): Current trends in education and learning
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v4i1.165

Abstract

This study aims to describe and analyze students’ mathematical analysis skills in trigonometry through the implementation of a metacognitive approach supported by an advance organizer. The study employed a mixed-methods approach with an explanatory sequential design. This article reports on the qualitative phase, which used a grounded theory approach to explain and enrich the quantitative findings. Six high school students in Bandung, Indonesia, during the 2025/2026 academic year were purposively selected and classified into high-, medium-, and low-skill groups. Data was collected through students’ written work, in-depth interviews, and classroom observations, then analyzed using open, axial, and selective coding. Open coding identified three categories of mathematical analysis skills: differentiating, organizing, and attributing, then two categories of mathematical evaluation skills: checking and critiquing. Axial coding generated a paradigm linking causal conditions, contextual and intervening factors, instructional strategies, and learning outcomes. Selective coding integrated these categories into a theoretical explanation of how students develop mathematical analysis and evaluation skills in learning trigonometry. The findings revealed that high-skilled students demonstrated mastery of all analysis and evaluation components, enabling accurate problem solving. Students with moderate skills mastered only some components, whereas low-skilled students showed limited mastery and experienced difficulties in solving problems. The results indicate that stronger mathematical evaluation skills are associated with better mathematical analysis and more accurate solutions to trigonometric problems.
Teachers and School Administrators’ Perspectives on ICT Integration in the Management of Public Secondary Schools in Tanzania Filbert Masoud; Paul Loisulie
Indonesian Educational Research Journal Vol. 4 No. 1 (2026): Current trends in education and learning
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v4i1.81

Abstract

This paper presents research findings on teachers' and school administrators' views on Information and Communication Technology (ICT) integration in the Management of Public Secondary Schools in Tanzania. In a wider focus, the paper provides a better understanding of how teachers in schools currently apply ICT in day-to-day managerial activities in secondary schools. For the detailed study exploration, the paper was guided by the question, “What is the extent of ICT usage in the management of secondary schools’ education?” The study employed mixed research approaches, using observation, interviews, and a questionnaire with 60 participants from Wanging’ombe District in the Njombe Region. The findings revealed that, despite teachers' positive attitudes towards ICT, a shortage of ICT facilities was identified as a major barrier to effectively incorporating ICT into the day-to-day management of the schools. The insights provide an opportunity for the improvement of ICT facilities in public secondary schools so as to support their managerial routines. Thus, the government and other educational stakeholders should sponsor ICT facilities for empowering the development of public secondary schools’ management and the educational sector at large
Numeracy Skills of Junior High School Students: A Comparative Study Based on Learning Approaches and Gender Adelburga Indra; Aloisius Loka Son; Cecilia Novianti Salsinha; Javier García-García
Indonesian Educational Research Journal Vol. 4 No. 1 (2026): Current trends in education and learning
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v4i1.153

Abstract

This study aims to compare the numeracy skills of eighth-grade junior high school students through the Realistic Mathematics Education (RME) approach in terms of gender. This research employed a quantitative method with a quasi-experimental design, specifically a pretest-posttest control group design. The population consisted of all eighth-grade students at a public junior high school in Kefamenanu in the 2025/2026 academic year. The sample included class VIII E as the experimental group and class VIII D as the control group. The research instrument was a numeracy skills test. Data were analyzed using the independent samples t-test and the Mann-Whitney U test. The results indicated that students’ numeracy skills taught through the RME approach were higher than those taught through the conventional approach. In terms of gender, the findings revealed no significant differences in numeracy skills between male and female students, both overall and within the RME learning approach. Future researchers are encouraged to apply the RME approach to develop students’ mathematical problem-solving and critical thinking skills while also exploring students’ thinking processes in greater depth through qualitative methods, particularly interviews, to gain a more comprehensive understanding of how students construct mathematical concepts, develop problem-solving strategies, and solve contextual problems.
Investigating the Reasoning Abilities of Junior High School Students in Solving Mathematical Problems Habibullah; Stevanus Budi Waluya; Masrukan; Iqbal Kharisudin
Indonesian Educational Research Journal Vol. 4 No. 1 (2026): Current trends in education and learning
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v4i1.154

Abstract

This study aimed to analyze junior high school students’ errors in solving mathematical reasoning problems. A descriptive qualitative approach was employed involving 31 students from a junior high school in Batam City, Indonesia, selected through random sampling. Data was collected using mathematical reasoning tests and semi-structured interviews. The analysis focused on five indicators of mathematical reasoning: identifying problems, developing conjectures or patterns, implementing strategies, reflecting on solutions, and drawing conclusions. The findings revealed that students experienced substantial difficulties across all indicators. Errors in drawing conclusions were the most dominant (100%), followed by identifying problems (93.55%), reflecting on solutions (93.55%), implementing strategies (80.65%), and developing conjectures or patterns (70.97%). The interview results indicated that students’ errors were caused by limited conceptual understanding, difficulties in interpreting mathematical information, inability to connect concepts with appropriate strategies, carelessness, and time pressure. These findings suggest that students require more intensive learning experiences emphasizing conceptual understanding, reflective thinking, and mathematical reasoning practices in classroom instruction

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