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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 54 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

Page 6 of 6 | Total Record : 54

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