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International Journal of Educational Qualitative Quantitative Research
Published by Qualitative and Quantitative Research Center
ISSN : -     EISSN : 29629918     DOI : https://doi.org/10.58418/ijeqqr.v3i1.58
Core Subject : Education,
Education Other
International Journal of Educational Qualitative Quantitative Research (IJE-QQR) is an internationally recognized journal in the field of education. The aim of this journal is to publish high quality studies in the areas of learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments. Studies may relate to any age level - from infants to adults in particular qualitative and quantitative methods.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 55 Documents
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The Quality of Knowledge Management in Government: Assessing WhatsApp for Administrative Learning and Professional Dissemination Kumar, Praveen
International Journal of Educational Qualitative Quantitative Research Vol. 4 No. 2 (2025)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v4i2.174

Abstract

In the era of digital transformation, rapid advancements in Information and Communication Technology (ICT) have transformed the paradigms through which government organizations create and share knowledge to ensure transparency and effective decision-making. This study evaluates the quality of knowledge management (KM) within public administration by assessing the extent, nature, and implications of WhatsApp usage for administrative learning and professional dissemination among 100 government officials in Delhi. Utilizing structured questionnaires and weighted mean score analysis, the findings reveal an exceptional level of digital familiarity (4.83) and a high frequency of usage (4.98), indicating that the platform has become a routine infrastructure for administrative coordination. The application is predominantly utilized for professional learning through organization specific updates (98%), office related resource sharing (93%), and administrative reminders (91%). Although the mean score of 2.83 suggests that digital engagement is strictly task oriented rather than for prolonged personal use, it facilitates a rapid information flow within the governance structure. Despite functional advantages such as quick response (90%) and remote access (97%), significant barriers to quality KM persist, including device storage limitations (80%) and a lack of formal institutional acceptance (71%). Furthermore, unregulated usage contributes to substantial work pressure (90%), stress (79%), and an imbalance between work and life (90%). These findings necessitate the implementation of structured communication guidelines to harmonize operational efficiency with employee well-being. This research contributes to digital governance frameworks by offering empirical insights into bridging the gap between widespread informal digital usage and the requirement for formal, regulated knowledge management practices within public institutions.
Data Saturation in Digital Qualitative Interviews: A Critical Review of Influencing Factors and Methodological Rigor in Educational Research Nivad H Mwilongo
International Journal of Educational Qualitative Quantitative Research Vol. 5 No. 1 (2026)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v5i1.172

Abstract

Data saturation remains a fundamental yet heavily debated methodological principle in qualitative inquiry due to persistent subjectivism and methodological laxity, a challenge that has intensified with the contemporary transition toward digital and virtual interview modalities. This study examines and contextualizes the critical factors influencing data saturation when digital qualitative interviews are deployed within educational research. Utilizing a critical literature review design, a thematic analysis was conducted on 18 international peer-reviewed articles published between 2010 and 2025 to systematically identify the determinants of data sufficiency in interview-based data collection. The synthesis revealed six primary factors that dictate methodological rigor within virtual educational research environments, including data quality and thickness, the scope and complexity of the research, sampling strategies, the design of research questions and interview guides, the digital-pedagogical skills of the interviewer, and the homogeneity or diversity of the participants. Ultimately, this paper contributes a robust methodological control framework that enables educational researchers to validly operationalize data adequacy indicators, thereby mitigating the risk of premature data saturation when evaluating interactive learning systems and digital educational environments.
The Interactive Learning Revolution: A Systematic Review on Balancing Memorization and Conceptual Understanding in Mathematics Joshua Abah Abah; Zinhle Felicia Vilakazi
International Journal of Educational Qualitative Quantitative Research Vol. 5 No. 1 (2026)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v5i1.176

Abstract

Amid growing emphasis on the interactive learning revolution and active student engagement, this study examines the relationship between rote memorization and conceptual understanding in mathematics education. The study is theoretically grounded in David Ausubel’s Meaningful Learning Theory, which suggests that meaningful learning occurs when new knowledge is connected to learners’ existing cognitive structures. In the context of ongoing curriculum reforms and learner-centred education initiatives in South Africa, understanding this instructional relationship is crucial for shifting traditional classrooms toward interactive practices. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a systematic literature review was conducted on empirical studies published between 2015 and 2025. A total of 36 studies were identified and synthesized using thematic analysis. The findings indicate that while memorization supports short-term recall and procedural fluency, its isolated use may limit higher-order problem-solving and active learner interaction. In contrast, conceptual approaches promote deeper understanding, mathematical reasoning, and longer-term knowledge retention. The review further suggests that a genuine instructional revolution is achieved through a balanced integration of memorization and conceptual learning, where procedural fluency supports interactive, concept-based exploration. In addition, the findings highlight the role of teacher leadership in adapting these interactive approaches to diverse and resource-constrained learning environments. These insights have implications for curriculum development, mathematics teaching practices, and teacher professional development.
Bridging Classroom Realities and School Governance: The Roles and Responsibilities of Teachers within South African SMTs during the Digital Era Tsakaria Netshisumbewa; Takalani Samuel Mashau; Matodzi Grace Muremela
International Journal of Educational Qualitative Quantitative Research Vol. 5 No. 1 (2026)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v5i1.188

Abstract

In the contemporary digital era, effective school leadership increasingly depends on collaborative approaches that can rapidly translate dynamic classroom data into responsive institutional strategies. Grounded in Distributed Leadership Theory, this study explores the evolving roles and responsibilities of teachers within School Management Teams (SMTs) in South African schools. A qualitative research design was employed, utilizing semi-structured interviews to gather in-depth insights from school principals, deputy principals, and department heads (DHs). Thematic analysis reveals that teachers serve as a critical bridge between micro-level classroom realities and macro-level school governance. Specifically, teachers enhance SMTs decision-making by transforming classroom-based insights and student assessment data into actionable school policies. Furthermore, teachers drive instructional adaptation through data-driven interventions, personalized learning support, and proactive classroom management, which directly foster student resilience and academic achievement. However, the study highlights that maximizing teacher leadership in this digital climate requires sustained, collaborative professional development to overcome persistent institutional resource constraints. These findings underscore the critical need for educational authorities to foster inclusive, technologically-adaptive leadership practices that recognize teachers as legitimate co-constructors of school improvement and learner success. Concurrently, this study offers a significant empirical contribution by conceptualising a modern framework of distributed governance that links immediate pedagogical datasets with strategic school administration in post-apartheid developing contexts.
Transforming STEM Education in Under-Resourced Contexts: A Conceptual Framework for AI-Supported OEP/Rs and Inquiry-Based Learning Wiets Botes; Annie Kgosi; Simone Neethling; Lebohang Mahlo; Mpumelelo Faith Zondi
International Journal of Educational Qualitative Quantitative Research Vol. 5 No. 1 (2026)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v5i1.189

Abstract

While digital innovation is rapidly transforming global classrooms, the pedagogical and resource divide in under-resourced STEM environments remains a critical barrier to equitable education. This conceptual paper aims to examine design-based practices (DBPs) for implementing Artificial Intelligence (AI)-supported Open Educational Resources and Practices (OEP/Rs) to promote inquiry-led teaching in STEM education within under-resourced contexts. Guided by the Inquiry-Based Learning (IBL) model, it explores how AI-supported digital simulations can be designed to enhance learner engagement and conceptual understanding. The methodology employs a critical and integrative literature review anchored in the 5E instructional framework to synthesize pedagogical benefits, implementation barriers, and design principles. The results present three adaptable teaching scenarios (natural science, technology, and mathematics) demonstrating how generative AI tools create curriculum-aligned, multilingual, and contextually relevant digital simulations. These findings show that AI-generated simulations successfully transform abstract concepts into interactive experiences, helping overcome infrastructural, linguistic, and contextual constraints in rural classrooms. The main contribution of this research lies in establishing a novel conceptual framework that bridges generative AI co-design with open pedagogy. It offers a scalable, cost-effective pathway for digital inclusion and equitable STEM education, providing actionable guidelines for educators to design localized digital learning objects without requiring advanced programming.
Integrating Augmented Reality with the RADEC Model to Enhance Elementary Students' Problem-Solving Skills on Climate Change Topics Yulianti Agustin; Atep Sujana; Kusman Rukmana
International Journal of Educational Qualitative Quantitative Research Vol. 5 No. 1 (2026)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v5i1.197

Abstract

While the RADEC (Read, Answer, Discuss, Explain, and Create) model effectively structures active learning, its application to abstract environmental phenomena often faces cognitive visualization barriers at the elementary level. This study addresses this gap by pioneering the integration of Augmented Reality (AR) within the RADEC framework, shifting from traditional text-based prompts to immersive 3D ecological simulations. The study aims to investigate the impact of this integrated approach on the problem-solving skills of fourth-grade students regarding climate change topics. Utilizing a quasi-experimental non-equivalent control group design, the research involved 62 students divided into an experimental group (n=30, using AR-assisted RADEC) and a control group (n=32, using conventional methods). Data were collected via observation sheets and validated problem-solving essay tests, and analyzed using paired and independent sample t-tests alongside N-gain scores. The independent sample t-test revealed no statistically significant difference in final posttest scores between the two groups (p = 0.124). Crucially, however, the N-gain analysis demonstrated that the AR-assisted RADEC model achieved a substantially higher and moderately effective improvement rate (58.5%) compared to the conventional method (41.0%), which was less effective. Qualitative observations confirmed that the AR integration successfully lowered cognitive barriers and fostered collaboration during the discussion and explanation phases. This integration contributes a novel, technology-enhanced pedagogical framework that bridges the gap between structured instructional models and abstract science concepts, offering a superior acceleration pathway for fostering elementary students' environmental problem-solving capacities.
Deep Learning for Personalized and Interactive Learning in the Digital Era: A Systematic Review of Concepts, Applications, and Implementation Challenges Fajeri Arkiang; Halimatussakdiah Halimatussakdiah
International Journal of Educational Qualitative Quantitative Research Vol. 5 No. 1 (2026)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v5i1.199

Abstract

As artificial intelligence (AI) increasingly reshapes digital education, Deep Learning (DL) has emerged as a pivotal technological paradigm to drive adaptive learning environments; however, a comprehensive synthesis tracing the algorithmic architectures that successfully foster these personalized systems remains sparse. This study aims to systematically investigate the foundational concepts, computational applications, and implementation challenges of DL models within modern educational frameworks. Adhering to the PRISMA protocol, a rigorous systematic literature review was conducted by screening prominent electronic databases, analyzing 127 peer-reviewed publications spanning from 2015 to 2024. The synthesis reveals that personalized learning constitutes the primary application focus of educational DL, accounting for 29.1% of the total literature. Computationally, advanced architectures such as Transformers and BERT demonstrate the highest operational success rate (91.4%) in facilitating context-aware intelligent tutoring and automated assessments. Conversely, the deployment of these technologies is significantly hindered by socio-technical constraints, notably technological infrastructure deficits (68.5%) and substantial gaps in educators' digital literacy (62.2%). Beyond mapping the current state-of-the-art, this research contributes an integrated socio-technical framework that bridges computational capability with pedagogical design, offering actionable, evidence-based guidelines tailored for educational stakeholders to systematically navigate infrastructure limitations and optimize AI-driven personalization.
Enhancing IELTS Speaking Preparation: The Development of a Self-Paced Learning Model Integrating Edpuzzle and Authentic Materials Kurnihayati Kurnihayati; Endang Siti Nurkholidah; Affan Phatthanawiwat
International Journal of Educational Qualitative Quantitative Research Vol. 5 No. 1 (2026)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v5i1.200

Abstract

High-stakes oral language assessments often present significant challenges for English as a Foreign Language (EFL) learners due to a lack of autonomous, context-rich speaking environments that support spontaneous lexical and grammatical development. To address this limitation, the present study developed and evaluated a self-paced learning model that integrates the Edpuzzle platform with authentic instructional materials specifically designed for International English Language Testing System (IELTS) Speaking test preparation. Operating within a Research and Development (R&D) design, this project applied the 4D framework across its four successive phases of define, design, develop, and disseminate to pilot the model with ten English Education majors from three Indonesian universities. Empirical data were collected and triangulated using evaluation questionnaires, semi-structured interviews, and asynchronous user engagement logs extracted directly from the platform. The findings demonstrated noticeable performance enhancements across key evaluation criteria. Quantitative assessments indicated highly favorable participant reception regarding pronunciation tasks (M = 4.8) and contextual real-world relevance (M = 4.7), whereas real-time grammatical accuracy presented a moderate ongoing challenge for learners (M = 3.0). Qualitative responses corroborated these trends, revealing that the interactive multimedia architecture reinforced learner autonomy and reflective language use, which mitigated minor technical glitches and dialectal challenges. Conceptually, this research bridges a critical gap by shifting technology-mediated authentic learning out of traditional teacher-centered classrooms into a fully self-directed environment. Practically, it offers an accessible, scalable pedagogical framework for autonomous test preparation, thereby advancing multimedia instructional design within global EFL frameworks.
Mitigating Digital Era Challenges Through Curriculum Integration: Islamic Education and Pancasila Student Profile in Primary Schools Mursal Aziz; Dedi Sahputra Napitupulu; Maisah Erawati
International Journal of Educational Qualitative Quantitative Research Vol. 5 No. 1 (2026)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v5i1.201

Abstract

Amidst escalating digital disruptions and emerging ethical vulnerabilities among primary school learners, establishing robust self-regulatory character anchors has become an international educational imperative. Drawing on Values Cultivation and Digital Citizenship frameworks, this exploratory qualitative case study examines the operationalization of an integrated curriculum merging the Islamic Education Curriculum and the national Pancasila Student Profile to mitigate digital-era moral degradation in a peripheral public primary school setting. Data were accrued through prolonged participant observations, semi-structured interviews with key institutional stakeholders (the principal, educators, students, and parents), and extensive textual documentation, which were systematically processed using rigorous thematic analysis to ensure data trustworthiness. The findings illuminate a tripartite structural mechanism driving integration: spiritual-affective habituation (routine worship), behavioral modeling by educators, and institutional value-embedding within the school culture, structurally reinforced through the Pancasila Student Profile Strengthening Project (P5). This synergistic curriculum effectively fosters critical character tenets, including social discipline, moral accountability, honesty, and empathy, which serve as cognitive anchors that insulate students from virtual-space distractions and behavioral fragmentation. However, systemic bottlenecks persist, including pervasive digital inequities, pedagogical conservatism, and infrastructural deficits. To circumvent these barriers, the institution deploys multi-stakeholder synergetic networks and iterative character tracking. Ultimately, this study conceptualizes a 'Civic-Religious Synergistic Pedagogy' model, concluding that a symbiotic alignment between religious education and civic profiles provides a scalable, sustainable framework for developing nations navigating the critical nexus of rapid technological integration and youth moral stabilization.
Education Revolution via Immersive Media: Leveraging Cultural AR Maps to Enhance Elementary Students’ Cultural Literacy Neng Wulan; J. Julia; Kusman Rukmana
International Journal of Educational Qualitative Quantitative Research Vol. 5 No. 1 (2026)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v5i1.202

Abstract

In the era of educational revolution, shifting from passive teaching to technology-driven interactive learning is crucial for cultivating cultural literacy in elementary education. This study evaluates the effectiveness of the Cultural AR Map, an innovative immersive media tool, in enhancing fourth-grade students' cultural literacy regarding socio-cultural diversity. Employing a quantitative quasi-experimental design with a nonequivalent control group, the investigation involved 60 students divided equally into experimental and control classes (n=30 each). Data gathered via standardized pretests and posttests were rigorously analyzed using Wilcoxon Signed-Rank and Mann-Whitney U tests alongside Normalized Gain (N-Gain) analysis. The results demonstrated a profound learning transformation in the experimental group, with mean literacy scores surging from 53.87 to 92.67, yielding a high N-Gain of 0.84 with an 83.62% effectiveness rating. Nonparametric analysis confirmed highly significant within-group improvements (Wilcoxon, p=0.000) and a statistically superior post-intervention performance in the AR-assisted class compared to the conventional PowerPoint-based class (Mann-Whitney, p=0.020). This study concludes that integrating immersive AR media revolutionizes cultural education by successfully translating abstract regional heritage into concrete, interactive, and explorable digital learning experiences. Practically, this research contributes a scalable technological framework for cross-disciplinary pedagogy, offering a robust model for interactive, culture-based digital curricula globally.

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