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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 62 Documents
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Digital Tool Integration in Hybrid Learning: Examining Pedagogical Practices through TPACK in a Private Islamic Higher Education Institution Abdul Azizul Hakim; Irfan Azim
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.v5i1.203

Abstract

The integration of digital tools in hybrid higher education has become a defining pedagogical challenge in the post-pandemic era; however, private Islamic higher education institutions in developing contexts remain significantly underrepresented in the global literature. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, this study examines how digital tools are integrated into pedagogical practices within a multi-program private Islamic higher education institution in Indonesia operating a proprietary Learning Management System (LMS) across fully online, face-to-face, and hybrid delivery modes. Adopting a mixed-methods, descriptive-evaluative case study design, data were gathered through an LMS platform documentary analysis, a structured questionnaire administered to 30 lecturers (Cronbach's α = 0.84), and semi-structured interviews with eight key academic informants. Quantitative results revealed a high overall level of faculty perception regarding digital tool integration (M = 4.01, SD = 0.71), with perceived pedagogical impact scoring the highest (M = 4.20). Qualitatively, thematic analysis yielded four dominant dimensions: the LMS as a pedagogical enabler, digital attendance as an accountability mechanism, persistent integration barriers, and hybrid learning as an evolving institutional identity. Crucially, the convergent integration of these data strands culminated in a novel six-layer model of technology-enhanced pedagogical practice, introducing a "periphery-to-center" TPACK adoption trajectory. This model offers a theoretically grounded developmental dynamic tailored specifically to resource-constrained, faith-based higher education institutions. The study underscores the critical necessity for structured faculty development programs and formalized institutional hybrid policies to successfully optimize LMS-mediated pedagogical transformation.
Digitizing the Canvas: Enhancing Early Childhood Fine Motor Skills through Touchscreen Finger Painting Siti Mualifah; Aip Syarifudin; Abdul Muiz Rouf
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.v5i1.204

Abstract

While empirical debates persist regarding the developmental impacts of screen time on early childhood, the pedagogical potential of touchscreen interfaces as positive motor stimulators remains under-explored. This study investigated the optimization of early childhood fine motor skills including finger flexibility, hand-eye coordination, and movement control through a structured touchscreen finger-painting intervention. Adopting a two-cycle action research framework, the intervention was deployed among 20 children aged 4 to 5 years. Data were gathered using a triangulated approach comprising systematic observation, practitioner interviews, and artifact documentation. Quantitative analysis revealed a significant developmental shift, where the percentage of children reaching high-level mastery of Developing as Expected and Very Well Developed increased from 65% in Cycle I to 80% in Cycle II. Beyond statistical gains, the qualitative insights demonstrated that the interactive haptic and visual feedback of the touchscreen interface significantly enhanced spatial control and visual-motor coordination. The primary contribution of this study lies in redefining digital interaction, demonstrating that touchscreen finger painting serves as an active pedagogical scaffolding tool rather than a medium for passive consumption.
Bridging the Training-to-Classroom Gap: A Kirkpatrick Evaluation of Teacher Professional Development in Rural Indonesia Zikri Rakhman; Muh Yusup
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.v5i1.206

Abstract

While global investments in teacher professional development (TPD) have surged, the "training-to-classroom" gap remains a persistent challenge in under-resourced, rural settings. This study evaluates the systemic impact of three primary TPD modalities, comprising formal certification (PPG), decentralized teacher working groups (MGMP), and centralized in-service workshops (Diklat), on instructional quality by utilizing Kirkpatrick’s Four-Level Evaluation Model. Adopting a qualitative bounded case study design centered in East Lombok as a region emblematic of the infrastructural and pedagogical challenges in rural Indonesia, data were generated from 38 key educational stakeholders through semi-structured interviews, 48 rigorous classroom observations, and systematic document analysis. The findings unpack a non-linear decoupling across Kirkpatrick’s evaluative levels. While TPD initiatives successfully generated positive teacher reactions (Level 1) and conceptual knowledge gains (Level 2), behavioral transfer into actual classroom practice (Level 3) was severely bottlenecked by rigid institutional accountability, resource scarcity, and generic program designs. Crucially, measurable improvements in teaching quality (Level 4) did not occur linearly but were ecologically contingent upon active principal instructional leadership and localized peer-learning networks, with the decentralized MGMP model showing the highest adaptive potential. Ultimately, this study challenges the linear efficacy assumptions of standardized TPD models in the Global South, demonstrating that professional growth in rural contexts is structurally mediated. It offers a socio-contextual framework for policy-makers to transition from standardized in-service training toward school-embedded, leadership-supported professional development ecosystems.
Multimodal Language Stimulation: Integrating Digital Media into Early Childhood Morning Meeting Routines Indah Tri Hizriyah; Aip Syarifudin; Abdul Muiz Rouf
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.v5i1.207

Abstract

Early childhood language development requires active dialogic interaction; however, conventional morning meeting routines frequently default to passive, teacher-centered monologues. While digital media provides robust multimodal stimulation, it is rarely integrated directly into face-to-face collaborative routines to overcome expressive language constraints. This study investigates how the systematic integration of interactive digital media into morning meeting routines scaffolds both the receptive and expressive language capacities of young learners. Employing a cyclical practitioner-led action research design, the study involved 17 young learners aged between 5 and 6 years who initially exhibited severe communicative passivity. The intervention utilized interactive presentations, digital word cards, and audiovisual storytelling across two complete instructional cycles. Data were gathered through behavioral observation, dialogue transcription, and performance rubrics validated via inter-rater reliability protocols. Quantitative analysis revealed a significant acceleration in overall language mastery, escalating from a pre-intervention baseline of 41% to an optimal 86.2% by the conclusion of the second cycle. Furthermore, qualitative micro-analysis demonstrated that synchronized visual and auditory cues successfully reduced extraneous cognitive load. This cognitive optimization enabled the children to transition from silent peer mimicry to autonomous sentence construction and coherent narrative expression. By bridging the Cognitive Theory of Multimedia Learning with sociocultural scaffolding principles, this research establishes that digital tools can function as collaborative social glue rather than isolating devices. Ultimately, this instructional framework provides a cost-effective and scalable blueprint for international educators seeking to optimize child-centered communicative agency in resource-constrained environments.
Academic Librarians’ Student Engagement for Promoting Information Literacy and Artificial Intelligence Instruction in Nigerian Tertiary Institutions Kayode Sunday John Dada
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.v5i1.224

Abstract

As artificial intelligence (AI) platforms transform higher education, reshaping the instructional role of academic libraries has become critical. This study empirically examined the nature and effectiveness of academic librarians' student engagement strategies for promoting information literacy (IL) and AI instruction in Nigerian tertiary institutions. Anchored on the ACRL Framework for Information Literacy for Higher Education and the Technology Acceptance Model (TAM), the study adopted a cross-sectional survey design. A total of 412 academic librarians drawn from 38 federal and state universities, polytechnics, and colleges of education in Nigeria participated through a structured questionnaire. Data were analysed using descriptive and inferential statistics. Findings revealed that in-person reference consultations and formal library instruction sessions were the dominant modes of student engagement. Academic librarians reported moderate-to-high competence in IL instruction but comparatively lower confidence in delivering AI literacy content. Regression analysis showed that engagement frequency (β = 0.41, p < 0.001), perceived administrative support (β = 0.29, p < 0.01), and prior AI training (β = 0.33, p < 0.001) significantly predicted the effectiveness of AI instruction. Significant barriers included inadequate digital infrastructure, absence of formal AI curricula, and limited professional development. The study recommends institutionalising AI literacy within higher education library frameworks, implementing structured professional development, and driving policy reforms that embed IL and AI instruction into national library standards for Nigerian tertiary education.
Enhancing Early Literacy: The Effect of Flashcard-Based Learning Media on Consonant Letter Recognition in Early Childhood Education Yayah Usriyah; Irfan Fauzi Rahmat; Abdul Muiz Rouf
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.v5i1.208

Abstract

Visual discrimination of letters with similar graphic forms (e.g., b, d, p, q) presents a significant cognitive challenge in early childhood literacy development. This study investigates the effect of flashcard-based learning media on enhancing consonant letter recognition among young learners. Utilizing a Classroom Action Research (CAR) design spanning two iterative cycles, the intervention involved 15 children aged 4–5 years at a purposively selected early childhood education center in Indonesia. Data were gathered through structured observations, semi-structured teacher interviews, and pedagogical documentation. The findings revealed a progressive improvement in children’s letter recognition and visual differentiation capabilities. The mastery rate increased significantly from a baseline of 26.67% in the pre-cycle stage to 53.33% in Cycle I, ultimately achieving 80.00% in Cycle II. The integration of high-contrast, interactive flashcards combined with game-based learning effectively mitigated mirror-letter confusion by reducing cognitive load and enhancing visual retention. Furthermore, the approach stimulated active participation and learning motivation. These results suggest that structured visual media serve as a critical scaffold for early orthographic processing. This study contributes to early childhood pedagogy by providing an empirical framework for addressing specific letter-reversal difficulties through targeted visual stimulation.
AI-Scaffolded Participatory Reflection: Nurturing Elementary Students’ Civic Literacy and Responsible Character Kusman Rukmana; Regina Lichteria Panjaitan; Yulianti Agustin
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.v5i1.219

Abstract

While traditional civic education often fails to bridge conceptual knowledge with active democratic behaviors, integrating Artificial Intelligence (AI) offers novel pathways for metacognitive scaffolding. This study evaluates the effectiveness of AI-scaffolded participatory reflection in nurturing primary school students' civic literacy and responsible character. Utilizing a quasi-experimental pretest-posttest control group design, the research involved fifth-grade students (N = 64) divided into an experimental group (n = 32) employing a generative AI chatbot to scaffold reflection and a control group (n = 32) undergoing conventional learning. Data from validated tests, questionnaires, observations, and interviews  were analyzed via ANCOVA to control initial variances. Inferential results demonstrated that the AI-scaffolded approach significantly outperformed conventional instruction in enhancing civic literacy (F(1, 61) = 39.56, p < 0.001, d = 1.21) and developing responsible character (F(1, 61) = 55.06, p < 0.001, d = 1.34). The experimental group achieved higher normalized gains, accelerating task completion and behavioral self-regulation. Qualitative insights confirmed that real-time AI feedback facilitated autonomous error correction while mitigating automation bias. Theoretically, this study contributes an empirical model merging AI-mediated metacognition with dialogic pedagogy, transitioning citizenship education from passive memorization to active character internalization. Pragmatically, it provides a scalable framework supporting United Nations’ Sustainable Development Goal (SDG) 4.
Fostering Early Numeracy through Natural Loose Parts: A Nature-Based Pedagogical Approach in Early Childhood Classrooms Rosmayanti Rosmayanti; Irfan Fauzi Rahmat; Aip Syarifudin
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.v5i1.228

Abstract

Early numeracy lays a critical foundation for abstract mathematical reasoning; however, conventional early childhood instruction frequently relies on abstract, worksheet-driven tasks that hinder active cognitive engagement. Framed by embodied cognition and constructivist theories, this practitioner action research evaluated the impact of a nature-based loose parts pedagogy, utilizing twigs, leaves, seeds, and stones, on early numeracy acquisition among 15 preschool children aged 4 to 5 years across two action cycles. Data were collected using validated observation rubrics, performance assessments, and video documentation. Results demonstrated substantial gains in developmental mastery, expanding from a baseline of 20.00% to 40.00% in Cycle I, and reaching 80.00% in Cycle II. Inferential verification confirmed that these gains were statistically significant (p < 0.001) with an exceptionally large effect size (r = 0.89). Granular analysis revealed that one-to-one correspondence achieved the highest growth trajectory, surging by +1.80 points on a 4-point scale (a 107.78% relative increase). Parallel improvements were recorded in teacher instructional facilitation (69.44% to 86.11%) and student active engagement (68.05% to 83.33%). Natural loose parts provided tactile-sensory scaffolding that mediated the cognitive transition from concrete physical manipulation to spatial-numerical mapping and symbolic abstraction. This research establishes nature-based loose parts pedagogy as an equitable, scalable, and low-cost early STEM intervention that bridges concrete tactile exploration with abstract mathematical reasoning.
Automated Attendance Notifications and Parental Engagement: Evaluating a WhatsApp Gateway Information System in Islamic Boarding Schools Safinah Safinah
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.v5i1.229

Abstract

In faith-based residential institutions such as Islamic Boarding Schools, conventional manual attendance tracking frequently creates administrative latency, unmonitored absenteeism, and acute information asymmetries between school authorities and families. This study evaluates the operational implementation, socio-behavioral outcomes, and relational transformations catalyzed by an automated Radio Frequency Identification (RFID) and WhatsApp Gateway attendance information system in an Indonesian. Employing an explanatory sequential mixed-methods case study design, quantitative telemetry and longitudinal survey metrics were gathered via a total population census (N = 114 students and registered parents), integrated with 16 in-depth qualitative stakeholder interviews and observational audits. Server telemetry demonstrated a 94.0% message delivery success rate with a mean latency of 42.6 seconds. Inferential statistical analyses revealed significant behavioral adjustments, including an increase in mean daily attendance from 71.0% to 90.0% (p < 0.001), a reduction in undocumented absenteeism from 18.0% to 4.0% (p < 0.001), and a surge in active parental responsiveness from 34.0% to 88.0% (p < 0.001). Qualitative thematic synthesis indicated that real-time push notifications served as ambient behavioral nudges that dismantled truancy concealment while activating parental social capital. The study culminates in the Transparent Information System for Discipline (SITD) model, providing a validated, low-cost architectural blueprint that bridges technological automation with socio-technical safety nets to modernize educational governance and democratize school-family partnerships across the Global South.
Eco-Friendly Pedagogy: Utilizing Recycled Materials in Stamping Activities to Foster Pre-Writing Skills in Toddlers Ifah Nurrohmah; Aip Syarifudin; Irfan Fauzi Rahmat
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.v5i1.231

Abstract

Pre-writing readiness in toddlers aged 2.5 to 3 years requires fine sensory-motor integration, yet conventional early childhood instruction heavily relies on abstract paper-and-pencil worksheets that frequently induce motor fatigue and disinterest. Grounded in Gibson's Affordance Theory and Eco-Friendly Pedagogy, this study evaluated the efficacy of a two-dimensional stamping intervention utilizing upcycled loose-part materials to foster graphic-motor readiness in early childhood classrooms. Employing a Practitioner-Led Action Research design embedded within a Design-Based Research framework across two cycles, the investigation involved a purposive sample of 14 toddlers aged 2.5 to 3 years at an early childhood learning center. Data were collected using a validated Graphic-Motor Readiness Rubric and analyzed using non-parametric statistics, with inter-rater reliability confirmed by Cohen's Kappa (k = 0.86). Quantitative findings demonstrated a statistically significant improvement in graphic-motor skills, with the overall median score progressing from 1.50 at baseline (IQR = 0.50) to 2.60 in Cycle II (IQR = 0.50), achieving a 65.1 percent target mastery rate. Wilcoxon Signed-Rank Testing confirmed significant cumulative performance gains (Z = -3.32, p = 0.001) accompanied by an exceptionally large effect size (r = 0.89). Qualitative observations revealed a dramatic surge in behavioral task persistence, expanding from an average of less than 4 minutes during worksheet tasks to 18 to 22 minutes per eco-stamping session. Upcycled materials functioned as active sensorimotor catalysts whose tactile affordances elicited adaptive digital grasp mechanics and dynamic force regulation. This study provides a cost-effective, sustainable pedagogical model for replacing abstract worksheets with tactile loose-part experiences in early childhood education.

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