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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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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.

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