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International Journal of Educational Research
Published by Asosiasi Riset Ilmu Pendidikan Indonesia
ISSN : 30476046     EISSN : 30476038     DOI : 10.62951
Core Subject : Education, Art, Social,
Arts Education Social Sciences
The fields of study in this journal include the sub-groups of Educational Sciences, Social Sciences, Language and Literature, Sports and Health, Mathematics and Mathematics and Natural Sciences, Technology and Vocational Sciences, Educational Sciences and Arts
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 69 Documents
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E-learning and Artificial Intelligence: A Solution to the Limitations of Educational Infrastructure in Afghanistan Mir Mohammad Naim Sadat
International Journal of Educational Research Vol. 2 No. 3 (2025): International Journal of Educational Research
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijer.v2i3.394

Abstract

Higher education in Afghanistan faces chronic challenges stemming from decades of conflict, political instability, and underinvestment. Universities operate with limited infrastructure, outdated curricula, and overcrowded classrooms, leaving students underprepared for the demands of a competitive global labor market. The COVID-19 pandemic further exposed the fragility of the sector, as efforts to shift toward online learning were hindered by poor connectivity, unreliable electricity, and insufficient institutional readiness. This study investigates the potential of e-learning combined with artificial intelligence (AI) to address these systemic limitations and to provide a sustainable pathway for educational reform in fragile contexts. Adopting a qualitative design, the study draws on documentation analysis, field observations, and semi-structured interviews with lecturers, administrators, and students in Afghan universities. The data were analyzed thematically, focusing on infrastructure barriers, institutional capacity, and perceptions of AI-enhanced e-learning. Findings highlight that while conventional e-learning platforms expanded access during emergencies, they often lacked adaptability, personalization, and effectiveness in sustaining engagement. Participants demonstrated limited technical literacy regarding AI but expressed strong interest in its potential to improve teaching efficiency, student support, and inclusiveness. The absence of coherent policy frameworks and persistent gender and geographic inequalities emerged as critical challenges to equitable implementation. This study contributes to the state-of-the-art by extending discussions of AI in education into a fragile-state context, where assumptions of stable infrastructure and governance do not apply. It also problematizes the universality of technology adoption theories, suggesting the need for adaptations that incorporate structural and socio-cultural variables. AI-enabled e-learning can partially mitigate Afghanistan's educational infrastructure deficits when implemented alongside capacity building, inclusive design, and supportive governance frameworks. These findings hold relevance not only for Afghanistan but also for other fragile states seeking innovative, equitable, and sustainable educational solutions.
The Influence of Transactional Leadership and Entrepreneurial Competence of School Principals on the Effectiveness of Education Financing Rica Arisanti; Edi Harapan; Pahlawan Pahlawan
International Journal of Educational Research Vol. 2 No. 3 (2025): International Journal of Educational Research
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijer.v2i3.396

Abstract

This research examines the influence of transactional leadership and the entrepreneurial competence of school principals on the effectiveness of education financing in primary and secondary education settings. Effective education financing is essential to ensure that limited resources are allocated optimally to improve learning quality, infrastructure, and institutional sustainability. Transactional leadership—marked by clear performance standards, reward and punishment mechanisms, and strict supervision—provides a structured framework for financial accountability and goal achievement. Entrepreneurial competence, on the other hand, equips principals with the ability to recognize funding opportunities, innovate in revenue generation, and manage financial risks. The study adopts a quantitative survey design involving school principals and financial management personnel from a representative sample of public and private schools. Data were collected using validated questionnaires and analyzed through multiple regression to measure the direct and combined effects of the two independent variables on education financing effectiveness. The findings reveal that both transactional leadership and entrepreneurial competence significantly and positively affect financial effectiveness. Transactional leadership strengthens transparency and budget discipline, while entrepreneurial competence fosters diversification of funding sources and innovative financial strategies. These results highlight the strategic importance of integrating leadership development with entrepreneurial training for school principals. Strengthening these competencies not only enhances financial planning and accountability but also reduces dependence on a single funding source, supporting long-term educational sustainability. Future studies are encouraged to explore additional mediating factors such as organizational culture, technological infrastructure, and community involvement to provide a more comprehensive understanding of education financing dynamics.
Collaboration between Teachers and Parents in Accommodating the Learning Needs of Students with Speech Delays at Karangan 1 State Kindergarten Nuryanti Nuryanti; Bayu Pamungkas
International Journal of Educational Research Vol. 2 No. 3 (2025): International Journal of Educational Research
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijer.v2i3.401

Abstract

This research aims to describe the collaboration between teachers and parents in meeting the learning needs of students with speech delays at Karangan 1 State Kindergarten. It focuses on examining strategies applied to overcome learning barriers while identifying both supporting and inhibiting factors in the practice of inclusive education. The central concern is how interaction and cooperation between home and school create a consistent, responsive learning environment for children with special needs. Employing a qualitative descriptive approach with a case study design, the study was conducted for one trimester of the 2024/2025 academic year. Research participants included classroom teachers, parents of children with speech delays, and relevant documentation related to inclusive education policies. Data were collected through in-depth interviews, observations, and document studies, with interview guides and observation sheets as instruments. Validity was ensured through triangulation and member checking, while data analysis followed the Miles and Huberman model: reduction, display, and conclusion drawing. Findings reveal active teacher-parent collaboration characterized by regular communication, joint discussion of learning strategies, and parental involvement in school programs. Supporting factors include open communication, shared commitment, and policy support, while obstacles involve limited teacher training, insufficient learning media, and lack of access to speech therapy specialists. The study highlights the need for continuous inclusive training, adequate learning resources, and regular communication forums to optimize education for children with speech delays.
Contrastive Analysis of Indonesian and English Phonological Systems: Implications for Pronunciation Teaching Kamsinah Kamsinah; Nurasia Natsir
International Journal of Educational Research Vol. 2 No. 3 (2025): International Journal of Educational Research
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijer.v2i3.411

Abstract

This contrastive linguistic study examines the phonological systems of Indonesian and English to identify areas of difficulty for Indonesian learners of English pronunciation. Through a systematic comparison of vowel and consonant inventories, phonotactic constraints, stress patterns, and prosodic features, this research identifies key points of interference that contribute to pronunciation challenges. The study employs acoustic analysis of speech samples from 120 Indonesian learners of English across different proficiency levels, combined with perceptual assessments by native English speakers. Findings reveal significant differences in vowel systems, consonant clusters, word stress placement, and intonation patterns that directly correlate with pronunciation difficulties. The research proposes a pedagogical framework that integrates principles of contrastive analysis with contemporary pronunciation teaching methodologies, including explicit phonological instruction, acoustic modelling, and technology-enhanced practice. The implications suggest that pronunciation instruction can be significantly improved through targeted interventions that address language-specific interference patterns while building on positive transfer opportunities.
Transforming Anti-Radicalism Education through Synergized Curriculum, Social Engagement, and Adaptive Learning Strategies Rini Werdiningsih; Tri Lestari Hadiati; Wahyu Wirasati; Adellya Naswa Maristy; Shofiyatun Nisa
International Journal of Educational Research Vol. 1 No. 4 (2024): Desember : International Journal of Educational Research
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijer.v1i4.427

Abstract

Radicalism is an ideology or view that is very extreme and tends to oppose the values ​​of Pancasila and threatens the integrity of the Republic of Indonesia. The development of radicalism and terrorism needs to be prevented early on in the family environment, schools/universities, and the community environment. This study aims to determine the effect of socially adaptive learning, curriculum management, and social networking models on anti-radicalism characters among students, using a quantitative approach. The object of research is Junior High Schools (SMP) in Central Java. The sampling method uses a purposive technique. The results of the study show that Through rigorous path analysis, this study reveals the significant role of effective curriculum management, social networks, and socially adaptive learning in forming resistance to radical ideology. These findings have substantial theoretical and practical implications, but also raise critical questions that need to be explored further.
Deep Learning in the Perspective of Educational Philosophy: Between Existence, Ethics, and Epistemology Hasnah Faizah; Giovannesandesva Hendri; Siti Andriana
International Journal of Educational Research Vol. 2 No. 4 (2025): December : International Journal of Educational Research
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijer.v2i4.430

Abstract

Deep learning has become a key discourse in educational reform across various levels, from elementary schools to higher education institutions. This article aims to examine deep learning from the perspective of philosophy of education, focusing on three central dimensions: existence, ethics, and epistemology. This research employs a qualitative approach using philosophical and phenomenological analysis of data from the socialization programs of deep learning currently being implemented in several educational institutions in Indonesia. The findings reveal that deep learning represents an educational approach that is mindful (conscious and reflective), meaningful (contextual and purposeful), and joyful (relational and emotionally engaging). These three characteristics are rooted in a strong philosophical foundation, which can serve as a basis for developing more humanistic and transformative curricula and educational practices. Additionally, deep learning encourages learners to develop critical consciousness and cultivate their autonomy in the learning process. 
BJ Habibie's Transformational Leadership in Indonesia's Political Transition Post-New Order Rahmi Septia Frisye; Hasnah Faizah
International Journal of Educational Research Vol. 2 No. 4 (2025): December : International Journal of Educational Research
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijer.v2i4.432

Abstract

This study aims to analyze the transformational leadership of President BJ Habibie during Indonesia's post–New Order political transition using a qualitative descriptive approach with a case study design. The research focuses on Habibie's leadership style, reform policies, and strategic role in building the foundation of Indonesian democracy. Data were obtained through a literature review of books, journal articles, and policy documents, then analyzed using content analysis through data reduction, data display, and conclusion drawing. The findings reveal that Habibie demonstrated transformational leadership characterized by visionary reform, innovative policymaking, and high political morality. He initiated major reforms such as the abolition of the military's dual function, press liberalization, the first democratic election in 1999, and regional autonomy. These policies served as milestones in Indonesia's transition toward a more open and participatory political system. The study concludes that Habibie's transformational leadership played a pivotal role in shaping Indonesia's democratization process and stands as a model of adaptive political leadership in developing countries.
The Persuasive Techniques of Anomali Coffee Advertisements on Instagram Posts Syahriati Syahriati; Andi Ernie Zaenab Musa; Andi Rustan
International Journal of Educational Research Vol. 2 No. 4 (2025): December : International Journal of Educational Research
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijer.v2i4.447

Abstract

This study explores the persuasive linguistic techniques used in 50 Instagram advertisements by Anomali Coffee, a prominent Indonesian specialty coffee brand. The research aims to identify and analyze the linguistic strategies embedded in captions, hashtags, slogans, and textual elements in promotional visuals using Lamb’s (2011) 21 category persuasive language framework. A descriptive qualitative approach was adopted for this purpose. The analysis reveals 46 instances of persuasive techniques, with the most common being inclusive language, imagery, hyperbole, connotation, and colloquial expressions. These findings suggest that Anomali Coffee strategically employs emotional engagement, community oriented language, and sensory appeals to strengthen brand identity and resonance. Additionally, credibility enhancing strategies such as expert opinion and evidence are also evident. The study contributes to the application of Lamb’s taxonomy in Indonesian digital marketing, particularly in the specialty coffee industry, showing how linguistic persuasion can amplify consumer interaction on social media platforms. However, the study’s focus on a single brand and textual features limits its generalizability. Future research should consider cross brand comparisons, multimodal analyses, and consumer response studies to further explore the effectiveness of persuasive techniques. Overall, the findings offer valuable insights into the role of persuasive language in shaping digital marketing strategies for local coffee brands in Indonesia.
The Effectiveness of Procces Oriented Guided Inquiry Learning (POGIL) Based Student Worksheets to Improve Metacognitive Skills in Chemical Equilibrium Revandika Aji, Hidayatulloh; Utiya, Azizah
International Journal of Educational Research Vol. 2 No. 4 (2025): December : International Journal of Educational Research
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijer.v2i4.453

Abstract

This experimental study investigated the effectiveness of Process Oriented Guided Inquiry Learning (POGIL) based Student Worksheets in enhancing metacognitive skills among eleventh grade students learning Chemical Equilibrium. Utilizing a one group pretest posttest design with 36 participants, the intervention implemented specially designed worksheets integrating POGIL's inquiry cycle with explicit metacognitive scaffolding. Metacognitive skills comprising planning, monitoring, and evaluating components were measured through validated essay instruments before and after four instructional sessions. Statistical analysis using the Wilcoxon Signed Rank Test revealed a significant improvement in overall metacognitive skills (Z = -5.197, p < 0.001, large effect size d = 2.47). Notably, 94.44% of students demonstrated measurable progress, with normalized gain scores indicating high improvement in planning (g = 0.82), moderate improvement in evaluating (g = 0.51), and moderate improvement in monitoring (g = 0.48). These findings substantiate that POGIL based worksheets, when designed with intentional metacognitive prompts, effectively foster the development of higher order regulatory skills essential for mastering complex chemical concepts. The study contributes to science education literature by demonstrating how inquiry based pedagogies can be optimized for metacognitive skill development.

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