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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 87 Documents
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Improving Kinesthetic Intelligence and Physical Freshness through Rhythmic Gymnastics in PJOK Learning for Students with Special Needs (Deaf) at SLB Muhammadiyah Kelayu Risna Damayanti Witri; Amat Komari
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.v2i4.477

Abstract

This study aims to improve the kinesthetic intelligence and physical fitness of students with hearing impairments through rhythmic gymnastics lessons in Physical Education, Sports, and Health (PJOK) at SLB Muhammadiyah Kelayu, East Lombok Regency. The research employed a collaborative classroom action research (CAR) approach involving both the researcher and the PJOK teacher. The action was conducted in two cycles, each comprising planning, implementation, observation, and reflection stages. The research subjects consisted of eight students with hearing impairments, including four females and four males. Data were collected through documentation, observation, and performance assessments using developed kinesthetic intelligence and physical fitness instruments, and then analyzed descriptively using quantitative methods. The results indicate that after the rhythmic gymnastics intervention, kinesthetic intelligence improved, with 75% of students reaching the expected development level by the end of Cycle II. Physical fitness also showed significant improvement across five main components: endurance increased to 68.7%, muscle strength and endurance to 65.6%, agility to 68.7%, flexibility to 65.6%, and balance to 71.8%. Rhythmic gymnastics proved to be an effective approach to support inclusivity while enhancing the kinesthetic intelligence and physical fitness of students with hearing impairments.
The Use of Problem-Based Learning (PBL) and Inquiry Models to Develop Critical Thinking Skills and Improve Cognitive Learning Outcomes of Students at SMP Negeri 13 Lebong Poppy Lariski; Siti Darwa Suryani; Kashardi Kashardi
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.v2i3.480

Abstract

This study aims to determine the effect of Problem Based Learning (PBL) and Inquiry learning models on students’critical thinking skills and cognitive learning outcomes on the topic of the human respiratory system. This research used a quasi-experimental design with a Non-Equivalent Pretest-Posttest Control Group Design. The research subjects were three eighth-grade classes at SMP Negeri 13 Lebong, consisting of two experimental classes taught using the PBL and Inquiry models and one control class using conventional methods. The research instruments included essay tests to measure critical thinking and multiple-choice tests to assess cognitive learning outcomes. Data were analyzed using ANOVA and LSD tests. The results showed significant differences among the three groups. The PBL model produced the highest improvement in both variables, followed by Inquiry, and lastly the control group. Therefore, PBL is proven to be the most Effective model inimproving students' critical thinking and cognitive learning outcomes in science education.
Development of Problem-Based Learning Student Worksheets to Train Critical Thinking Skills of Students in Biology Education Study Program Widia Wulandari; Siti Darwa Suryani; Irwandi Irwandi
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.v2i3.481

Abstract

Critical thinking ability is one of the important competencies that students must possess in biology learning. This research aims to develop Problem-Based Learning (PBL) Student Worksheets to train students' critical thinking skills in Plant Anatomy courses. This research uses the Research and Development method with a simplified 4-D model consisting of three stages: Define, Design, and Develop. The research subjects were second-semester Biology Education Study Program students at Universitas Muhammadiyah Bengkulu. Research instruments included media and material expert validation sheets, as well as student response questionnaires. Validation was conducted by one media expert and one material expert, then tested on 5 students (limited trial) and 22 students (extensive trial). Validation results showed that the student worksheets received a "very valid" category with 86% from media experts and 88% from material experts. Practicality tests showed "very practical" results with 89% in limited trials and 91% in extensive trials. The developed student worksheets contained contextual problem scenarios, systematic PBL stages, and critical discussion questions that encourage students to analyze, evaluate, and conclude based on empirical data. This research concludes that PBL-based student worksheets are feasible to use as learning media to train students' critical thinking skills in Plant Anatomy courses.
Effect of School Leadership, Teacher Professionalism, and Community Participation on Primary Education Quality Ladumpe, Arden Rudyatno; Elpisah Elpisah; Hartini Hartini; Suarlin Suarlin
International Journal of Educational Research Vol. 3 No. 1 (2026): March: 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.v3i1.482

Abstract

This study aims to: (1) analyze the influence of principal leadership on educational quality at SD Negeri Bimor Jaya, North Morowali; (2) analyze the influence of teacher professionalism on educational quality at SD Negeri Bimor Jaya, North Morowali; (3) analyze the influence of community participation on educational quality at SD Negeri Bimor Jaya, North Morowali; and (4) analyze the simultaneous influence of principal leadership, teacher professionalism, and community participation on educational quality at SD Negeri Bimor Jaya, North Morowali. This research employed a quantitative approach using an associative research design and an ex post facto method. The population of the study consisted of all teachers at SD Negeri Bimor Jaya, all of whom were included as research samples through a total sampling technique. Data were collected using Likert-scale questionnaires and documentation. Data analysis was conducted using descriptive and inferential statistical techniques, preceded by classical assumption tests to ensure the suitability of the regression model. The results of the study indicate that: (1) principal leadership has an influence on educational quality; (2) teacher professionalism has an influence on educational quality; (3) community participation has an influence on educational quality; and (4) principal leadership, teacher professionalism, and community participation simultaneously influence educational quality at SD Negeri Bimor Jaya, North Morowali. These findings emphasize that improving educational quality requires effective school leadership, professional teachers, and active support and involvement from the community.
Pedagogical Challenges of Elementary School Teachers in Classroom Instruction Tiarnita Maria Sarjani Br. Siregar; Desvi Putri Andriani Telambanua; Paulina Tambunan; Puji Kristian Gurning; Elmaria Situmeang; Paskah Valerius Sagala; Regina Naibaho
International Journal of Educational Research Vol. 3 No. 1 (2026): March: 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.v3i1.484

Abstract

Pedagogical challenges faced by elementary school teachers remain a critical issue in classroom instruction. Teachers are expected to implement student-centered learning while addressing diverse student characteristics, increasing curriculum demands, limited instructional resources, and various classroom constraints. This study aims to understand and describe the pedagogical challenges experienced by elementary school teachers in classroom instruction through a qualitative library research approach. Data were collected from peer-reviewed journal articles published within the last five years and relevant academic books published within the last ten years. The selected literature was analyzed thematically to identify recurring patterns and key issues related to pedagogical practices. The findings indicate that major challenges include classroom management difficulties, the implementation of differentiated instruction, curriculum adaptation, technology integration, and limited opportunities for professional development. These challenges reveal a persistent gap between pedagogical theories and classroom realities. The study concludes that addressing pedagogical challenges requires not only teacher competence but also strong institutional support, flexible curriculum implementation, and continuous professional development.
The Role of Artificial Intelligence in Enhancing Language Learning Outcomes: A Literature Review Roswani Siregar; Heni Subagiharti; Diah Syafitri Handayani; Eka Umi Kalsum; Sutarno Sutarno
International Journal of Educational Research Vol. 3 No. 1 (2026): March: 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.v3i1.378

Abstract

This study investigates the role of artificial intelligence (AI) in enhancing language learning, with a focus on five key applications: automatic text analysis, personalized learning, adaptive feedback, language error detection, and automatic translation. The study addresses the challenge of integrating AI effectively in educational contexts while balancing technological potential with pedagogical guidance. The objective is to provide a comprehensive understanding of how AI tools contribute to more adaptive, efficient, and engaging language learning experiences. A systematic literature review method was employed, selecting and critically analyzing studies published between 2020 and 2025 that examined AI-assisted language learning strategies. The findings indicate that automatic text analysis supports comprehension monitoring and guided learning, while personalized learning adapts content to individual learner needs, enhancing motivation and retention. Adaptive feedback delivers immediate, targeted guidance that fosters accuracy and self-regulated learning, and language error detection tools enable learners to identify and correct grammatical and lexical mistakes, promoting metalinguistic awareness. Automatic translation broadens access to authentic texts and cross-cultural materials, supporting comprehension and independent learning. Synthesizing these findings highlights the transformative potential of AI to improve learning outcomes while also revealing challenges such as tool reliability, ethical considerations, and the need for teacher oversight. The study concludes that AI, when thoughtfully integrated, complements instruction, enhances learner engagement, and supports differentiated and data-driven teaching strategies, providing valuable insights for language educators and guiding future research on AI-enabled language learning.
Sign Language Is Not Just Hand Gestures: The Linguistic Complexity of BISINDO and Its Role in Deaf Inclusion Nurasia Natsir; Muhammad Nur Iman
International Journal of Educational Research Vol. 3 No. 1 (2026): March: 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.v3i1.486

Abstract

Indonesian Sign Language (Bahasa Isyarat Indonesia, BISINDO) is often misunderstood as merely a gestural or simplified form of communication, undermining its linguistic sophistication and contributing to barriers to deaf inclusion in Indonesia. Approximately 2.6 million deaf individuals in the country rely on BISINDO as their primary language. This study explores the linguistic complexity of BISINDO, documenting its phonological, morphological, syntactic, and semantic systems. Using a mixed-methods approach, we analyzed 150 hours of BISINDO conversations from 80 deaf signers, conducted experimental studies on phonological distinctions and syntactic complexity, and performed ethnographic fieldwork in deaf communities and schools. Comparative analysis with American Sign Language (ASL) was also conducted. Our findings demonstrate that BISINDO is a fully developed natural language, with 45 handshapes, 18 locations, 23 movements, and 4 orientations in its phonological system. It shows productive morphological processes, flexible word order, and rich semantics, including idioms and metaphors. However, there are significant barriers to inclusion: 68% of deaf students lack qualified BISINDO teachers, and 84% of public services lack sign language interpreters. Furthermore, 72% of hearing Indonesians still do not recognize BISINDO as a legitimate language. Deaf community organizations, however, report BISINDO as central to their identity. The study highlights the need for policy reforms, including BISINDO recognition as an official language, qualified interpreters, bilingual deaf education, and public awareness campaigns to combat misconceptions.    
Code-Switching Patterns Among Indonesian Digital Native Youth: A Sociolinguistic Analysis of Computer-Mediated Communication Muhammad Ali Imran; Nurasia Natsir
International Journal of Educational Research Vol. 3 No. 1 (2026): March: 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.v3i2.487

Abstract

Code-switching has become increasingly prevalent in digital communication among Indonesian youth, reflecting complex sociolinguistic dynamics in multilingual contexts. This study investigates code-switching patterns in Indonesian digital native youth's computer-mediated communication (CMC), examining the linguistic structures, social functions, and motivations behind this phenomenon. A mixed-methods approach was employed, analyzing 2,500 social media posts from 150 Indonesian youth aged 18–25 across Instagram, Twitter, and WhatsApp. Quantitative content analysis identified code-switching frequency and patterns, while qualitative thematic analysis explored motivations and functions. Myers-Scotton's Matrix Language Frame model guided the structural analysis. Results revealed that 78.4% of participants engaged in code-switching, with Indonesian-English being the most common pattern (62.3%), followed by Indonesian-Regional Language (23.5%) and trilingual switching (14.2%). Intrasentential switching occurred in 54.7% of cases, while intersentential switching appeared in 31.8%. Five primary functions emerged: identity construction (32.1%), emphasis/intensification (26.4%), topic shifting (18.9%), humor/creativity (14.3%), and lexical gap-filling (8.3%). Code-switching in Indonesian digital communication represents a sophisticated linguistic practice driven by identity negotiation, expressive needs, and technological affordances rather than linguistic deficiency. These findings contribute to understanding multilingual CMC in Southeast Asian contexts and have implications for digital literacy education and language policy.
Regional Languages at the Brink: Conservation Efforts for Indonesia's 700+ Endangered Languages Muhammad Nurahmad; Nurasia Natsir
International Journal of Educational Research Vol. 3 No. 1 (2026): March: 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.v3i1.488

Abstract

Indonesia harbors extraordinary linguistic diversity with over 700 regional languages representing approximately 10% of the world's languages within 1.3% of global land area. However, this diversity faces existential threat from language shift toward Indonesian, urbanization, education policies favoring the national language, and globalization. UNESCO classifies 146 Indonesian languages as endangered, with several dozen facing imminent extinction as last speakers age without intergenerational transmission. This study documents the current vitality status of Indonesian regional languages, analyzes factors driving language endangerment and shift, evaluates existing conservation efforts, and proposes evidence-based strategies for language revitalization and maintenance. A multi-phase approach was employed: vitality assessment of 150 regional languages using UNESCO's Language Vitality and Endangerment framework with surveys involving 2,400 speakers; ethnographic case studies in 12 speech communities; policy analysis; evaluation of 25 revitalization programs; and predictive modeling of language shift trajectories. Of 150 surveyed languages, only 23 (15.3%) classified as safe with robust intergenerational transmission; 48 (32.0%) were vulnerable; 42 (28.0%) definitely endangered; 28 (18.7%) severely endangered; and 9 (6.0%) critically endangered. Key endangerment drivers included Indonesian-only education (92.3% of schools), urban migration (67.8% of youth), negative language attitudes (54.2% of parents), and lack of written traditions (73.4% of languages lacking orthographies). Modeling projected that without intervention, 40% of currently vulnerable languages will become definitely endangered within 20 years. Successful revitalization demands community-owned interventions, mother-tongue-based multilingual education, new digital language domains, and attitude change campaigns. Indonesia's linguistic diversity represents invaluable cultural and scientific heritage requiring urgent, coordinated conservation action.
Design of a Dance Assessment Rubric for Syofyani’s Minang Payung Dance Instruction at SMP N 1 Bukittinggi: Validity and Reliability Rita Maryani; Halda Khairannisa; Ulfiyah Fauziyyah; Fuji Astuti
International Journal of Educational Research Vol. 3 No. 2 (2026): June: 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.v3i2.502

Abstract

This study was motivated by the lack of standardized and objective assessment instruments for the teaching of the Syofyani Minang Payung Dance at the junior high school level, resulting in an assessment process that remains largely subjective and fails to measure psychomotor, affective, and cultural aspects in a balanced manner. This study aims to design and test the validity and reliability of a performance assessment rubric for the Syofyani Minang Payung Dance in cultural arts education at SMP Negeri 1 Bukittinggi. The research method used is a mixed-methods approach with a sequential explanatory design. The research subjects consisted of three dance instructors serving as expert judges, one cultural arts teacher, and 33 junior high school students. The research instrument was a performance-based assessment rubric covering five competency indicators: basic movement techniques; alignment with musical rhythm and dynamics; expression and character interpretation; mastery of payung props and movement safety; and accuracy of floor patterns and group synchronization. Quantitative data analysis was conducted using IBM SPSS Statistics through the Corrected Item-Total Correlation validity test and Cronbach’s Alpha reliability test, while qualitative data was analyzed using descriptive-interpretive methods. The research results show that all indicators have validity scores above 0.30 and are therefore considered valid, and the Cronbach’s Alpha reliability score is above 0.70, indicating good internal consistency of the instrument. Furthermore, the interview results indicate that the rubric is considered relevant, clear, and aligned with the learning characteristics of Syofyani’s Minang Payung Dance at the junior high school level. Consequently, the developed assessment rubric is deemed suitable for use as an objective, standardized, and contextually appropriate assessment instrument for dance education rooted in local culture.

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