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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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The Effect Of Scout and Sispala Coaching On Student Character Development at Darussalam Pannyangkalang Islamic Senior High School, Gowa Regency Muhlis Muhlis; Muh. Yunus; Elpisah Elpisah
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.v3i2.503

Abstract

This study aimed to examine: (1) the effect of Scout coaching on students’ character development; (2) the effect of SISPALA coaching on students’ character development; and (3) the simultaneous effect of Scout and SISPALA coaching on students’ character development at Darussalam Pannyangkalang Islamic Senior High School, Gowa Regency. This research employed a descriptive correlational quantitative approach with a cross-sectional design. The population consisted of all students actively participating in Scout and SISPALA activities. Using total sampling, 24 students were selected as respondents. Data were collected through questionnaires and documentation and analyzed using simple and multiple linear regression with SPSS. The findings revealed that Scout coaching had a positive and significant effect on students’ character development (t = 4.083, p = 0.000 < 0.05). SISPALA coaching also had a positive and significant effect (t = 2.888, p = 0.009 < 0.05). Simultaneously, Scout and SISPALA coaching significantly affected students’ character development (F = 11.911, p = 0.000 < 0.05). The coefficient of determination (R² = 0.531) indicated that 53.1% of the variance in character development was explained by Scout and SISPALA coaching.
When Blogging Meets News Writing: Indonesian EFL Student Teachers’ Experiences in a Journalism Course Dwi Sloria Suharti; Syaadiah Arifin; Diah Aryani; Hani Dewi Ariessanti
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.v3i2.504

Abstract

This study explores Indonesian EFL student teachers’ experiences of learning to write news articles through blogging in a Journalism course. The study was motivated by the need to provide meaningful and genre-based writing practice for EFL student teachers, who often face difficulties in generating ideas, organizing information, meeting genre expectations, and writing for authentic aences. Employing a qualitative case study design, the study involved twenty undergraduate student teachers from a private Islamic university in Tangerang, Indonesia; all participants completed an online quetaire, and five volunteers joined follow-up semi-structured interviews. The questionnaire data were alysed descriptively, while the interview data were examined thematically. The findings indicate that blogging supported regular writing practice, helped students understand news text structure, enouraged clearer organization of headlines, leads, and supporting details, and increased engagement by allowing students to publish and share their work. Blogging also promoted peer interaction and selfevaluation because students could read, compare, and comment on one another’s posts. However, some paticpants eprienced challenges related to technical blogging skills, uncertainty about writing standards, limited peer feedback, and discomfort with public online publication. The study concludes that blogging can serve as a useful platform for EFL news writing when it is supported by explicit istrucion, relevant tasks, clear assessment criteria, structured feedback, and ethical awareness in using digital and AI-driven tools.
Development of a School-Based Performance Management Model to Enhance Teacher Effectiveness in the Education 4.0 Era Irmawati Tahir; Nurasia Natsir; Firdaus Firdaus
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.v3i2.507

Abstract

In the Education 4.0 era, schools face unprecedented challenges in managing teacher performance effectively. Traditional top-down performance management systems have proven inadequate for fostering continuous professional growth, intrinsic motivation, and adaptive teaching competencies required in increasingly technology-driven learning environments. This study aims to develop, validate, and assess the effectiveness of a School-Based Performance Management (SBPM) model designed to enhance teacher effectiveness across cognitive, affective, and pedagogical dimensions. Using a Research and Development (R&D) design following the ADDIE framework, the study was conducted in three phases: needs analysis, model development, and model validation. Participants included 12 school principals, 186 teachers, and 8 education experts from 24 public secondary schools in [Province, Country]. Validation by experts yielded a content validity index (CVI) of 0.91. Implementation resulted in statistically significant improvements in teacher effectiveness scores (t = 8.74, p < 0.001, Cohen's d = 1.23), digital pedagogy competency (mean increase = 22.4%), and student learning outcomes (mean improvement = 17.8%). The SBPM model provides a contextually responsive, evidence-based framework that empowers schools to manage teacher performance collaboratively, fostering professional accountability and sustainable instructional quality in Education 4.0.
Implementing Serial Picture Media Within a Problem-Based Learning Framework to Enhance Indonesian Language Learning Outcomes for Third-Grade Students Marshela Handoko Putri; Ribut Prastiwi Sriwijayanti; Didit Yulian Kasdriyanto; Ryzca Siti Qomariah
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.v3i2.510

Abstract

This study investigates the development of Indonesian language literacy among third-grade elementary school students. The primary problems identified were acute classroom passivity and low reading comprehension, evidenced by an initial learning mastery of only 45.16%, which were largely driven by conventional teacher-centered pedagogy. The objective of this research is to enhance early-grade reading literacy and active participation through an innovative instructional intervention. The proposed method employed a two-cycle Classroom Action Research (CAR) design at SDN Jrebeng Kulon 1, integrating the Problem-Based Learning (PBL) model assisted by serial picture media. This approach utilizes chronological visual scaffolding to facilitate narrative comprehension for students in the concrete operational stage. The results demonstrated a highly significant academic progression: classical learning mastery increased to 70.97% (mean score: 80.80) in Cycle I and culminated in an absolute 100% mastery rate (mean score: 94.51) by the end of Cycle II. The synthesis of these findings reveals that transitioning from static visual aids to serial visual stimuli within a problem-oriented framework effectively mitigates cognitive dissonance and eradicates classroom passivity. In conclusion, the integration of the PBL model with serial picture media serves as a comprehensive pedagogical solution that not only maximizes cognitive reading comprehension but also reconstructs students' verbal articulation and social-collaborative skills, offering a highly scalable strategy for early primary education.
Development of Animated Learning Video Media Based on Problem Based Learning (PBL) Model on Human Skeleton Material to Improve the Learning Outcomes of Sixth Grade Students at SDN Liprak Kidul I Vira Amilia Nur; Didit Yulian Kasdriyanto; Faridahtul Jannah
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.v3i2.511

Abstract

This study aims to improve the learning outcomes of sixth-grade students at SDN Liprak Kidul I through the development of Problem Based Learning (PBL)-based instructional video media on the human skeletal system. The research was motivated by several learning problems, including low student achievement, limited availability of attractive teaching materials, monotonous learning activities, and the lack of interactive media that could encourage active student participation. This study employed a Research and Development (R&D) method using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The research procedures included needs analysis, product design, media development, expert validation, product revision, product trials, and evaluation. The subjects of this study were sixth-grade students at SDN Liprak Kidul I. The instruments used included media and material expert validation sheets, teacher and student response questionnaires, and student learning outcome tests. The results showed that the developed instructional video media had a high level of validity, practicality, and effectiveness. Media expert validation obtained a score of 94%, while material expert validation reached 95%, indicating that the media was highly feasible for use in learning. Teacher and student responses also showed very positive results, with scores of 93.75% and 95.45%, respectively. The use of PBL-based instructional video media increased students’ attention, engagement, and motivation during the learning process. In addition, the media effectively improved students’ understanding and learning outcomes related to the human skeletal system. Therefore, this media is considered feasible, practical, and effective for IPAS learning in elementary schools.
Progressive Elastic-Resistance Training for Patellofemoral Pain Syndrome: Pain and Functional Movement Outcomes in Student Athletes Samin, Giofandi; Ahmad Riady Hasibuan; Hendra Jaya
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.v3i2.513

Abstract

Patellofemoral pain syndrome is prevalent in active young adults and compromises participation and quality of life. This study examined the effectiveness of a pragmatic, six-week resistance band program on pain and functional movement in college students with patellofemoral pain syndrome. Using a one-group pretest–posttest design, participants completed three supervised sessions per week structured by a stabilization–strength–controlled power progression. Pain intensity was assessed with the Visual Analog Scale and functional movement with the Functional Movement Screen at baseline and post-intervention. The program produced large, statistically significant improvements: mean pain scores decreased markedly, and functional movement scores increased, indicating enhanced proximal stability, frontal-plane control, and movement efficiency. Effect sizes were very large for both outcomes, consistent with literature showing that targeted strengthening and neuromuscular training reduce patellofemoral joint stress and improve function. The intervention’s low cost, portability, and simple progression support scalability in resource-limited educational and community environments. While the design precludes definitive causal attribution, convergence of large effects across symptom and functional domains underscores the clinical promise of elastic resistance as a primary rehabilitation modality for patellofemoral pain syndrome. Future randomized studies should evaluate durability of benefits, dose–response characteristics, and mechanistic mediators using isokinetic, kinematic, and electromyographic assessments to optimize prescription and translation to sport-specific performance.
Adaptive Principal Leadership in Building Competitive Schools in the VUCA Era in SMP Negeri 4 Jombang Kustomo Kustomo
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.v3i2.524

Abstract

The Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) era requires schools to respond effectively to rapid and dynamic changes. In this context, adaptive principal leadership plays a crucial role in managing change, fostering innovation, and strengthening school competitiveness. This study aims to examine how adaptive principal leadership contributes to building a competitive school through a case study at SMP Negeri 4 Jombang, Indonesia. A qualitative case study approach was employed. Data were collected through in-depth interviews, observations, and document analysis involving the principal, vice principals, teachers, administrative staff, and the school committee, selected using purposive sampling. Data credibility was ensured through source and technique triangulation, while analysis followed the interactive model of Miles, Huberman, and Saldaña. The findings reveal that the principal demonstrated adaptive leadership by making responsive decisions, empowering human resources, fostering a collaborative school culture, and promoting continuous innovation. School transformation was supported by the integration of digital technologies into learning and school services, including Smart TVs in classrooms, Chromebooks, QR code-based e-books, QRIS digital payment systems, and coding and artificial intelligence education. Furthermore, an adaptive and collaborative school culture enhanced teacher competence, improved educational service quality, strengthened school governance, and increased public trust. The study concludes that adaptive principal leadership is a key driver in developing innovative, resilient, and competitive schools in the VUCA era through digital transformation, organizational culture development, and collaborative engagement among all school stakeholders.

Page 9 of 9 | Total Record : 87

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