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Innovative Journal of Educational Research and Insights (IJERI)
Published by PT. MUTIARA BUSTAN ILMU
ISSN : -     EISSN : 30893259     DOI : -
Core Subject : Education,
Education
Innovative Journal of Educational Research and Insights (IJERI) is a journal dedicated to advancing the field of educational research and innovation. With a global perspective, IJERI provides a platform for scholars, educators, and researchers to share cutting-edge research findings, innovative educational practices, and insights into the ever-evolving landscape of education. The journal covers a wide range of topics, including curriculum development, pedagogical approaches, educational technology, and educational policy, with the aim of fostering meaningful discussions and driving positive changes in education worldwide.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 30 Documents
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Adaptive Learning Technologies in Structural Engineering Education: Immediate and Contextual Evaluations Lin Hue-Shin; Petro Dine
Innovative Journal of Educational Research and Insights Vol. 2 No. 2 June 2025: Innovative Journal of Educational Research and Insights
Publisher : PT Mutiara Bustan Ilmu

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Abstract

Adaptive learning technologies are increasingly transforming structural engineering education by offering personalized learning experiences and real-time feedback. Grounded in Adaptive Learning Theory and Instructional Design Models, these technologies utilize artificial intelligence (AI) and dynamic assessment tools to tailor instructional content to each student's learning profile, thus enhancing engagement and academic achievement. Key components include immediate feedback, personalized learning paths, and the use of AI techniques such as fuzzy extreme learning machines (ELM) for improved predictive accuracy. This study adopts a quantitative approach with a quasi-experimental pre-test–post-test design, supported by perception questionnaires and log data from adaptive learning platforms. Statistical analysis includes t-tests and linear regression to assess learning gains and engagement levels. The hypothesis posits that adaptive learning significantly improves student outcomes compared to traditional instruction. Preliminary findings indicate heightened engagement, improved conceptual understanding, and strong user satisfaction. These outcomes affirm the value of adaptive learning technologies in structural engineering education while emphasizing the need for further refinement in evaluation practices, accessibility, and ethical design.
The Impact of Diversified Assessment Methods on Student Performance and Engagement in College Classrooms Khabeb Sulaiman; Rauf El-Nasir
Innovative Journal of Educational Research and Insights Vol. 2 No. 2 June 2025: Innovative Journal of Educational Research and Insights
Publisher : PT Mutiara Bustan Ilmu

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Abstract

The implementation of diversified assessment methods has emerged as an innovative strategy to enhance the effectiveness of student evaluation in higher education. This study aims to analyze the impact of various assessment approaches—including project-based assessments, peer assessments, digital self-tests, blended assessments, mobile-enhanced evaluations, and co-designed rubrics—on student academic performance and engagement. A mixed methods approach was employed, combining quantitative data from engagement questionnaires, academic scores, and digital learning logs with qualitative insights obtained through semi-structured interviews with students and instructors. Statistical analyses such as t-tests and Pearson correlations were used alongside thematic analysis for qualitative data. Preliminary findings indicate that diversified assessment methods contribute positively to student motivation, conceptual understanding, and active classroom participation. Moreover, student engagement significantly improves when assessments are supported by timely feedback, transparent rubrics, and opportunities for students to co-design evaluation criteria. These findings offer valuable recommendations for higher education institutions seeking to develop fair, inclusive, and meaningful assessment strategies that foster deep learning and student success.
Evaluating Inclusive Programs as an Effort to Provide Non-Discriminatory Education for Students with Special Needs Hamam Zulkarnain; Syarah Bassalam
Innovative Journal of Educational Research and Insights Vol. 2 No. 2 June 2025: Innovative Journal of Educational Research and Insights
Publisher : PT Mutiara Bustan Ilmu

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Abstract

Inclusive education represents a progressive effort to ensure equal learning opportunities for all students, including those with special needs, within mainstream educational settings. This study aims to evaluate the effectiveness of inclusive education programs using a mixed methods approach, combining both quantitative and qualitative data. Quantitative data were collected through standardized surveys assessing student academic outcomes, emotional well-being, and teacher preparedness. Meanwhile, qualitative data were obtained through in-depth interviews with teachers, school administrators, and parents, as well as direct classroom observations. The integration of these methods allowed for data triangulation, providing a comprehensive perspective on both the successes and challenges of inclusive education. Results show that inclusive programs positively influence students' social interaction and academic motivation; however, persistent barriers such as limited resources, insufficient teacher training, and systemic constraints hinder full implementation. The findings underscore the importance of continued program evaluation to identify best practices and areas needing improvement, ensuring that inclusive education not only remains a policy commitment but also becomes an effective, equitable, and sustainable educational practice.
Hybrid Learning, Digital Ethics, and Ecopedagogy: Reconstructing Teacher Competencies for Sustainable Futures Peter Zena; Hasna Laysa
Innovative Journal of Educational Research and Insights Vol. 2 No. 2 June 2025: Innovative Journal of Educational Research and Insights
Publisher : PT Mutiara Bustan Ilmu

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Abstract

The transformation of 21st-century education is characterized by the rapid adoption of hybrid learning, the increasing importance of digital ethics, and the urgent call for sustainability-oriented education through ecopedagogy. This study aims to reconstruct teacher competencies by integrating these three critical components to build a sustainable educational future. Employing a qualitative approach through critical literature review and in-depth interviews with education practitioners, this research identifies core competencies required of teachers in the digital age: pedagogical adaptability in hybrid environments, ethical digital literacy, and ecopedagogical awareness. The findings indicate that a synergistic integration of technology, ethical values, and ecological consciousness can foster a new paradigm in teacher professional development. The study's implications suggest the need for holistic and future-oriented teacher training programs and educational policies that are responsive to global challenges. Ultimately, teachers are positioned not only as facilitators of learning but also as transformative agents for inclusive, ethical, and sustainable futures
Educational Leadership and Policy for Sustainable Development Goals (SDGs) Carlo Mende; Fatim Zumaro
Innovative Journal of Educational Research and Insights Vol. 2 No. 3 September 2025: Innovative Journal of Educational Research and Insights
Publisher : PT Mutiara Bustan Ilmu

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Abstract

This study investigates the interlanguage patterns in the written Arabic of non-native speakers by employing an error analysis approach. The research aims to identify the most frequent types of linguistic errors, analyze their underlying causes, and discuss the implications for Arabic language teaching and learning. Data were collected from student compositions and analyzed based on grammatical, lexical, and orthographic aspects. The findings reveal recurring patterns of interlanguage influenced by the learners’ first language and limited exposure to authentic Arabic texts. Moreover, the analysis highlights that fossilization and transfer errors are dominant in shaping learners’ interlanguage system. These insights provide valuable input for educators in designing more effective pedagogical strategies to address learners’ difficulties in mastering standard written Arabic. Ultimately, this study contributes to a better understanding of second language acquisition processes and offers practical recommendations for improving Arabic language instruction
Metacognition in Cognitive and Learning Sciences: Psychological Approaches to Self-Regulated Learning Omar Mustadiri; Farahana Natasya
Innovative Journal of Educational Research and Insights Vol. 2 No. 3 September 2025: Innovative Journal of Educational Research and Insights
Publisher : PT Mutiara Bustan Ilmu

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Abstract

This study explores the role of metacognition in the field of cognitive and learning sciences with a particular emphasis on psychological approaches to self-regulated learning. Metacognition, defined as the ability to reflect on and control one’s own cognitive processes, plays a crucial role in students’ ability to plan, monitor, and evaluate their learning strategies. The research employs a mixed-method approach, combining quantitative data from learning performance assessments with qualitative insights from interviews and reflective journals. Findings reveal that learners who engage in metacognitive practices demonstrate greater autonomy, improved problem-solving skills, and stronger academic achievement. Furthermore, psychological theories of self-regulation provide a valuable framework for understanding how metacognition supports motivation, goal-setting, and resilience in learning contexts. This study contributes to bridging the gap between cognitive science, psychology, and educational practice by highlighting the importance of fostering metacognitive skills in both formal and informal learning environments.
Comparative Studies on Educational Governance: Balancing Centralization and Decentralization in Global Contexts Hamad bin As-Siddiqi; Aisya El- Bukhary
Innovative Journal of Educational Research and Insights Vol. 2 No. 3 September 2025: Innovative Journal of Educational Research and Insights
Publisher : PT Mutiara Bustan Ilmu

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Abstract

This study explores the dynamics of educational governance by comparing centralized and decentralized systems across global contexts. The research examines how centralization contributes to equity, accountability, and national standards, while decentralization promotes flexibility, community engagement, and contextual responsiveness. Through a comparative analysis of diverse educational systems, the study highlights the strengths and limitations of each governance model and reveals the growing relevance of hybrid approaches that integrate both paradigms. Findings suggest that educational reforms must adapt to cultural, political, and socio-economic realities rather than adopt a one-size-fits-all strategy. The paper emphasizes that sustainable educational governance requires balancing national coherence with local autonomy to ensure both equity and innovation. This research contributes to the field of comparative and international education by offering insights into how global governance trends can inform effective policy-making that is responsive to contemporary challenges.
Constructivism Learning in Learning Moral Beliefs at SMK 1 Muhammadiyah School Yogyakarta Supratama, Riky; Indahsari , Henik Nur; Wahyuni, Dina Auliatil; Nazalia, Izza; Dewi Fadilah, Hanura
Innovative Journal of Educational Research and Insights Vol. 2 No. 3 September 2025: Innovative Journal of Educational Research and Insights
Publisher : PT Mutiara Bustan Ilmu

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Abstract

This research aims to explore the implementation of Constructivism Theory in the teaching of Aqidah Akhlak at SMK Muhammadiyah 1 Yogyakarta. Through qualitative methods including interviews and documentation reviews, this study explores how teachers apply Constructivism Theory to improve student engagement and learning outcomes. The findings revealed that when teachers apply Constructivism Theory, students become more actively involved in the learning process, resulting in a dynamic and interactive classroom environment. The implementation of this constructivism theory also faces challenges. Challenges arise when students are apathetic or unresponsive, thus hindering the realization of the full benefits of theory. The study highlights the importance of aligning educational theory with classroom practice in Islamic education and offers insights for improving teaching methods in Islamic schools.
The Impact of Lifelong Learning Programs on Employability and Career Transitions Michael Han; Fatma El-Farabi
Innovative Journal of Educational Research and Insights Vol. 2 No. 3 September 2025: Innovative Journal of Educational Research and Insights
Publisher : PT Mutiara Bustan Ilmu

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Abstract

Lifelong learning programs have become essential in promoting employability and facilitating career transitions in dynamic labor markets. This study investigates how participation in continuous learning initiatives enhances individuals’ skills, adaptability, and professional mobility. Using a mixed-methods approach, data were collected from participants across multiple industries to assess skill acquisition, career progression, and perceived employability. Findings indicate that lifelong learning significantly improves technical and soft skills, fosters self-efficacy, and supports smoother transitions between careers. The study also highlights the role of lifelong learning in promoting social inclusion and addressing skill mismatches. Implications suggest that policymakers and organizations should prioritize accessible, high-quality lifelong learning programs to maximize workforce resilience and economic growth.
Breaking Barriers: Addressing Inequality and Building Equity in Education Systems Khatib; Fatima Noor
Innovative Journal of Educational Research and Insights Vol. 2 No. 3 September 2025: Innovative Journal of Educational Research and Insights
Publisher : PT Mutiara Bustan Ilmu

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Abstract

This study explores the persistent challenges of inequality in education and highlights strategies for fostering equity across diverse learning environments. By adopting a qualitative research design, the study examines barriers that hinder equal access to education, including socioeconomic disparities, cultural differences, and systemic biases. The research further investigates the role of teachers, policymakers, and communities in promoting fairness and inclusivity within educational systems. Findings suggest that equity-driven approaches—such as culturally responsive pedagogy, resource redistribution, and inclusive policies—can significantly enhance student participation and outcomes. Additionally, the study underscores the importance of collaboration between schools, governments, and society to build sustainable frameworks that ensure equal opportunities for all learners. Ultimately, this research contributes to ongoing global discussions on social justice in education by offering practical insights for transforming schools into more equitable institutions.

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