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International Journal of Research in Education (IJRE)
Published by Universitas PGRI Semarang
ISSN : -     EISSN : 27453553     DOI : https://doi.org/10.26877/ijre
Core Subject : Education,
Education
The International Journal of Research in Education (IJRE) is a leading peer-reviewed journal for the publication of articles of interest to researchers in education. The journal has rapidly become a major focal point for the publication of educational research from throughout the world. It disseminates original, peer-reviewed studies covering all subfields, disciplines, and levels of analysis in the field of education research. Additionally, it promotes submissions from all fields of study and educational levels throughout life. IJRE seeks the highest quality submissions that represent a variety of viewpoints, subjects, settings, and methodologies, including interdisciplinary and multidisciplinary work.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 20 Documents
 1   2 
Search results for , issue "Vol. 5 No. 2 (2025): Issued in July 2025" : 20 Documents clear
Development of Augmented Reality Card Media to Increase Interest and Cognitive Learning Mathematics in the Elementary Schools Millah, Hidayatul; Sulianto, Joko; Kiswoyo
International Journal of Research in Education Vol. 5 No. 2 (2025): Issued in July 2025
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/289y1249

Abstract

This research is motivated by students who tend to be easily bored, and do not understand mathematics learning material on the material of building space. This happens because of the lack of teacher's ability to use appropriate and concrete learning media in classroom learning. There are still many teachers who use the pictures available in the book only for the material of building space, so that many students do not understand the material of building space taught. Thus, the purpose of this study is to analyze the needs, design, develop technology-based learning media, especially Augmented Reality-based media cards by conducting feasibility tests evaluated by experts, improving student understanding and knowing feedback from users. The research method used is Reseacrh and Development (R&D) by applying the ADDIE procedure which consists of five stages, namely analysis, design, development, implementation and evaluation. Based on the research results, the media feasibility evaluation obtained an average of 93,26%. This product trial was conducted at SDN Sawah Besar 01 by conducting three meetings, namely pretest, treatment, and posttest. Based on the results of the cognitive understanding test, it shows that there is an increase in student understanding by using Augmented Reality-based Card media in learning. Augmented Reality-based Card media also received positive responses by students through student response questionnaires.
The Relationship Between High School Student's Self-Confidence and Speaking Performance Fadilah, Ika Nur; Dyah Aminatun
International Journal of Research in Education Vol. 5 No. 2 (2025): Issued in July 2025
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/1q2zk421

Abstract

This study aims to examine the correlation between students' self-confidence and speaking performance at SMAN 1 Candipuro. The researchers employed a quantitative research design. The sample for this research consists of students from classes XI F3 and XI F4.The sample of this study was 69 of those students.  The researchers used the students' speaking test scores as the main indicator to classify them as samples for this research. To collect data, the researchers used two research instruments: a speaking test and questionnaires. The speaking test was used to measure the students' speaking abilities, the questionnaires measured their levels of self-confidence. The results of the correlation analysis showed that there is significant correlation between students' self-confidence and their speaking performance at SMAN 1 Candipuro. This is supported by a p-value of 0.392 which is lower than the alpha level of 0.753. Based on the result, it was shown that 0.392 was in interval low correlation between self-confidence and English-speaking skill. Higher self-confidence is associated with better speaking abilities. This suggests that enhancing students' self-confidence can improve their speaking skills
The Effect of Inquiry-Based Learning on the Critical Thinking Skills of Eleventh-Grade Social Science Students in Economics Astina; Hafid, Radia; Maruwae, Abdulrahim; Bumulo, Frahmawati; Dama, Maya Novrita
International Journal of Research in Education Vol. 5 No. 2 (2025): Issued in July 2025
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/hwrzec22

Abstract

This study was conducted to highlight the importance of enhancing students' critical thinking skills through effective teaching methods. Using a quasi-experimental design with a post-test approach, the research involved 36 eleventh-grade students from MA Salafiyah Syafi'iyah, divided into an experimental group and a control group. The study aimed to examine the impact of the Inquiry-Based Learning (IBL) method on students’ critical thinking abilities in economics. Descriptive and statistical analyses were used to evaluate the data. Results showed a clear difference between the two groups: the control class had an average score of 63.89, while the experimental class, which applied the IBL method, achieved an average of 88.29. A paired samples test showed a Sig. (1-tailed) value of 6.664 > 0.005, indicating a statistically significant improvement. These findings demonstrate that the IBL method effectively enhances students' critical thinking skills compared to traditional teaching methods. The implication of this study is that adopting inquiry-based approaches in economics education can foster deeper understanding and better cognitive engagement among students.
Students’ Barriers in Writing Thesis Proposal: Psychological Factors Rahmianti Devi Puspita Shinta; Andi Rahmawati syarif; Muflihun; Masnawati
International Journal of Research in Education Vol. 5 No. 2 (2025): Issued in July 2025
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/0n13rn25

Abstract

For undergraduate students, writing a thesis is an essential academic requirement since it offers a chance to combine theoretical knowledge with useful research techniques. However, the process of writing a thesis can be extremely difficult in developing nations like Indonesia, mostly because of psychological hurdles that have not received enough attention in local studies. The purpose of this study is to look at the psychological obstacles that Universitas Muhammadiyah Kendari students enrolled in the English Language Education Program encounter when drafting their thesis proposals. Data were gathered from four final-year students using semi-structured interviews and open-ended questionnaires using a descriptive qualitative methodology. Three primary themes emerged from the thematic analysis: challenges in starting and maintaining a writing career, effects on one's physical and mental well-being while writing, and methods and social support employed to get beyond these hurdles. It was discovered that psychological barriers including procrastination, anxiety, insecurity, and fear of failing have a detrimental impact on students' wellbeing and considerably slow down the writing process. Support from peers, family, and supervisors as well as individual coping mechanisms were essential in assisting students in handling the demands of their studies. Higher education institutions should offer holistic guidance approaches and a supportive learning environment to improve students' mental health and thesis completion, according to the study's findings, which also show that emotional and psychological preparedness is just as important for academic success as intellectual proficiency.
Stimulating students’ creativity in speaking through film discussion HMC, Sri Fauziah; Intan Hamzah
International Journal of Research in Education Vol. 5 No. 2 (2025): Issued in July 2025
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/hs0hgt38

Abstract

This research explores the role of film-integrated activities in stimulating high school students' creativity in spoken communication through structured film discussions. Employing an experimental design, eleventh-grade students were divided into two groups, with the experimental group participating in guided discussions based on the short film The Buddy. Pre- and post-intervention assessments evaluated student performance in grammar, vocabulary, fluency, pronunciation, and comprehension. The results indicated significant improvements in speaking proficiency following the intervention, as confirmed by statistical analyses. These findings underscore the effectiveness of using films as authentic instructional tools that not only enhance speaking skills but also foster student creativity. The study highlights the pedagogical value of integrating multimedia materials into language instruction to promote more dynamic and communicative learning environments.
Task-Based Language Learning in Action: Improving Writing Skill among Eighth-Grade Students at an Indonesian Islamic School Annisa Fadlilaturrohmah; Muh Shofiyuddin
International Journal of Research in Education Vol. 5 No. 2 (2025): Issued in July 2025
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jpdem495

Abstract

This quantitative study investigates the efficacy of task-based learning in enhancing the English writing skills of second-grade students at Indonesian Islamic School. A total of 70 students were divided into experimental and control classes, with the experimental class receiving task-based learning instruction and the control class receiving traditional teaching methods. Pre-test and post-test assessments were administered to both classes, and student skills were evaluated using a meta-cognitive skills rubric, multiple-choice questions, and essay writing. Data analysis was conducted using descriptive statistics, including normality and homogeneity tests via SPSS and Excel. The results indicate a significant improvement in English writing skills among students in the experimental class (M = 62.43) compared to the control class (M = 60.00). The findings suggest that task-based learning is an effective instructional approach for enhancing students' English writing skills and creativity. The study's results have implications for teaching practices, highlighting the importance of incorporating task-based learning in English language instruction. The findings also suggest that task-based learning can be adapted to various educational settings, providing a valuable tool for educators seeking to improve student outcomes. Furthermore, the study's results contribute to the growing body of research on task-based learning, providing insights into its effectiveness in enhancing language skills. Overall, this study provides evidence for the benefits of task-based learning in English language instruction, and its findings have the potential to inform teaching practices and improve student outcomes.
A Review of Artificial Intelligence in Language Assessment: Trends, Challenges, and Opportunities Susilo, Agung; Firdaus , Masagus
International Journal of Research in Education Vol. 5 No. 2 (2025): Issued in July 2025
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/5z7t4x18

Abstract

The impact of AI on language testing has sparked a major upheaval in education thanks to advances in technology and the need for better testing efficiency. The objective of this review is to study and evaluate what is happening at present, what are the big challenges and where there are opportunities in AI-powered language assessment. The research systematically examines existing studies by employing the PRISMA framework, carrying out an extensive search through academic databases to locate, evaluate, and interpret peer-reviewed articles concerning AI in language assessment. It uses qualitative thematic analysis to integrate key patterns, obstacles, and future prospects. While AI has given us new methods for evaluating languages, problems related to bias, maintaining data privacy, and the importance of human role are still major issues. By covering many aspects, the review gives insights into the developing AI in language testing. It draws attention to how AI may improve accuracy, save time and allow for more assessment on condition that certain difficulties are addressed. According to the study, it is essential to put in a balance between using technology and relying on people for language assessment. By proposing recommendations for future research and practical applications, this review provides actionable insights for educators, policymakers, and developers to make informed decisions about integrating AI into language assessment. It emphasizes the importance of designing equitable, transparent, and pedagogically sound AI systems, thereby shaping the responsible and effective use of AI in educational contexts.
Improving Students’ Writing Ability Using Digital Multimodal Composition at SMAN 1 Katibung Erlangga Rohmat Nafan; Mutiara Ayu
International Journal of Research in Education Vol. 5 No. 2 (2025): Issued in July 2025
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/rmjj5g29

Abstract

This research aims to enhance the descriptive writing abilities of tenth-grade pupils at SMAN 1 Katibung through Digital Multimodal Composition. The study showed that tenth-grade students faced difficulties in writing due to issues such as a limited vocabulary, grammatical structures, and expressing their ideas effectively. The research design is Classroom Action Research (CAR) following the approach of Kemmis and McTaggart, which includes 4 stages: planning, action, observation, and reflection. The research was completed over two cycles, with each cycle comprised of two meetings. The researcher utilized a writing test, observations, interviews, and document reviews as part of the methodology. The researcher using slide presentations and videos as digital media. The results demonstrated that the average score of pupils in the post-test of cycle 1 increased to 67% from 57% after the implementation of Digital Multimodal Composing media. Due to the percentage still falling short of the criteria, the researcher adjusted the plan for cycle 2, demonstrating enhancements in content, vocabulary, organization, grammatical structure, and mechanics. The difference approach taken in cycle 2 proved effective, resulting in 77% of students achieving the minimum standard score (KKM), which met the success criteria. According to the data assessment, the researcher found that the use of Digital Multimodal Composing media received positive feedback from students and enhanced their writing skills.
Examining the Efficacy of the Project-Based Learning in Enhancing English-Speaking Skills among Students Nan Cendikia, Aisy; Apoko, Tri Wintolo
International Journal of Research in Education Vol. 5 No. 2 (2025): Issued in July 2025
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/rxmtaf45

Abstract

The purpose of this study is to examine the efficacy of implementing Project-Based Learning (PjBL) as a pedagogical model in improving students' English-speaking skills. This study used a mixed methods approach, combining quantitative and qualitative analysis. The research subjects were divided into two classes: an experimental class and a control class, using a purposive sampling technique. The experimental class used PjBL, while the control class used the conventional learning model. Quantitative data was obtained through pre-test and post-test of speaking ability, then analyzed using the Mann-Whitney U test. Simultaneously, qualitative data were collected through semi-structured interviews to describe students' responses to the implementation of the PjBL. The results showed that PjBL model had a significant impact on students' English-speaking ability than the conventional method. Thus, it is recommended to teachers of English to implementing the PjBL model in teaching English language, especially in improving speaking skills among students.
EFL Students’ Perception of DeepL Translation Tool Utilization in Translating Scientific Published Research Articles Arnita, Ayu; Maulina, Maulina; Rusli, Tri Indah
International Journal of Research in Education Vol. 5 No. 2 (2025): Issued in July 2025
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/kghjpe40

Abstract

Artificial intelligence (AI) technology advancements have given us language learning tools like DeepL, renowned for its translation accuracy and fluency. Students often use DeepL to understand scientific published articles for the purpose of composing thesis paper in the final year of their study. However, research on students' perceptions of the use of DeepL, especially in the translation of scientific articles, is still limited. This study aims to explore the perceptions of tertiary EFL students towards DeepL utilization, particularly in helping them to understand scientific articles in English. This research used a qualitative approach with a case study design. Data were collected through in-depth interviews with final-year students who were selected using a purposive sampling technique. Data analysis was conducted using Braun and Clarke's (2006) thematic analysis method. The results showed that students have positive perceptions of DeepL because of its ability to translate complex academic terms, provide accurate and contextual translations, and accelerate understanding of academic literature. In addition, students consider DeepL is easy to use, accessible on various devices, and rarely experience technical problems. Most students plan to continue using DeepL in their academic studies and recommend it to their peers. This finding confirms that DeepL has an important role as a translation tool in supporting students' understanding of English scientific articles in thesis writing.

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