cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
ijre@upgris.ac.id
Phone
-
Journal Mail Official
ijre@upgris.ac.id
Editorial Address
Jl. Sidodadi Timur No.24, Karangtempel, Kec. Semarang Tim., Kota Semarang, Jawa Tengah 50232
Location
Kota semarang,
Jawa tengah
INDONESIA
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 125 Documents
 9   10   11   12   13 
Analysis of Speech Acts in School Radio Broadcast Programs as a Resource for Learning Junior High School Students' Speaking Skills Rischa Anggraeni Basuki; Suhartono; Abdul Kholiq
International Journal of Research in Education Vol. 6 No. 2 (2026): Issued in July 2026
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v6i2.3807

Abstract

This research explains and describes (1) types of speech acts in school radio broadcast programs; (2) the meaning and intent contained in the speech acts of school radio broadcast programs; (3) The relevance of speech acts in school radio broadcast programs as a source of learning speaking skills for junior high school students. This research uses a qualitative descriptive research type. The results of this research show that speech acts in school radio broadcast programs include locutionary, illocutionary and perlocutionary speech acts. The results of the research conducted show that school radio broadcast programs can be used as a source of learning speaking skills for junior high school students.
A Descriptive Study of Grade XII Students' Ability to Write Javanese Paragraphs at SMK Negeri 2 Semarang Katarina Dupitasari; Alfiah; Bambang Sulanjari
International Journal of Research in Education Vol. 6 No. 2 (2026): Issued in July 2026
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v6i2.3855

Abstract

This study aims to describe grade XII students’ ability to write paragraphs in the Javanese script at SMK Negeri 2 Semarang during the 2025/2026 academic year based on eight aspects of assessment: content and paragraph length, aksara pasangan, aksara sandhangan, aksara angka, aksara murda, aksara rekan, aksara swara, and the form and neatness of writing. The research method used was quantitative descriptive research with a total of 142 students. The instrument is a performance test for writing paragraphs with three theme choices. The data was analyzed using descriptive statistics. The results showed that the average score of writing Javanese paragraphs was 57.17 (Less category), with the highest score of 93.75 and the lowest score of 25.00. Overall, 64.1% of students fell into the less and very less categories. The content and paragraph length aspect was the strongest aspect with an average of 3.30 (82.6%), while the aksara murda was the weakest aspect with an average of 0.92 (22.9%). Aksara rekan and aksara swaraalso showed low performance, at 34.3% and 37.3%, respectively. These findings indicate the need to revitalize Javanese script learning, especially in the complementary script aspects (murda, swara, rekan) through a more contextual and technology-based approach.
The Implementation of Total Physical Response (TPR) Method in English Learning For Fourth Grade Students at SDN Pesawahan 1 Hanifah; Zainuddin; Feri Ferdiyanto
International Journal of Research in Education Vol. 6 No. 2 (2026): Issued in July 2026
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v6i2.3862

Abstract

This study aims to investigate the implementation of the Total Physical Response (TPR) method in English learning at SDN Pesawahan 1, explore students' responses to the method, and identify challenges encountered during its implementation. This study used qualitative methods with a descriptive design. Participants consisted of one English teacher and 20 fourth-grade students at SDN Pesawahan 1, located in Pesawahan Village, Tiris District, Probolinggo Regency. Data were collected through classroom observations, interviews, and documentation. Data were analyzed using data reduction, data presentation, and conclusion drawing. The findings indicate that the implementation of the TPR method was carried out through several stages, including providing verbal instructions, demonstrations of movements, students' physical responses, and repetition activities. The use of TPR created a more active and interactive classroom atmosphere. Most students responded positively to the method. They felt more enthusiastic, motivated, and interested in learning English through physical movements and games. This method also helped students understand and memorize English vocabulary more easily. However, several challenges were encountered during implementation, such as classroom management difficulties, differences in student comprehension, limited vocabulary mastery, and limited learning time. In conclusion, the Total Physical Response (TPR) method is effective in increasing student participation, motivation, and vocabulary comprehension in English learning at the elementary school level. Therefore, this method can be considered an alternative teaching strategy to create a more enjoyable and interactive English learning environment for early childhood students.
Developing Speaking Fluency through Metaverse-Assisted Learning in Engineering Students Bidari Andaru Widhi; Tri Cahya Ningrum; Yuwafa Faurelio Yahya
International Journal of Research in Education Vol. 6 No. 2 (2026): Issued in July 2026
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v6i2.3864

Abstract

Speaking fluency is one of the important communication skills that engineering students must master in the era of globalization and Industrial Revolution 5.0. However, engineering students still experience difficulties in speaking English fluently because of limited vocabulary, lack of speaking practice, low confidence, and limited use of interactive learning media. This study aimed to improve students’ speaking fluency through metaverse-assisted learning. The research employed Classroom Action Research (CAR) using the Stephen Kemmis and Robin McTaggart model consisting of planning, action, observation, and reflection stages. The study was conducted in two cycles involving first-semester students at Bumigora University. The data were collected through observation, interviews, speaking tests, and field notes. The speaking assessment focused on pronunciation, vocabulary usage, grammatical accuracy, and fluency. In Cycle I, students became more active and confident during speaking activities through virtual self-introduction, role-play, group discussion, and project presentation using Roblox avatars and YouTube short-story videos. However, some students experienced difficulties in pronunciation and vocabulary usage. Therefore, the researcher revised the learning activities in Cycle II by adding pronunciation practice, vocabulary scaffolding, simulations, and collaborative discussion activities. The results of Cycle II showed significant improvement in students’ speaking performance. Students communicated more fluently, used more varied vocabulary, and actively participated in classroom interaction. The average speaking score improved from 62.4 in the preliminary study to 84.2 in Cycle II, categorized as good. The findings also indicated that metaverse-assisted learning created a more interactive, collaborative, and enjoyable learning environment.
Formative Assessment Practices in an Elementary EFL Classroom: Implementation and Challenges Najwa Fatika; Maskhurin Fajarina
International Journal of Research in Education Vol. 6 No. 2 (2026): Issued in July 2026
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v6i2.3869

Abstract

This study explored the implementation of formative assessment practices in an elementary English classroom at MI Perguruan Mu’allimat. The study aimed to identify how formative assessment was implemented during the teaching and learning process and to examine the challenges faced by the teacher during its implementation. This study employed a qualitative descriptive design involving one English teacher and classroom interaction in Grade 5C as the focus of the study. The data were collected through classroom observation, interviews, and documentation, and were analyzed using the interactive model proposed by Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The findings revealed that formative assessment was implemented through oral questioning, prompting and corrective feedback, and classroom monitoring during classroom activities. These practices were used not only to identify students’ understanding but also to encourage participation and maintain classroom interaction during the lesson. The study also identified several challenges in implementing formative assessment, including students’ passive participation, differences in students’ understanding, and limited classroom continuity caused by school activities and schedule interruptions. The findings indicate that formative assessment practices in elementary English classrooms are strongly influenced by classroom context and students’ participation patterns. Therefore, teachers need to apply flexible formative assessment strategies that support both students’ learning and classroom engagement.
The Use of HOTS-Oriented Project-Based Learning Model to Improve Grade XI Students’ English Speaking Performance tt SMAN 8 Bengkulu City Rinti Safetri; Ira Maisarah
International Journal of Research in Education Vol. 6 No. 2 (2026): Issued in July 2026
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v6i2.3894

Abstract

This study examined changes in Grade XI students’ English speaking performance following participation in HOTS-oriented Project-Based Learning (PjBL) activities at SMAN 8 Bengkulu City. This study employed a quantitative approach using a pre-experimental method with a One Group Pretest-Posttest Design. The participants were 32 Grade XI students. Data were collected through oral presentation tests administered before and after the intervention. Students’ speaking performance was assessed using a rubric consisting of five components: pronunciation, fluency, vocabulary, grammar, and comprehension. The instrument validity was evaluated through expert assessment, while reliability was examined using inter-rater reliability analysis with a coefficient of 0.87. Data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, paired sample t-test, Cohen’s d effect size, and normalized gain analysis. The findings showed that students’ mean speaking scores increased from 58.44 in the pretest to 81.31 in the posttest, with a mean gain of 22.87 points. The paired sample t-test revealed a significant difference between pretest and posttest scores, t(31)=61.000, p<0.001. The effect size analysis indicated a very large standardized difference (Cohen’s d=10.783), while the normalized gain score was 0.55, indicating moderate improvement. Descriptive analysis showed improvements across all speaking components, with fluency demonstrating the highest gain. These findings suggest that HOTS-oriented PjBL provided opportunities for students to engage in contextual communication through problem analysis, idea development, project presentation, and reflection. However, the findings should be interpreted cautiously due to the limitations of the one-group design.
Reducing Dependence on AI-Generated Text through Contextual Writing Assessment Yeni Daniarti; Yanuardi
International Journal of Research in Education Vol. 6 No. 2 (2026): Issued in July 2026
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v6i2.3902

Abstract

Although generative artificial intelligence (GAI) increasingly impacts academic writing and integrity in higher education, empirical evidence on assessment strategies to reduce students' reliance on AI-generated texts remains limited. This study aimed to examine the effectiveness of the Contextual Writing Assessment in reducing AI-generated text dependence and improving writing performance, writing originality, academic integrity, and learner agency. A quasi-experimental mixed-methods design with an embedded explanatory approach was employed in an English course at the Faculty of Engineering at the University of Muhammadiyah Tangerang. The participants comprised 150 second-semester students from six classes and four lecturers. Three classes were assigned to the experimental group and received Contextual Writing Assessment, while three classes served as the control group and received the conventional writing assessment. Data were collected through writing tests, AI-dependence questionnaires, academic integrity and learner agency questionnaires, originality scores, AI-use logs, reflective journals, draft analyses, observations, and interviews.  The results demonstrated the effectiveness of the intervention, as the experimental group outperformed the control group in reducing AI-generated text dependence and exhibited substantial improvements in writing performance, originality, academic integrity, and learner agency. Qualitative evidence indicated more transparent AI use, meaningful revisions, stronger reflections, and reduced copy-paste behavior. The study concludes that Contextual Writing Assessment offers an ethical, process-based, and AI-resilient approach to writing assessment.
The Impact of ELSA Speak on Improving English Speaking Skills and Reducing Speaking Anxiety Among Junior High School Students Elvita Sitra Fuadah; Lusia Maryani Silitonga; Jafar Sodiq
International Journal of Research in Education Vol. 6 No. 2 (2026): Issued in July 2026
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v6i2.3910

Abstract

This study investigates the effect of using the artificial intelligence (AI)-based application ELSA Speak on enhancing English speaking skills and reducing speaking anxiety among 25 junior eighth-grade students at SMP Negeri 32 Semarang, Indonesia. This study used a mixed-methods approach with a single-group pretest-posttest design. Quantitative data were collected through speaking tests and the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire and analyzed using the Wilcoxon Signed-Rank Test, while qualitative data were gathered through interviews and subjected to thematic analysis with the support of MAXQDA software. The results demonstrated a significant improvement in students' speaking skills from pre-to post-test, with a very large effect size and reduced speaking anxiety. Qualitative findings revealed that ELSA Speak enhanced students’ speaking abilities, particularly in pronunciation and vocabulary mastery, while effectively reducing speaking anxiety and fostering greater confidence in oral communication.
Students’ Smartphone Use and Reading Interest Beyond Class Hours: Qualitative Study of Bosowa University Students Nur Khaliva Dwiva; Sri Wahyuni J; Chelsy Julianti Ippin; Restu Januarty Hamid; Achmad Fajar Muhammad
International Journal of Research in Education Vol. 6 No. 2 (2026): Issued in July 2026
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v6i2.3947

Abstract

The rapid development of digital technology has influenced learning behavior in higher education, particularly in smartphone usage and reading activities. This study aimed to explore English Education students’ experiences and perceptions of smartphone usage and reading interest outside classroom hours at Bosowa University. The study employed a qualitative descriptive design involving 10 participants selected through purposive sampling. Data were collected through open-ended questionnaires and follow-up interviews and were analyzed thematically through data reduction, data display, and conclusion drawing based on Miles, Huberman, and Saldaña’s framework. The findings revealed that most participants spent more time using smartphones for entertainment purposes such as social media, short videos, and online communication than for academic reading activities. Participants also preferred instant and visually attractive digital content because it was perceived as more practical and enjoyable than reading lengthy academic texts. Excessive smartphone usage was perceived to contribute to students’ reading habits, concentration, time management, and motivation to engage in literacy activities outside classroom hours. In addition, limited literacy support within students’ social environments contributed to low reading interest. The study concludes that excessive smartphone usage for entertainment purposes may contribute to lower reading engagement and weaker academic literacy habits. Therefore, balanced smartphone usage and stronger literacy support are needed to encourage more productive reading activities outside classroom learning.
From the Lecture Hall to the Food Office: Best Practice in Stunting Management and Food Safety Supervision in Pontianak City Nawawi Nawawi; Silveter Donata Melania; Meri Andani; Milanda Milanda; Veronika Jenita
International Journal of Research in Education Vol. 6 No. 2 (2026): Issued in July 2026
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v6i2.3980

Abstract

Higher education in the era of Industry 4.0 and Society 5.0 is expected to produce graduates who are competent, adaptive, and work-ready. The Merdeka Belajar Kampus Merdeka (MBKM) certified internship offers one pathway toward this goal, yet how such internships integrate with partner institutions’ real needs and what students actually gain still deserve closer documentation. This article describes and analyses the participation of Biology Education students of Universitas PGRI Pontianak in food security and food safety programmes at the Food, Agriculture and Fisheries Office (DPPP) of Pontianak City, covering the Diverse, Nutritious, Balanced and Safe Food (B2SA) programme for stunting prevention and fresh-food safety supervision. Using a descriptive qualitative case-study approach, data were collected over four months through participatory observation and documentation, then analysed following the Miles, Huberman and Saldaña interactive model. The findings show that students were actively involved in preparing and distributing B2SA food packages, delivering nutrition education, taking anthropometric measurements, conducting qualitative formalin and pesticide-residue tests on fresh produce, and supporting administrative tasks. Through these activities they built a contextual understanding of food, nutrition and food-safety issues while developing both technical and non-technical skills, and translated their experience into a community-based follow-up plan. The internship proved effective in connecting classroom theory with field practice and produced mutual benefits for the students and the partner institution, supporting its continuation with structured monitoring and evaluation.

Page 12 of 13 | Total Record : 125

 9   10   11   12   13 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 2 (2026): Issued in July 2026 Vol. 6 No. 1 (2026): Issued in January 2026 Vol. 5 No. 2 (2025): Issued in July 2025 Vol. 5 No. 1 (2025): Issued in January 2025 Vol. 4 No. 2 (2024): Issued in July 2024