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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 100 Documents
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Enhancing Students’ Critical Thinking Skills through Problem-Based Learning and Diorama Media: A Study at SD 3 Jurang Ririn Anggraini; Siti Masfuah; Lovika Ardana Riswari
International Journal of Research in Education Vol. 5 No. 1 (2025): Issued in January 2025
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v5i1.1348

Abstract

This research is motivated by monotonous learning using conventional models such as lectures and limited media usage, which can result in a lack of students' critical thinking skills.  The objective of this research is to enhance students' critical thinking skills in IPAS material by using the Problem Based Learning model and diorama media.  The Classroom Action Research method consists of 2 cycles with 2 meetings.  The research subjects in the fifth grade of SDN 3 Jurang for the 2023/2024 academic year consist of 17 students, with 8 male students and 9 female students.  The data analysis techniques used are quantitative and qualitative. Qualitative data were obtained through performance observation sheets, while quantitative data were obtained through evaluation tests. The results of the study showed significant achievements, with the assessment of students' critical thinking skills using the Problem Based Learning model and diorama media obtaining a score of 61.6 with a completion percentage of 35.3% in Cycle I, increasing to 80.9 with a completion percentage of 82.4% in Cycle II which means it is included in the Very Critical category. This study should allow teachers to apply the Problem Based Learning model and diorama media more interestingly through practice and group discussions, through this model students can improve critical thinking patterns in science learning.
Edmodo as Technology-Based Formative Assessment: How it Enhances Reading Comprehension Fani Indriya Nuraini; Jafar Sodiq; Entika Fani Prastikawati
International Journal of Research in Education Vol. 5 No. 1 (2025): Issued in January 2025
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v5i1.1368

Abstract

This study investigates the effectiveness of Edmodo as a technology-based formative assessment tool in enhancing students’ reading comprehension. Employing a quasi-experimental design, the research involved two groups of junior high school students: an experimental class and a control class, each consisting of 30 students. While the control class employed traditional formative assessment methods, which included direct question-and-answer sessions during face-to-face instruction, the experimental class integrated Edmodo as a platform for technology-based formative assessment. Reading comprehension tests, administered as pre-tests and post-tests, served as the primary data collection instrument. The data were analyzed using SPSS 23 for descriptive statistics, N-gain, and t-test to assess the impact of the intervention. Results revealed that the experimental class, which utilized Edmodo, demonstrated significantly higher improvements in reading comprehension compared to the control class. The N-gain analysis highlighted a substantial increase in the experimental group’s performance, indicating the effectiveness of Edmodo in supporting student engagement and understanding of reading materials. This study underscores the potential of technology-based formative assessments, particularly through platforms like Edmodo, in creating interactive, timely, and student-centered learning environments. By providing immediate feedback and fostering collaborative learning, Edmodo enhances students’ comprehension skills, thereby offering an innovative approach to formative assessment in English language teaching. These findings advocate for the integration of digital tools into assessment practices to improve learning outcomes in reading comprehension.
The Correlational Study Between Speaking Ability and English Learning Motivation Luvita Saputri -
International Journal of Research in Education Vol. 5 No. 1 (2025): Issued in January 2025
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v5i1.1409

Abstract

The aim of this research is to examine the relationship between motivation and speaking ability among students at Universitas Teknokrat Indonesia. This study employs a quantitative method, utilizing a Likert scale questionnaire comprising 20 questions to measure both instrumental and integrative motivation. Data were collected from a sample of 36 students. The data were analyzed using correlation analysis to determine the relationship between motivation and speaking ability. The findings indicate a significant positive correlation between motivation and speaking ability. Students with higher motivation tend to exhibit better speaking skills, which, in turn, fosters greater confidence in English communication. The study highlights the importance of motivation in enhancing communicative competence and suggests that integrating motivational strategies into teaching practices can improve students' English-speaking abilities. Overall, this research underscores the critical role of motivation in advancing language skills among English majors at Universitas Teknokrat Indonesia.
A Proposed Syllabus for the Integrated Course in an English Education Department Pryla Rochmahwati; Kasnun; Januari Rizki Pratama
International Journal of Research in Education Vol. 5 No. 1 (2025): Issued in January 2025
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v5i1.1458

Abstract

This study aimed to develop a novel and practical syllabus for the Integrated Course subject designed explicitly for English Education Department students at IAIN Ponorogo. Using Borg and Gall's Research and Development (R&D) model, the research followed a systematic approach that included needs analysis, planning, prototype development, expert validation, product trials, and finalization. A key innovation in this syllabus is its integration of three distinct syllabus types: competency-based, content-based, and task-based. The syllabus includes 14 carefully sequenced topics, progressing from the simplest to the most complex, covering essential Listening, Reading, Speaking, and Writing areas. Offered as an 8-credit course with four meeting hours per week, it incorporates active and cooperative learning methods, emphasizing student-centered instruction. Another novel feature is the use of varied instructional media—audio, visual, and audio-visual materials—that connect students' prior experiences with the course content, making learning more dynamic and relatable. Assessment in the syllabus is comprehensive, combining both product and process evaluations to provide a well-rounded measurement of student progress. Expert validation and field testing confirmed that the final product is practical and highly applicable for the first-semester English Education students at IAIN Ponorogo, offering a tailored and impactful learning experience.
The Effectiveness of Index Card Match Strategy to Improve the Eighth Graders’ Narrative Text Reading Comprehension in SMP N 2 Secang Muhammad Rifqi Fauzi
International Journal of Research in Education Vol. 5 No. 1 (2025): Issued in January 2025
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v5i1.1486

Abstract

Reading is essential for English language learners, as it enhances their comprehension and academic success. However, eighth-grade students at SMPN 2 Secang confronted challenges regarding reading comprehension, necessitating the implementation of suitable learning strategies to improve their understanding of texts. The objective of this study is to find out how effective is the use of Index Card Match strategy for students' reading comprehension improvement of narrative text and to find out the difference in reading comprehension of narrative text between the students who are taught by using Index Card Match strategy and STAD (Students Team Achievement Division) strategy. This study carried out quantitative research in Quasi-Experimental Design. Two classes were involved in this study, class VIII-F (experiment class) and class VIII-G (control class), with 65 students at SMP N 2 Secang. Reading comprehension tests were administered as the instrument for collecting data. The result of this study reveals that the experiment class showed an improvement in their posttest scores compared to the pretest. Moreover, the N-gain score results in 48.6013, meaning that the Index Card Match strategy falls into the less effective category. The independent sample t-test reveals a significant value of 0.071, which exceeds 0.05, indicating that the scores of the two groups are pretty similar, as well as the acceptance of H0 (null hypothesis). This study holds significant implications for enhancing teaching and learning practices in junior high school contexts. The findings can contribute to developing adaptive learning strategies, ultimately improving students' engagement and academic performance in reading.
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.

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