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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 90 Documents
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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.
Phenomenological Inquiry into EFL Tertiary Students’ Experiences of Academic Culture in the Pertukaran Mahasiswa Merdeka (PMM) Program Musdalifah; Andi Rachmawati Syarif; Muflihun
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/w7pc9c36

Abstract

The Pertukaran Mahasiswa Merdeka (PMM) program, part of the Merdeka Belajar Kampus Merdeka (MBKM) initiative, offers EFL students the opportunity to engage in diverse academic and cultural environments across Indonesia. This research aims to explore the academic cultural experiences of three EFL students who participated in the PMM program, focusing on their cross-cultural adaptation and personal development. The research subjects were students who had participated in the PMM program and were enrolled in the English Language Education program at two different universities in Southeast Sulawesi. Based on Kim's (2015) theory of cross-cultural adaptation, this study utilized a descriptive qualitative design with a phenomenological approach. Data were collected through semi-structured interviews and analyzed thematically using an interactive model of data reduction, display, and inference. The findings of this study reveal a dynamic process of stress, adaptation, and personal growth, as university students navigate cultural, linguistic, and academic differences. Key challenges included language barriers, culture shock, and unfamiliar academic norms, which resulted in initial stress. However, the students actively adopted strategies such as social observation, intercultural communication, and flexibility in response. This research highlights the important role of social support from peers, lecturers and the community in promoting adaptation and building confidence. In addition to overcoming external challenges, the students developed deeper intercultural competence, empathy, self-reflection, and professional readiness as future educators. This growth highlights the interplay between cross-cultural adaptation and identity formation, which offers new insights into the role of PMM programs in shaping holistic and inclusive educational practices in Indonesia.
Contextual Analysis of Bilingual Program at SD Muhammadiyah Jakarta: An Evaluative Case Study Based on the CIPP Model and Ecological Systems Theory Zulfida, Sri; Suseno, Muchlas; Setiadi, Samsi
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/hwd8nx06

Abstract

This study aims to evaluate the implementation of the bilingual programme at SD Muhammadiyah Jakarta using the CIPP (Context, Input, Process, Product) evaluation model combined with Bronfenbrenner's ecological systems theory. This topic is important as it reflects the integrative efforts of Islamic-based education with the global need for multilingual competencies, particularly in the context of urban Islamic schools facing social, cultural, and policy complexities. This study employs a qualitative approach with an intrinsic case study design. Data were collected through classroom observations, in-depth interviews with students, teachers, school principals, and parents, as well as school documentation. Analysis was conducted thematically based on the CIPP dimensions and ecological systems. The findings indicate that the bilingual programme is implemented systematically with strong cross-system support, including active participation from teachers, principals, and parents. Translanguaging strategies have proven effective in helping students understand the material without neglecting Islamic values. These findings expand the application of the CIPP model and ecological theory in the context of values-based bilingual education. This research contributes to the development of a holistic evaluative approach and provides a policy basis for Islamic schools to implement contextual and sustainable bilingual programmes. Further research is recommended to adopt a longitudinal and mixed-methods design to strengthen the validity and scope of the findings.
An EFL Teacher Using Gestures to Teach English at a Vocational High School in Indonesia Maisyarah, Dikta; Maharsi , Ista
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/r8339r02

Abstract

This study addresses a research gap, as there is limited research specifically exploring the use of gestures in vocational high schools in Indonesia settings, even though Vocational High schools have distinct needs, learning styles, and challenges compared to those in general education. Moreover, real classroom practices of EFL teachers using gestures remain under-documented, despite their importance for teacher development and training.  Gestures play crucial roles in language learning, particularly in EFL contexts where students' proficiency in understanding classroom instructions varies. The subject of the research is a 43-year-old vocational high school English teacher. Data was collected from a video segment of 53 minutes. The research was conducted, and gestures were identified and analyzed following Sato's gesture categorization and using a qualitative research design. Findings indicate that the teacher participant employed Emblems, Deictic, Iconic, Metaphoric, Head Movement, Beats, and Affect Display. The gestures help teachers deliver the learning materials and communication messages, emphasize meanings and intention, and represent abstract objects. The implications of this study suggest the need to raise awareness and integrate gesture use into EFL teaching practices, because many teachers still have yet to use nonverbal behavior in teaching and lack the perception that gestures are vital when communicating, especially in teaching. 
Dialectical Behavior Therapy Technique on the Psychological  Well-Being of Adolescents from Broken Home Families Denofal; Isriyah, Mudafiatun; Maghfiroh, Nasruliyah Hikmatul
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/ewc4y775

Abstract

Adolescents from broken home families are vulnerable to psychological well-being disturbances, such as feelings of worthlessness, difficulties in managing emotions, and impaired social relationships. This condition requires appropriate intervention to help individuals achieve emotional balance and improve their social adaptation. This study aims to develop and examine the effectiveness of a Dialectical Behavior Therapy (DBT) module in enhancing the psychological well-being of adolescents from broken home families within the madrasah educational environment. The research approach used was Research and Development (R&D) with the ADDIE model, focusing on the development of an instructional product in the form of a counseling service module. The research subjects consisted of six adolescents who were identified as victims of broken home families based on the results of an initial assessment. The Dialectical Behavior Therapy (DBT) module was developed through the stages of planning, preparation, expert validation, and limited trial. The results of the study show that the implementation of the Dialectical Behavior Therapy (DBT) module significantly improves aspects of self-awareness, emotional regulation, interpersonal relationships, and the ability to cope with stress. In conclusion, the developed Dialectical Behavior Therapy (DBT) module proves to be effective and feasible as an intervention tool to enhance the psychological well-being of adolescents from broken home families. This module is expected to serve as a practical alternative for psychological support within the madrasah educational environment.
The Impact of Social Media on English Language Learning: A Mixed-Methods Study Ningrum, Putri Kusuma; 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/j656ns21

Abstract

This study aims to analyze the impact of social media usage on English language learning among high school students, employing a mixed-methods approach. The research focuses on popular social media platforms such as Instagram, TikTok, Twitter, and YouTube, involving 64 tenth-grade students from a high school in Jakarta. In collecting quantitative data, a questionnaire was employed to measure the students’ perceptions of social media. To collect qualitative data, semi-structured interview was used, then analyzed with a thematic analysis. The findings indicate that social media positively contributes to the enhancement of vocabulary, speaking skills, and students' motivation to learn. However, challenges remain, including distractions from non-educational content and a lack of structured learning. The findings emphasize the importance of thoughtfully and specifically incorporating social media into the English language curriculum.

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