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Educational Researcher Journal
Published by Universitas Ibn Khaldun Bogor
ISSN : -     EISSN : 3064500X     DOI : https://doi.org/10.71288
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other
Educational Researcher Journal is a peer-reviewed journal published by EduRJ E-ISSN: 3064-500X (Online), published three times a year in March, July, and November. The journal publishes research and studies on education and culture, especially in the areas of education management, education evaluation, education policy, educational technology, curricula, learning and teaching, learning innovation, and culture related to education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 55 Documents
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The THE USE OF SIMULATED ANALOG CLOCKS TO IMPROVE TIME-READING SKILLS IN MATHEMATICS LEARNING FOR SECOND-GRADE STUDENTS AT SDIT ARRAUDHOH Sarifah Zahra Zahra; Khairany Siti Kamilah
Educational Researcher Journal Vol. 3 No. 2 (2026): Educational Researcher Journal
Publisher : Sekolah Pascasarjana Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71288/educationalresearcherjournal.v3i2.154

Abstract

The low ability of second-grade elementary students at SDIT Ar Raudhoh in reading analog clocks is caused by abstract mathematics instruction and limited use of concrete learning media, which creates a gap between learning needs and classroom practice. This study aimed to improve students’ ability to read time using an analog clock model through a Hands-On Learning approach. The research used Classroom Action Research based on the Kemmis and McTaggart model, conducted in two cycles involving 12 students. Data were collected through observation and learning achievement tests. The results showed a significant improvement in students’ learning outcomes. The percentage of mastery increased from 16.7% in the pre-cycle stage to 41.7% in Cycle I, and reached 91.7% in Cycle II with an average score of 89.2. These findings indicate that the use of a student-made analog clock model effectively helps students understand the concept of time in a more concrete and meaningful way. The improvement also reflects higher student engagement and motivation during learning activities. This study contributes to mathematics education by providing an alternative practical learning strategy that supports early-grade students’ conceptual understanding of time and can be applied by teachers to improve learning quality in elementary schools.
The Developing Simple Composition Writing Skills Through Interactive Picture Media in Elementary School Students Nurman Alamsyah; Briliani Fitri Fadhillah
Educational Researcher Journal Vol. 3 No. 2 (2026): Educational Researcher Journal
Publisher : Sekolah Pascasarjana Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71288/educationalresearcherjournal.v3i2.160

Abstract

Writing is one of the most fundamental language skills in elementary education, yet it remains a persistent challenge due to passive and teacher-centered instructional approaches. This study aims to improve the simple essay writing skills of third-grade students at SDN 01 Pasirmuncang, Caringin District, Bogor Regency, through the implementation of interactive picture media. In the pre-cycle phase, only 11 out of 36 students (30.56%) met the Minimum Mastery Criteria (KKM ≥ 80), with a class average score of 74.6, indicating critically low writing proficiency. This study employed a Classroom Action Research (CAR) design following the Kemmis and McTaggart cyclical model, conducted over two action cycles in the even semester of the 2025/2026 academic year. Data were collected through written essay production tests and structured classroom observation sheets, then analyzed using quantitative descriptive and qualitative methods. The results showed a consistent and significant improvement across cycles: the class average score rose from 74.6 (pre-cycle) to 78.7 (Cycle I) and reached 82.9 (Cycle II), while the classical completion rate increased from 30.56% to 61.11% in Cycle I and further to 86.11% in Cycle II, successfully surpassing the 75% success indicator. These gains were driven by the shift from single static images to sequential interactive picture series in Cycle II, combined with individualized desk-by-desk teacher guidance. In conclusion, interactive picture media effectively scaffolds students' writing process by transforming abstract idea generation into concrete, structured visual experiences, thereby improving SPOK sentence construction, spelling accuracy, and writing self-confidence in elementary Indonesian language learning
Does Islamic Religious Education Matter? Its Contribution to Moral Development and Student Discipline in Primary Education Rita Rosita; Masitowati Gatot; Umi Fatonah
Educational Researcher Journal Vol. 3 No. 2 (2026): Educational Researcher Journal
Publisher : Sekolah Pascasarjana Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71288/educationalresearcherjournal.v3i2.168

Abstract

The development of students’ moral character and disciplinary behavior has become a major concern in contemporary education. As an integral component of character education in Muslim-majority societies, Islamic Religious Education (IRE) is expected to foster moral values and promote positive behavioral outcomes among students. This study aimed to examine the contribution of Islamic Religious Education to moral development and student discipline in primary education. A quantitative correlational design was employed involving 40 students from Grades IV to VI at SDN Cihideung Ilir 01, Bogor Regency, Indonesia. Data were collected through questionnaires and documentation and analyzed using Pearson’s Product-Moment Correlation, t-test, and coefficient of determination analyses. The findings revealed that the implementation of Islamic Religious Education was perceived positively by students, with an achievement level of 84.56%. Moral development and student discipline were also found to be at favorable levels, achieving scores of 85.44% and 87.47%, respectively. Correlation analysis indicated a significant positive relationship between Islamic Religious Education and moral development (r = .426), as well as between Islamic Religious Education and student discipline (r = .498). Furthermore, Islamic Religious Education contributed 18.1% to the variance in students’ moral development and 24.8% to the variance in student discipline. These findings suggest that Islamic Religious Education plays a meaningful role in supporting character formation among primary school students, particularly in fostering moral values and disciplinary behavior. However, the moderate magnitude of the relationships indicates that character development is influenced by multiple factors beyond formal religious instruction. The study highlights the importance of strengthening religious education as an integral component of character education within primary school settings
Perceptual Learning Styles and Teacher Professional Development Needs in Ethiopian Secondary Schools: Implications for Educational Policy and Planning Sisay Fekadie Molla; Tarik Derso Belay
Educational Researcher Journal Vol. 3 No. 2 (2026): Educational Researcher Journal
Publisher : Sekolah Pascasarjana Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71288/educationalresearcherjournal.v3i2.169

Abstract

This study examined the predictive relationship between perceptual learning styles and teacher professional development needs among 423 Grade 11 students and 12 English language teachers in Gondar, Ethiopia, with a focus on its implications for educational policy and planning. Using a quantitative correlational design, data were collected through Reid's (1987) Perceptual Learning Style Preference Questionnaire and a Teacher Professional Development Needs Assessment Scale. Multiple regression analysis revealed that learning styles collectively accounted for 96.3% of the variance in teacher professional development needs (R² = .963, F = 10960.666, p < .001). Kinesthetic learning emerged as the strongest predictor of professional development needs (β = .854, R² = .730), followed by read/write (β = .718, R² = .515), visual (β = .643, R² = .413), and auditory learning (β = .577, R² = .334). These findings indicate that teachers' ability to address kinesthetic learning preferences is the most significant predictor of professional development needs in the Ethiopian context. The findings have significant implications for educational policy and planning, suggesting that educational leaders and policymakers should prioritize professional development programs that equip teachers with differentiated instruction strategies, particularly kinesthetic approaches. The study contributes to educational planning by providing empirical evidence for evidence-based policymaking and strategic professional development planning in Ethiopian secondary education.
Development and Evaluation of Interactive Learning Videos for Enhancing Arabic Speaking Skills in Junior High School Maulana Aziz; Rudi Hartono; Masitowati Gatot
Educational Researcher Journal Vol. 3 No. 2 (2026): Educational Researcher Journal
Publisher : Sekolah Pascasarjana Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71288/educationalresearcherjournal.v3i2.170

Abstract

The integration of digital technologies into language education has created new opportunities to enhance students' speaking skills through interactive multimedia. However, Arabic language instruction in many junior high schools continues to rely on conventional teaching materials and non-interactive digital resources, limiting students' engagement and opportunities for independent speaking practice. This study developed and evaluated an interactive learning video designed to support Arabic speaking instruction for Grade VII students. The study employed a research and development approach using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model. Product quality was assessed through expert validation involving specialists in Arabic language content, instructional media, and instructional design, followed by one-to-one evaluation, small-group evaluation, and field testing involving Grade VII students. Data were collected through observations, interviews, questionnaires, and product evaluation instruments and analyzed using descriptive qualitative and quantitative techniques. The developed interactive learning video achieved high levels of feasibility, receiving validation scores of 96% from the content expert, 95% from the media expert, and 91% from the instructional design expert. Classroom implementation further demonstrated high practicality and effectiveness across successive evaluation stages, indicating that iterative product refinement improved both usability and instructional performance. The findings suggest that the interactive learning video provides an engaging and pedagogically sound learning resource that facilitates Arabic speaking practice while supporting independent learning beyond classroom instruction. This study contributes to educational technology research by demonstrating how a systematic instructional design process can be translated into an accessible multimedia resource for Arabic language education and offers practical guidance for integrating interactive digital media into foreign language instruction.

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