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Asrorul Azizi
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INDONESIA
Indonesian Journal of Innovation in Education Research
Published by Yayasan Arfah Bin Haji Muhammad Saleh
ISSN : -     EISSN : 30907446     DOI : https://doi.org/10.63980/ijier
Core Subject : Science, Education,
Education Energy Languange, Linguistic, Communication & Media Mathematics Other
Indonesian Journal of Innovation In Education Research is a double-blind peer-reviewed and open-access journal in the field of education. The scopes include Islamic Education, Social Education Studies, Natural Science Education Studies, Mathematics Education, Environmental Education, Language Education, Educational Management, Teaching and Learning, Quality Education, Teacher Education, Educational Technology, Early Childhood Education, Special Education, Guidance and Counseling Education, and other educational disciplines.
Arjuna Subject : Umum - Umum
Articles 23 Documents
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Implementation of Project-Based Learning and Cooperative Learning Models of the ASSURE Type to Improve Students' Problem-Solving Skills and Learning Outcomes Lestari, Sri Suci
Indonesian Journal of Innovation in Education Research Vol. 2 No. 2 (2026): In Press
Publisher : Yayasan Arfah Bin Haji Muhammad Saleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63980/ijier.v2i2.110

Abstract

Improving the quality of learning at various levels of education requires the implementation of models capable of developing higher-order thinking skills while improving learning outcomes. Project-Based Learning (PjBL) has proven effective in improving problem-solving skills in high school students, particularly in Physics learning on rectilinear motion. On the other hand, the ASSURE cooperative learning model has successfully improved elementary school students' learning outcomes through the stages of learning needs analysis, goal setting, strategy selection, active participation, and ongoing evaluation. This article aims to examine the potential of integrating PjBL and ASSURE as a comprehensive approach across educational levels to improve problem-solving skills and student learning outcomes. The methods used are literature review and synthesis of previous research results. The results of the study indicate that the PjBL–ASSURE integration is complementary: PjBL strengthens investigative activities and product creation, while ASSURE strengthens learning planning, media differentiation, and ongoing evaluation. The integration of the two has the potential to produce meaningful, adaptive, and contextual learning. Further research is recommended to empirically test this integrative model across various subjects and educational levels.
Exploring the Application of the Borg & Gall Development Model in Science Education: A Review of Literature Assirri, Ryya Aulia; Artayasa, I Putu; Hidayatullah, Nisa; Sapitri, Riska Dia; Irawan, Rizka Sofia; Rahayu, Satutik
Indonesian Journal of Innovation in Education Research Vol. 2 No. 2 (2026): In Press
Publisher : Yayasan Arfah Bin Haji Muhammad Saleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63980/ijier.v2i2.112

Abstract

The Borg & Gall Research and Development (R&D) model is a methodological framework widely applied in science learning development because it focuses on solving learning problems through empirical data-based evaluation and revision. This study aims to describe and analyze trends in the application of the Borg & Gall model in science learning development, including variations and modifications in stages, evaluation strategies, development outcomes, and challenges reported in previous research. The method used was a literature review using the SPIDER (Sample, Phenomenon of Interest, Design, Evaluation, Research type) approach. A systematic literature search was conducted through Google Scholar, ERIC, and ScienceDirect databases. The results indicate that most studies do not fully implement the Borg & Gall stages, but instead simplify or integrate them with other instructional design models to accommodate the learning context, time constraints, and resource constraints. The dominant evaluation strategies include expert validation, phased field trials, and measuring effectiveness through pre-test and post-test designs. In general, the developed science learning products were declared valid, practical, and effective, although they still face challenges in terms of time, cost, technical competence, and generalizability of the results
The Influence of Psychological Tests and Student Commute Distance on Student Learning Outcomes Munawaroh, Siti; Eliyanto, Eliyanto; Rinawati, Atim; Sudadi, Sudadi; Khasana, Nginayatul; Fatimah, Siti
Indonesian Journal of Innovation in Education Research Vol. 2 No. 2 (2026): In Press
Publisher : Yayasan Arfah Bin Haji Muhammad Saleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63980/ijier.v2i2.160

Abstract

This research aims to determine the extent of the influence of Psychological Tests and the Distance Traveled by Students on the Learning Outcomes of students at MIN 1 Kebumen and can classify them based on the results of psychological tests. The research conducted at MIN 1 Kebumen uses data collection techniques in the form of Psychological Tests and Learning Assessment with a quantitative approach. The sample consists of 113 students from the 1st grade of MIN 1 Kebumen, and the same number of students was selected as the sample. Data analysis technique using linear regression test with the assistance of SPSS Version 25.0 application. Research results indicate that: 1) there is no influence between psychological tests and learning outcomes; 2) there is an influence between travel distance and learning outcomes; 3) the magnitude of the influence of travel distance on learning outcomes is 3.39%.

Page 3 of 3 | Total Record : 23

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