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Harun Joko Prayitno
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Indonesian Journal on Learning and Advanced Education (IJOLAE)
Published by Universitas Muhammadiyah Surakarta
ISSN : 2655920X     EISSN : 26562804     DOI : 10.23917
Core Subject : Education, Social,
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other
Indonesian Journal on Learning and Advanced Education (IJOLAE) aims to promote creativity, innovation, and entrepreneurship in education in order to face global challenges such as education in the disruption era, internet of things in education, child-friendly education, HOTS-based education, STEAM Education, blended learning, humanity literation education, life-skill learning, digital class, and other educational innovations.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 152 Documents
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Mapping the STEM-Creativity Nexus: A Bibliometric and SLR Analysis of Learning Models, Barriers, and Future Directions in Science Education Bintan Nuril Irvaniyah; Parno Parno; Nina Diana Nawi
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 2, May 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i2.7981

Abstract

This study aims to review the application of the STEM approach in improving creative thinking abilities in science education, using the Systematic Literature Review (SLR) method. A total of 26 articles retrieved from Scopus and Google Scholar databases were analyzed. The data visualization process was conducted using R Studio and Microsoft Excel to map related research trends. The results of the review showed that the application of STEM approaches is growing and gaining widespread attention from lecturers, teachers, researchers and education stakeholders globally, especially in Indonesia, Taiwan, Turkey and Germany. Indonesia dominates research in this area, mainly due to the influence of national policies and curricula that support STEM implementation. Various learning methods and models such as Project-Based Learning (PjBL), Inquiry-Based Learning (IBL), and Design-Based Learning have been integrated with the STEM approach and proven effective in improving students' creative thinking ability. Key barriers include limited time, insufficient resources and challenges in adapting curricula to support STEM implementation in specific subjects. Creativity is difficult to develop with just one short intervention; it requires a supportive social environment, repeated practice and greater freedom for exploration. As an innovative step, future research may consider integrating the Clarity Learning Model (CLM) as a new element to strengthen the learning structure. These findings provide important insights for educators and researchers in designing STEM-based learning that is more effective and relevant to future needs.
Development of Discovery-Based Physics Teaching Modules to Improve Critical Thinking Skills Haslinda Viskaali; Helmi Helmi; Kaharuddin Arafah
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 2, May 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i2.8050

Abstract

This study is a development research that aims to describe the feasibility of discovery-based Physics teaching modules, practitioner’s assessment on discovery-based Physics teaching modules, improvement of critical thinking skill tests, and to produce discovery-based Physics teaching modules. The method used to achieve this goal is R&D using a 4D model. The research trial subjects were 34 students of Class X.2 natural sciences (IPA) at State Senior High School (SMAN) 9 Gowa. The research instruments used discovery-based physics teaching module validation sheets, practitioner assessment questionnaires, and critical thinking skills test instruments. Based on the results of data analysis, the conclusions obtained are: 1) The discovery-based Physics teaching module was declared valid and suitable for use with slight revisions; 2) The discovery-based Physics teaching module in terms of practitioner responses is that the Physics subject teacher is in the practical category; 3) The effectiveness of the discovery-based Physics teaching module in terms of students' critical thinking skills obtained average N-Gain percentage value is 56% and was in the effective category. Students experience increased critical thinking skills on indicators of interpretation, analysis, and inference. This can be interpreted as saying that the discovery-based Physics teaching module developed is effective in improving students' critical thinking skills
Lesson Study’s Impact on Early Grade Teachers’ Growth and Pedagogical Knowledge Development Roy Venketsamy; Zijing Hu; Blanche Ntombizodwa Hadebe Ndlovu; Keshni Bipath
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 3, September 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i3.8088

Abstract

Continuous professional development is vital for enhancing teachers' content knowledge and pedagogical expertise. Research has confirmed that lesson study significantly contributes to improving teachers’ professional development in many Asian countries. This study aimed to explore the impact of the Japanese lesson study model on the professional development of early-grade mathematics teachers. Previous research highlighted that many South African teachers lack adequate content knowledge and pedagogical content knowledge in mathematics instruction, leading to poor learner performance in the subject as revealed in national and international assessments. Using a qualitative case study approach, six early-grade teachers from a school in Gauteng Province were purposively selected as participants. Using Creswell’s six steps of data analysis, the author analysed the data thematically. The findings revealed that, despite their extensive teaching experience, participants lacked knowledge and understanding of mathematical content e and pedagogical content knowledge. However, engagement in collaborative lesson planning, self-reflection, and critical lesson reviews contributed to strengthening their professional development. Additionally, participants reported increased confidence and reduced anxiety when presenting the lessons. They acknowledged that the lesson study approach facilitated their professional growth and enhanced their content and pedagogical knowledge. The study concluded that lesson study is an effective professional development model. Participants emphasised the value of collaborative lesson planning and the formation of communities of practice in fostering learner-centred teaching approaches.
Mapping the Evolution of Constructivist Pedagogy: VOSviewer Visualization of Inter-disciplinary Applications, E-Learning Shifts, and Geographic Research Dominance Ai Pemi Priandani; Cepi Riyana; Mario Emilzoli; Gamal Adam Alharir; Juwintar Febriani Aruan
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 3, September 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i3.8096

Abstract

10 year research trend of constructivism in modern education is the main goal of this research. Scientific publication data taken from the Scopus database is analyzed using VOSviewer software to visualize networks, overlays, and density visualizations. The results of the study show that constructivism remains an important cornerstone in the development of modern education, shown by a significant increase in the number of publications. The United States dominated research production, followed by China showing increased attention to constructivism. Social Sciences is the field that applies constructivism the most, but other fields such as Arts and Humanities, Engineering, and Computer Science also show significant contributions. The analysis of keyword co-occurrence revealed several important trends, including an increased focus on technology integration (e-learning, modern technologies), the development of a learning environment that supports constructivism, and attention to student learning strategies. Overlay visualization shows the shift in research focus over time, while density view shows the intensity of research on specific topics. The conclusion of this study is that constructivism remains a relevant and dynamic approach in modern education. This research provides a comprehensive overview of the development of constructivism research and can be the foundation for further research that is more in-depth and specific.
Virtual Art Therapy for Adolescence Mental Health Education: Systematic Literature Review and Future Perspectives Dody Hartanto; Mufied Fauziah; Remedios C. Moog; Yenni Rizal; Diki Herdiansyah; Nuri Cholidah Hanum
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 2, May 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i2.8200

Abstract

This study aims to conduct a systemic literature review on the application of virtual art therapy as an effort to maintain adolescent mental health and examine the use of mental health services in the future by utilizing technology. The research was conducted using a systematic literature review on scientific articles. Seven key studies were selected as the primary sources to describe the application of virtual art therapy as an effort to maintain adolescent mental health. Selected articles were analyzed by data extraction. The findings indicate the application of virtual art therapy for adolescents in maintaining mental health as a complex process by utilizing the deepest human feelings that is hard to be expressed by words. Virtual art therapy was done by mediating what the client expresses through art created in the virtual world. The aesthetics art made was not the main focus of the therapeutic process, but the way the art can be realized as an expression of feelings. In future research, there needs to be an effort to develop and test the success of virtual art therapy models in creating mental health and conduct empirical surveys to assess the suitability of virtual art therapy models among adolescents.
Living Lab Implementation in Civic Education to Internalize National Spirit and Responsibility Character Edwin Nurdiansyah; Sapriya Sapriya; Cecep Darmawan; Aim Abdulkarim; Dedi Kurniawan
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 3, September 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i3.8505

Abstract

Civic Education learning still tends to be textual and less contextual, making it less interesting and ineffective in building students' character. This study explores the effectiveness of implementing the living lab learning model in shaping the character of national spirit and responsibility of students. This study used a quasi-experimental design with pre-test, post-test assesments and questionnaires which involved 232 Sriwijaya University students as research respondents. Analyzed using the N-Gain value and Pearson correlation. The results from implementation of the living lab indicated a moderate improvement in students' character, particularly in collaboration, social involvement, and sensitivity to national issues. Based on statistical analysis, a significant correlation was obtained between the implementation of this learning model and the development of students' character (p-value <0.05). This shows that the living lab approach allows learning to be more contextual and collaborative, as well as provides real experiences that are relevant to build students' character in facing the challenges of the 21st century. Longitudinal studies to evaluate the sustainability of the impact of this model in a long-term context are recommended for future research.
Beyond the Classroom: Investigating Learning and Motivation among EFL Undergraduate Students in Indonesia Entika Fani Prastikawati; Moses Adeleke Adeoye; Samantha Curle; Rika Riwayatiningsih
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 2, May 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i2.8579

Abstract

The increasing importance of English as a global lingua franca necessitates effective language learning strategies, particularly for EFL (English as a Foreign Language) students in Indonesia. This research explores the factors influencing English language acquisition among EFL undergraduate students at Universitas Persatuan Guru Semarang. Employing a quantitative research design, the study utilised an online survey to collect data from 43 students. It focused on their engagement with online learning platforms, participation in extracurricular activities, informal learning environments and motivational factors. The findings revealed that while students actively engaged with online resources, their participation in curricular activities was notably low, contrasting with existing literature emphasising the significance of age development. Furthermore, informal learning environments were recognised as valuable yet underutilised, and intrinsic and extrinsic motivations played a role. In conclusion, this study highlights the need for a more integrated approach to English language education that harmonises various learning contexts. The research contributes to the field by proposing the "Integrated Engagement Model for EFL Learning," which emphasises the interconnectedness of online resources, extracurricular activities, informal learning and motivation. By providing a new conceptual framework and methodological approach, this study offers valuable insights for educators and policymakers aiming to enhance language learning experiences and outcomes for EFL students in Indonesia.
Strategies for Integrating Problem-Based Learning, Teaching Modules, and Formative Assessments to Enhance Learning Outcomes and Critical Thinking Skills Siti Nuraini Ajid; Dian Artha Kusumaningtyas; Koesoemo Ratih; Shairmane Lava
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 2, May 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i2.8612

Abstract

In an ideal educational setting, students actively engage with content, apply critical thinking to solve real-world problems, and consistently demonstrate improved learning outcomes. However, many educational environments lack integrated strategies that connect theoretical knowledge with practical applications, leading to passive learning and underdeveloped critical thinking skills. This study addresses these gaps by developing and implementing a novel framework—Problem-Based Learning, Teaching Modules, and Formative Assessments (PLTMFA)—designed to enhance learning outcomes and critical thinking skills, particularly in the context of Magnitudes, Units, and Measurements. Grounded in instructional design principles, the PLTMFA approach emphasizes active learning and continuous, meaningful assessments to ensure student engagement and cognitive development. Given the increasing demand for critical thinking and problem-solving skills, there is an urgent need to explore and validate such innovative teaching methods. The study’s primary objectives are to develop the PLTMFA framework, apply it in a classroom setting, and evaluate its effectiveness. Data collected through comprehension tests, questionnaires, and observations were analyzed to assess the impact on student performance. Findings indicate that PLTMFA significantly improves both learning outcomes and critical thinking skills, demonstrating its potential as an effective solution to current educational challenges.
Critical Thinking Improvement through Numeracy Literacy: Insights from Senior High School Practices Arum Afdhalishani Jannati; Sutama Sutama; Nining Setyaningsih; Mazlini Adnan
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 2, May 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i2.8669

Abstract

Numeracy literacy skills are the main focus in the Indonesian education system to prepare students for the 21st century. However, in practice, efforts to acculturate numeracy literacy in schools are still not implemented optimally. Therefore, this study has two main objectives, namely: 1) to describe the acculturation of numeracy literacy of senior high school students; 2) to explore the critical thinking disposition of senior high school students. This research is part of a developmental research that focuses on a qualitative approach with an ethnographic design. The subjects in this study were students, subject teachers, and one of the senior high schools in Surakarta. The research data were collected through interviews conducted with teachers, direct observation during classroom learning activities, and documentation related to mathematics assessments used in schools. Data validation was conducted using source triangulation technique to ensure data credibility.
Modernizing Higher Education in India: Quality Dimensions for Sustainable and Impactful Education Rahmiaty Rahmiaty; Kamarullah Kamarullah; Fadhlur Rahman; Muhammad Haekal; Windia Hadi
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 2, May 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i2.8688

Abstract

The perspectives of international students on higher education institutions in India, especially in comparison to those in other developing countries, remain a critical concern, particularly when considering the highly competitive climate of studying abroad. This study seeks to examine the quality dimensions and facilities offered at a public university in Hyderabad, India, from the viewpoint of international students. This research fills an important gap by exploring what international students experience and expect during an increasingly competitive global academic system. A descriptive qualitative design was employed, to investigate the experiences of 120 international students from diverse academic disciplines and degree programs. Data were collected through questionnaires and in-depth interviews, with responses analyzed using descriptive statistical methods. Findings suggest that while international students generally view the institution’s quality services and facilities as comparable to global standards, they also express significant concerns, particularly with the ICT infrastructure, accessibility to laboratory practicums, and hygiene standards. Despite these challenges, the positive assessment of the institution’s quality services indicates areas for potential improvement, especially in instructional quality, teaching-learning processes, and examination mechanisms. Nonetheless, the study’s limitations include the potential for bias in self-reported data and limited generalizability outside similar socio-cultural and educational contexts. Future research should expand the sample size, employ longitudinal designs, and explore additional contextual factors to deepen understanding of international student satisfaction and develop sustainable improvement strategies for higher education quality.

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