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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 12 Documents
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Search results for , issue "Vol. 7, No. 2, May 2025" : 12 Documents clear
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
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.
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.
Developing Interest-Based Teaching Materials in Chemistry Ed: Advancing Pedagogical Practices for Pre-service Teachers Engagement Almubarak Almubarak; Parham Saadi; Yusuf Al Arief; Dini Noor Arini
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.v7i2.8741

Abstract

Interest is an essential element in designing chemistry learning. Teaching students based on interest trains sensitivity and as a reinforcement of chemical content, including triggering students' thinking processes through relevant teaching materials. However, the development of teaching materials focused on the interest approach is still limited, especially in chemistry education in higher education. The research method uses the ADDIE development model (analyse, design, develop, implement, evaluate), with data collection techniques using questionnaires, observation, and documentation, including product feasibility criteria (valid, practical, and effective). The data analysis technique uses a quantitative approach, especially in the aspects of validity to product effectiveness. The results show that the products obtained through the development model and show that the product is declared feasible, with a high validity of 88.80%, practical implementation of 94% (aspect of implementation), and effectiveness in learning management of 94% (aspect of teacher ability to manage learning). Developing interest-based teaching materials is a strategic step to improve students' structure and mental models as prospective teachers, including conceptual understanding and intrinsic motivation. Thus, empowerment of interest influences students' thinking ability, which also helps them experience cognitive transformation as an improvement in mental structure and model in understanding context. This research is also a provision to face various global challenges that are increasingly complex and connected.
Digital Transformation: Exploring the Relationship Between Literacy, Motivation, and TPACK in Elementary Education Frisco Harmadi; Ika Maryani; Sukirman Sukirman; Elsa Carmen N Montano
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.v7i2.9209

Abstract

The rapid advancement of technology in education has not been fully aligned with elementary school teachers’ ability to integrate it into their teaching practices. This gap persists due to the limited development of Technological Pedagogical Content Knowledge (TPACK) and the lack of research examining the combined influence of digital literacy and teacher motivation on TPACK. This study aims to analyze these two factors and their impact on TPACK among elementary school teachers. The study employed a quantitative correlational design; data were collected from 98 teachers through validated questionnaires on digital literacy, teacher motivation, and TPACK. Data were analyzed using descriptive and inferential statistics by linear regression analysis. The findings of this research lie in its exploration of the relationship between digital literacy, teacher motivation, and TPACK. It addresses a significant gap in the literature by examining the simultaneous interaction of these two variables on TPACK. The findings indicate a significant positive relationship between digital literacy and teacher motivation with TPACK, with correlation coefficients of 0.857 and 0.866, respectively. Digital literacy accounts for 73.5% of the variability in TPACK, while teacher motivation explains 75.1%. This study contributes to the existing literature by providing empirical evidence on the simultaneous effects of digital literacy and motivation on TPACK, a perspective often overlooked. Limitations include the study's focus on self-reported measures and a single geographic context, which may impact generalizability. The findings support the need for targeted professional development programs emphasizing both digital literacy and motivational strategies to enhance technology-based teaching in elementary education.
Linking Belief to Thought: A Structural Equation Modeling Analysis of Self-Efficacy and Critical Thinking Among Indonesian Pre-Service Teacher Lia Angela; Rhomiy Handican; Anriany Casanova
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.v7i2.9620

Abstract

This study aims to examine the relationship between self-efficacy and critical thinking skills among pre-service teachers in Indonesia. It seeks to provide empirical insights into how beliefs in one's own capabilities influence the propensity for critical thinking within the context of teacher education. A correlational quantitative design was employed, involving 426 pre-service teachers from eight universities across six provinces. Data were collected using the California Critical Thinking Tendency Scale and the Teacher Self-Efficacy Scale, and analyzed through Structural Equation Modeling (SEM). The results revealed a significant direct effect of self-efficacy on critical thinking skills, with a coefficient of 0.44. Indirect effects were also observed on sub-factors such as analytical thinking (0.35), open-mindedness (0.35), inquisitiveness (0.33), confidence in reasoning (0.33), truth-seeking (0.33), and systematicity (0.28). Model fit indices—including RMSEA (0.061), CFI (0.98), and TLI (0.97)—indicated a good fit, confirming the model’s validity. These findings underscore the importance of strengthening self-efficacy in teacher education programs as a strategic pathway to enhance critical thinking skills among future educators. Furthermore, the study contributes empirical evidence to inform the design of teacher education curricula that prioritize both personal and professional development.

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