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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 10 Documents
 1 
Search results for , issue "Vol. 8, No. 1, January 2026 (In Process)" : 10 Documents clear
An Islamic Framework for Character Education and Bullying Prevention: Integrating Aqidah, Akhlak, and Multiculturalism into Learning Mappanyompa Mappanyompa; Saprun Saprun; Aqodiah Aqodiah; Sahwan Sahwan; Shabibah Binti Shaufit Affandi
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 1, January 2026 (In Process)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i1.9062

Abstract

Islamic Religious Education in preventing and dealing with bullying behavior has a very important role, in creating a harmonious and noble social environment at various levels of education. However, there is a lack of studies that integrate Islamic values in religious education that specifically address the issue of bullying. Therefore, this study aims to investigate how the reformulation of Islamic Religious Education can foster a bullying-free campus culture. This research method is qualitative field research, where data is obtained directly using observation, interviews, and documentation. The collected data were analyzed using the Miles and Huberman model interactive analysis technique which includes data reduction, data presentation, and data verification and conclusions. The results of this study show that the reformulation of Islamic Religious Education materials that integrate Aqidah, morals, and multicultural values through the approach of the Qur'an, hadith, Prophetic practices, and tarikh material, accompanied by learning methods that recognize student personalities based on culturais backgrounds, and inclusive class organization, significantly contribute to preventing bullying. This integration instills the values of equality, empathy, and respect for diversity, thus creating a humane, tolerant, and discrimination-free academic environment. Thus, it is hoped that the results of this research can provide solutions in overcoming the issue of bullying in higher education through the reformulation of Islamic Religious Education that integrates aqidah, akhlak, and multicultural values. This is important to create an academic environment that is inclusive, harmonious, and based on Islamic values.
Modification of the IDEA (Issue, Discussion, Establish, and Apply) Model to Enhance Learning Effectiveness Elvira Sukma Wahyuni; Firdaus Firdaus; Mitra Mohd Addi
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 1, January 2026 (In Process)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i1.10513

Abstract

The abrupt transition to online learning led to unprepared implementation and limited instructional control, which significantly reduced students' motivation to learn. This decline in motivation persisted even after returning to in-person classes, contributing to a high failure rate in the Probability and Statistics course. To address this issue, an innovative learning approach is required—one that fosters both motivation and active student participation. The IDEA model (Issue, Discussion, Establish, Apply), a student-centered instructional strategy, was introduced with the aim of improving learning outcomes. Initial implementation of the model led to a notable increase in student pass rates. However, several challenges emerged. While students regained positive habits such as note-taking, group discussions, and teamwork—practices neglected during online learning—they also demonstrated limited independent learning and underutilized supplementary learning resources outside of class. These findings indicate the need for a modified version of the IDEA model that includes mechanisms for monitoring and reflection. Such enhancements would enable both students and lecturers to track progress, identify learning gaps, address challenges proactively, and develop appropriate mitigation strategies to improve overall learning effectiveness.
The Reality of Humanitarian Social Values: Tolerance, Empathy, and Peace in Elementary School Anggun Nur Fadillah; Efa Ferawati; Tiara Nissa Novita; Auliya Aenul Hayati; Faisal Rahmat Permana; Manuel Malonisio
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 1, January 2026 (In Process)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i1.10760

Abstract

This study explores the internalization of humanitarian social values—tolerance, empathy, and peace among elementary school students in Indonesia. While national curricula emphasize character education, there remains a disconnect between policy and classroom practice. Using a mixed-methods approach, this research combined quantitative surveys with qualitative classroom observations and teacher interviews. The instrument’s validity and reliability were confirmed through Pearson’s correlation and Cronbach’s Alpha (α = 0.826), and descriptive statistics revealed high scores in tolerance (M = 32.73), moderate in empathy (M = 29.47), and low in peacefulness (M = 25.63). However, qualitative findings uncovered behavioral gaps. Students frequently showed blame-oriented responses, emotional disengagement, and minimal conflict resolution skills. Thematic analysis, supported by inter-coder agreement and member checking, revealed that moral knowledge was rarely translated into daily behavior. This misalignment indicates that character education is often limited to declarative instruction without experiential or emotional reinforcement. The study concludes that schools must adopt participatory and emotionally grounded pedagogies to bridge this value-practice gap. Recommendations include integrating social-emotional learning (SEL), teacher training in inclusive strategies, and aligning school culture with national moral objectives. The findings underscore the importance of transforming moral education from abstract knowledge into lived, embodied practices that shape students' everyday social interactions.
Bridging Education Gap through Educational Innovation for Sustainable Development: A Bibliometric Analysis of the Scopus Database Novita Sari Dwi Fatmawati; Wida Wulandari; Nico Irawan
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 1, January 2026 (In Process)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i1.12158

Abstract

This study examines the global research landscape on educational inequality and its contribution to achieving Sustainable Development Goal 4 (Quality Education) through a comprehensive bibliometric analysis. Using data retrieved from the Scopus database, 190 peer-reviewed journal articles and conference proceedings published between 2015 and 2025 were systematically analyzed. The bibliometric procedures included publication trend analysis, citation analysis, co-authorship networks, keyword co-occurrence, and thematic mapping using VOSviewer and Bibliometric software. The results indicate that research on the education gap has shown a stable but intensifying trend, with a significant increase in publications during and after the COVID-19 pandemic, reflecting growing global concern over widening educational disparities. The findings reveal that the education gap is primarily driven by socioeconomic status, digital inequality, family background, regional disparities, and teacher quality. Highly cited studies emphasize that inequalities in learning opportunities emerge from early childhood and are reinforced by unequal access to technology, quality schooling, and supportive learning environments. The analysis also identifies the United States, China, and the United Kingdom as the most influential contributors to this field, with strong international research collaboration patterns. Thematic and conceptual structure analyses demonstrate that educational inequality is closely linked to sustainable development, digital transformation, academic performance, and social inclusion. Importantly, this study highlights the growing relevance of policy-oriented solutions, including student loan systems, digital infrastructure development, and targeted social interventions, as strategic mechanisms to reduce educational inequality and expand access to higher education. Overall, this bibliometric mapping provides a comprehensive overview of the evolution, structure, and key drivers of research on the education gap. The findings offer valuable insights for policymakers, educators, and researchers in designing evidence-based strategies to promote equitable, inclusive, and sustainable education systems in support of SDG 4.
Geoedupreneurship Studies in Higher Education Geography Learning in Indonesia Ainun Maghfiroh; Sumarmi; Sugeng Utaya; Adip Wahyudi; Muhammad Asyrofi Al Kindy; Radya Wirawan Nurjati
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 1, January 2026 (In Process)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i1.12353

Abstract

The transformation of higher education in Indonesia encourages the integration of entrepreneurial values into various disciplines, including geography education. Geoedupreneurship presents itself as an approach that combines spatial science and entrepreneurship based on local potential. This study aims to analyze the suitability of learning planning, the development of graduate learning outcomes, and the actual implementation of geoedupreneurship in higher education in Indonesia, with the higher education curriculum guidelines. A qualitative descriptive approach was used through analysis of Semester Learning Plan documents, student surveys, learning observations, and interviews. The results show that learning planning in geography education entrepreneurship courses at universities in Indonesia shows an average suitability of 81.43%, while the development of graduate learning outcomes achieves a level of alignment of 78% with the higher education curriculum guidelines. The implementation of a project-based approach supported by micro e-learning technology supports geoedupreneurship learning activities. However, 45.2% of students experience obstacles in integrating entrepreneurship concepts with geographical issues, and 54.8% state the need for contextual and applicable digital learning materials. The planning and implementation of geoedupreneurship are structured and adaptive, but require strengthening of learning instruments and the development of contextual digital learning materials. The geoedupreneurship approach has an important contribution in producing graduates with spatial competitiveness and entrepreneurship but requires further research to strengthen curriculum integration and the development of digital geoedupreneurship learning materials based on local potential that are oriented towards work competencies and support the achievement of geoedupreneurship learning objectives at the higher education level.
Teachers’ Organizational Commitment: Effects of Support, Servant Leadership, Personality, and Job Satisfaction Briliantina Indrati; Eni Susanti; Andi Hermawan; Husni Mubarok; Shukor Sanim Mohd Fauzi
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 1, January 2026 (In Process)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i1.12388

Abstract

Teachers are a vital part of educational management, and their organizational commitment is crucial for achieving the institution's goals. Organizational commitment reflects teachers' attitudes and feelings toward maintaining membership and carrying out their duties responsibly. Path analysis and SITOREM analysis are the quantitative methods used in this study. This study involved 237 permanent foundation teachers (GTY) from private vocational high schools in Bogor Regency, with a sample of 149 teachers selected using the Slovin formula. The study aimed to find the best methods, techniques, and solutions to increase teacher commitment to the organization by enhancing organizational support, servant leadership, personality, and job satisfaction. The results showed that organizational support, servant leadership, and personality significantly influenced job satisfaction and service quality. Job satisfaction served as a mediator, enhancing the influence of these three factors on service quality. One of the best ways to increase organizational commitment is to improve weak metrics (salary/wages, resource provision, empathy, supportive supervision, extroversion) and maintain strong metrics (coworker relations, emotional stability, conscientiousness, openness, listening, and trust). The results of the study show that job satisfaction is the main key to improving the quality of service and teacher commitment in the organization. These findings have implications for educational management by emphasizing the importance of developing policies based on job satisfaction, servant leadership, and organizational support as innovative strategies to improve service quality and teacher commitment.
Science with character: Teachers’ reflections on the Pancasila student profile initiative Reni Marlina; Chokchai Yuenyong; Hamdani Hamdani; Aminah Zubir
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 1, January 2026 (In Process)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i1.12762

Abstract

This study investigates science teachers’ perspectives, beliefs, and readiness in implementing the Pancasila Student Profile Strengthening Project (P5) within the Merdeka Curriculum in Indonesian junior high schools. The study involved 102 science teachers from public junior high schools in West Kalimantan who participated in the School Mover Program (PSP). Using a mixed descriptive approach, data were collected through a validated Likert-scale questionnaire and open-ended responses, and analyzed using descriptive statistics and Exploratory Factor Analysis (EFA). The results reveal that science teachers generally perceive the P5 project as valuable for connecting scientific concepts with real-world environmental and social issues, fostering collaboration, reflection, and contextual learning. Teachers believe that the project enhances students’ scientific literacy, environmental awareness, and ethical responsibility, and aligns well with experiential learning, contextual teaching, and education for sustainable development. However, despite these positive beliefs, several inhibiting factors limit effective implementation. Major constraints include limited instructional time, lack of project design skills, insufficient teaching materials, uncertainty in assessing moral-ethical dimensions, and low confidence in students’ readiness to engage in project-based science learning. In addition, school science culture, which strongly emphasizes cognitive achievement and examination performance, further constrains teachers’ willingness to prioritize project-based approaches. The findings indicate a clear gap between teachers’ positive attitudes toward the P5 initiative and the practical challenges they face in classroom implementation. This study highlights the critical role of teacher professional development, curriculum support, and instructional innovation in ensuring the sustainability and effectiveness of this innovative learning model within science education. By addressing these structural and pedagogical barriers, the P5 project has strong potential to become a model of transformative and innovative learning, integrating scientific understanding, character education, and sustainable development within the Merdeka Curriculum.
Habituating STEM Integration Through Learning Communities: a Development Study in Banjarmasin, Indonesia Atiek Winarti; Ratna Yulinda; Yasmine Khairunnisa; Kaspul Kaspul; Tan Lik Tong
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 1, January 2026 (In Process)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i1.13159

Abstract

STEM education trains students to solve complex problems by integrating knowledge of science, techno-logy, engineering, and mathematics into a learning experience. While awareness of STEM's importance is growing among educators in Indonesia, consistent integration into Science \instruction remains challenging. This development study investigates the effectiveness of a STEM-Learning Community (STEM-LC) model in habituating STEM practices among Indonesian science teachers. Utilizing the Plomp development model, the study involved ten schools across two implementation cycles. The STEM-LC model comprised five structured phases: (1) forming a learning community, (2) learning about STEM, (3) preparing lesson plans, (4) conducting learning phases one and two, and (5) reflection. The model's practicality was assessed based on the execution and fluidity of each stage, teachers' responses to the STEM-LC model, their understanding of STEM, and students' feedback on STEM learning. Data were collected through observation sheets and questionnaires, then analyzed qualitatively and descriptively. Findings revealed that the STEM-LC habitua-tion model was implemented effectively, achieving a score of 91, with the 'social system' aspect rated highest. Notably, 96.6% of teachers successfully implemented STEM learning, and students responded positively, scoring 72.5. Students expressed enjoyment in STEM activities and a desire for continued enga-gement. Despite initial unfamiliarity with STEM, the structured phases of the STEM-LC facilitated more straightforward implementation. These results demonstrate that the STEM-LC model is a viable and effecti-ve strategy for developing sustained STEM integration habits in Science education and holds potential for broader implementation across Indonesian schools.
Enhancing Students' Critical Reading Skills through the Integration of Critical Literacy Pedagogy and Teacher-Parent Collaboration Program Gian Fitria Anggraini; Dadang Sunendar; Vismaia S Damayanti; Bachrudin Musthafa
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 1, January 2026 (In Process)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i1.13366

Abstract

This study investigates the effectiveness of an innovative instructional model that integrates critical literacy pedagogy with structured teacher–parent collaboration to enhance elementary students’ advanced critical reading skills. Grounded in the principles of critical literacy, the model extends literacy learning beyond the classroom by aligning school-based instruction with guided home literacy practices. The study responds to the urgent need to strengthen Indonesian students’ higher-order reading abilities in the context of information overload and persistent low literacy achievement. A quasi-experimental pre-test–post-test control group design was employed involving 37 fourth-grade students from a public elementary school in West Bandung Regency. The experimental group (n = 21) participated in the innovative collaborative literacy model, while the control group (n = 16) received conventional language instruction. The intervention was implemented through three stages problematization, cultural discussion, and social action—using thematic texts on bullying and environmental issues. Students’ critical reading was measured across six dimensions: interpretation, analysis, inference, evaluation, explanation, and self-regulation. Data were analyzed using independent sample t-tests. Results showed no significant pre-test differences between groups. However, post-test findings revealed a statistically significant improvement in the experimental group (p < 0.05) with medium normalized gain scores. Teachers demonstrated high pedagogical understanding, and parents showed adequate readiness, supporting effective implementation. These findings indicate that innovative family–school literacy integration can effectively advance critical reading development and offers a scalable approach to strengthening advanced literacy in primary education.
Students' Perceptions of Scientific Writing Teaching: Implications for Improving Learning Effectiveness Eko Purnomo; Markhamah Markhamah; Harun Joko Prayitno; Muhammad Syahriandi Adhantoro; Muhammad Rohmadi; Norazmie Yusof; Yabit Alas
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 1, January 2026 (In Process)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i1.15023

Abstract

This study aims to analyze students’ perceptions of scientific writing learning within an advanced and innovative learning framework. The research employed a descriptive quantitative approach using a Likert-scale questionnaire completed by 202 students. The data were analyzed descriptively to obtain the mean, standard deviation, and percentage distribution across five main aspects: participation and interaction, clarity of materials and use of examples, feedback and collaborative guidance, development of academic skills, and time management and variation in innovative learning methods. The results indicate that all aspects achieved mean scores above 3.00 (on a 1–4 scale), which are categorized as high. The highest scores were obtained for teaching method variation (3.14) and material implementation support (3.14), while the lowest score was found in learning time allocation (3.06). Although the majority of students selected the “Agree” category, the proportion of “Strongly Agree” responses remained relatively low (13–17%), suggesting the need for improvement in time allocation, feedback quality, and diversity of examples provided. This study underscores the importance of interactive learning design, consistent use of formative feedback, and the implementation of innovative learning methods to enhance the quality of students’ learning experiences. These findings can serve as a reference for teachers and schools in designing more effective and sustainable scientific writing instruction strategies.

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