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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 5 Documents
 1 
Search results for , issue "vol. 8, no. 2, may 2026" : 5 Documents clear
A CIPP Model Evaluation: Advancing Learning Through Interest Based-Learning Media Program in Higher Education Almubarak, Almubarak; Nahadi, Nahadi; Sriyati, Siti; Adhani, Aidil; Yasim, Sukmawati
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 2, May 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i2.16045

Abstract

Evaluation of interest-based education programs is an essential component of assessing a program's effectiveness in higher education. However, valid, contextual, and relevant instruments for curriculum development objectives, such as those in chemistry education, remain limited. The purpose of this study was to determine how to (1) design and develop program evaluation instruments based on the Context, Input, Process, Product (CIPP) model, (2) program effectiveness by looking at evaluation results in each aspect of the model, and (3) relevance between evaluation results and the Model structure. The study used an evaluative approach with the CIPP evaluation model as the main framework. The instrument was developed independently and validated by experts with a logical-theoretical-empirical approach, with samples of chemistry education students in the chemistry learning media lecture program. Data were collected using a questionnaire, analysed using a statistical approach, and the evaluation results were reported. The evaluation results show that (1) the designed and developed evaluation instrument meets the valid criteria (0.91 or high validity), (2) this program has high effectiveness with an average score of Context (3.75), Input (3.5), Process (3.0), and Product (3.5), and (3) the evaluation results show relevance to the model structure and can be used effectively. These results confirm that the CIPP model can not only measure program effectiveness, but also identify areas that still need improvement for continuous improvement. CIPP model-based evaluation can be an effective tool for assessing the effectiveness of interest-based lecture programs in higher education.
Deep Learning-Enhanced Kitabah Application for Inclusive and Adaptive Quranic Sign Language Education Rakhmadi, Aris; Yudhana, Anton; Sunardi, Sunardi; Rahmawati, Yuli
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 2, May 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i2.15390

Abstract

People with hearing and speech disabilities (PHSD) continue to face barriers in accessing Quranic literacy education due to the dominance of auditory–verbal instructional approaches and the limited availability of adaptive digital learning environments. Although sign language recognition (SLR) technologies have advanced significantly, most existing systems are not aligned with pedagogically and theologically grounded Quranic learning frameworks. This study aims to develop and evaluate a deep learning-enhanced Kitabah application to support inclusive, adaptive, and technology-enhanced Quranic sign language education for PHSD learners. The study employed two approaches: (1) the development of a Kitabah-based mobile learning application integrating interactive visual–motor learning features, and (2) the implementation of a deep learning-based SLR model using ResNet-18 with transfer learning for static Hijaiyyah gesture recognition. The mobile application was evaluated through black-box testing and the System Usability Scale (SUS), while the SLR model was assessed using accuracy, precision, recall, and F1-score metrics. Results showed that all application functionalities operated successfully, with the application achieving a SUS score of 78.06, indicating good usability and accessibility. The SLR model achieved 98% classification accuracy across 31 Hijaiyyah sign classes, demonstrating strong recognition performance. These findings indicate that integrating the Kitabah method with deep learning and mobile learning technology can support progressive, inclusive, and adaptive Quranic literacy education through AI-assisted and learner-centered educational experiences for PHSD learners.
An Integrated Learning Framework of Motivation, Pedagogy, and Resource Utilization: Implications for Student Achievement in Timor-Leste Ridho, Muhammad Rasyid; Haifani, Maharani Fadhiyah; Araujo, Angelmo Alves de
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 2, May 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i2.15721

Abstract

This study aims to examine the influence of learning motivation, instructional methods, and the utilization of learning resources on student learning achievement in State High Schools and Catholic High Schools in Ainaro, Timor-Leste. The research employed a quantitative non-experimental design with a correlational approach. The population consisted of 1,558 students, and a sample of 94 respondents was determined using the Taro Yamane formula. Data were collected through questionnaires, documentation, and observation, and analyzed using descriptive statistics and multiple linear regression with SPSS version 25. The results reveal that learning motivation, instructional methods, and learning resource utilization each have a significant partial effect on student learning achievement. Among these variables, the utilization of learning resources shows the strongest influence. Simultaneously, the three variables significantly affect learning achievement, with a coefficient of determination (R²) of 0.510, indicating that 51% of the variance in student performance is explained by the model. From a theoretical perspective, this study integrates the concepts of lifelong learning, innovative learning, and advanced learning, highlighting the importance of internal, pedagogical, and environmental factors in shaping educational outcomes. The findings suggest that improving student achievement requires a holistic approach that enhances motivation, promotes innovative teaching practices, and optimizes the use of learning resources.
Holistic Writing Module Through Integrated Feedback: Analysis of Target Situation and Learning Need Mubarok, Husni; Haryanto; Taufiqurrahman; Prayitno, Harun Joko; Fauzi, Shukor Sanim Mohd; Salaun, Clementine
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 2, May 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i2.17019

Abstract

It is crucial for advanced writing learning to have learning modules that allow students to cultivate holistic writing skills through a integrated feedback method. Nonetheless, the current modules do not include a thorough needs assessment, which restricts their applicability and efficiency. An examination of the teaching module, focused on the specific context and learning requirements, provides a thorough framework to facilitate advanced writing learning. This research analyzed the requirements of both lecturers and students concerning a holistic writing module that incorporates integrated feedback, focusing on the target situation (needs and lacks) and learning needs (preferences). The research employs the ADDIE development framework, with a focus on the analysis phase. Data were collected via questionnaires, interviews, and observations, and subsequently analyzed qualitatively using descriptive statistics. The findings revealed that the mean score for the need for the teaching module was 3.29, whereas the mean score for the lack of it was 2.72. This indicates a need for additional development of the teaching module. Learning observation results support this information, with an average score of 2.45, categorized as good. Students require a holistic writing module that incorporates integrated feedback. This research suggests that teaching modules for English Language Teaching (ELT) should be designed through a learner-centered and technology-supported approach to support advanced learning, innovative learning design, and contextual literacy development in higher education. Future research should involve developing and evaluating writing module to verify their efficacy.
Ethnopedagogical Learning as a Multidimensional Approach to Improving Scientific Literacy, Critical Thinking, and Character Development in Primary Education Uslan Uslan; Ummu Aiman; Ahmad Yani; Ummu Fajariyah Akbari; Obby Taufik Hidayat; John Gyun Yeol Park
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 2, May 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i2.16025

Abstract

Scientific literacy, critical thinking, and character development remain major challenges in Indonesian primary education due to the dominance of decontextualised learning approaches. Although ethnopedagogy has been widely associated with literacy development and culturally responsive learning, limited empirical studies have simultaneously examined its impact on scientific literacy, critical thinking skills, and character development within elementary school settings. Therefore, this study aimed to investigate the effectiveness of an ethnopedagogical learning module grounded in local wisdom for improving these competencies among elementary school students in Kupang, Indonesia. This study employed a quasi-experimental design with pre-test and post-test control groups involving 78 students, consisting of 38 students in the experimental group and 40 students in the control group. Data were collected using scientific literacy tests, critical thinking tests, and character observation instruments, then analysed using descriptive statistics, Mann–Whitney U tests, and MANOVA. The findings revealed that the experimental group achieved significantly higher improvements than the control group across all variables. Scientific literacy scores increased from 62.36 to 77.89, critical thinking scores improved from 62.98 to 81.05, and character development scores rose from 64.23 to 85.22. MANOVA analysis confirmed significant multivariate effects, with character development showing the largest effect size (partial η² = 0.281), followed by scientific literacy (partial η² = 0.101) and critical thinking (partial η² = 0.093). The study demonstrates the novelty of ethnopedagogical learning as a multidimensional, culturally responsive, and contextually grounded instructional approach that simultaneously strengthens cognitive and affective competencies. Therefore, ethnopedagogical learning can serve as an innovative pedagogical framework for supporting holistic education and the implementation of the Merdeka Curriculum in Indonesia.

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