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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 11 Documents
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Search results for , issue "vol. 8, no. 3, september 2026" : 11 Documents clear
Innovative Contextual Learning Using West Kalimantan Biodiversity as a Resource for Organism Classification in Junior High Schools Mas Akhbar Faturrahman; Kurnia Ningsih; Afandi Afandi; Reni Marlina; Ashley B. Heim; Lerato Kim Ndlovu; Thokozani Isaac Mtshali; Dian Wahyuningsih; Mai Haruno
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 3, September 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i3.19317

Abstract

The biodiversity of West Kalimantan offers a rich and relevant context for Natural Sciences learning. However, no study has examined its potential for teaching organism classification in junior high schools using clearly defined learning resource requirements. Therefore, this study aims to explore the potential of West Kalimantan’s biodiversity in creating a conceptual foundation for integrating and utilizing it as a learning resource for teaching organism classification in junior high schools. Qualitative study was utilized, beginning with a literature review to identify peer-reviewed publications related to West Kalimantan’s biodiversity across the Monera, Protista, Fungi, Plantae, and Animalia kingdoms. The identified biodiversity data were then analyzed using a biology learning resource analysis framework that covers six requirements, employing qualitative evaluation to evaluate whether West Kalimantan’s biodiversity could support the conceptual and procedural demands of organism classification in junior high schools. The results indicated that West Kalimantan hosts an outstanding level of biodiversity, including several endemic species, which can provide relevant, concrete, and contextual examples for teaching organism classification. The biology learning resource analysis framework revealed that information on West Kalimantan’s biodiversity meets all six requirements, demonstrating its exceptional potential for use in learning activities, particularly problem-based learning that can incorporate authentic issues related to the biodiversity. Therefore, this study contributes to the development of a conceptual foundation by structured evaluation of West Kalimantan’s biodiversity, providing a basis for creating localized and contextualized learning resources on organism classification in junior high schools that have the potential to support students’ academic performance.
Civic Skills as a Priority for Project-Based Learning in Pancasila Education: A Mixed-Methods Needs Analysis in Elementary Schools David Lailelleru; Fathurrohman Fathurrohman; Arya Chandra Kirana; Cathetine Rose Middleton; Fatima Al-Kuwari; Amelia Septi Nur Afriza; Ai Haidar Syahmanan
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 3, September 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i3.19458

Abstract

Pancasila Education in elementary schools requires learning experiences that develop civic knowledge, civic skills, and civic disposition. This study aims to describe fifth-grade students’ civic competence, examine differences across schools and gender, identify associations among the measured dimensions, and compare student and teacher responses to PjBL-related learning indicators. A sequential explanatory mixed-methods design involved 112 fifth-grade students and five teachers from five public elementary schools in Sleman, Indonesia. Quantitative data were collected using a 19-item dichotomous student questionnaire and a teacher questionnaire, while qualitative data were obtained from students’ open-ended responses and teacher interviews. Data were analyzed using descriptive statistics, Kruskal–Wallis, Mann–Whitney U, Spearman correlation, and qualitative content analysis. The results showed scores of 92.6% for civic knowledge, 74.9% for civic skills, 85.1% for civic disposition, and 51.3% for PjBL-related indicators. Civic skills showed the strongest association with PjBL-related indicators (ρ = 0.465, p < 0.001), while student and teacher responses differed substantially on PjBL-related indicators (51.3% vs. 80.0%). Qualitative findings indicated students’ interest in collaborative, creative, and project-oriented activities. These findings provide preliminary evidence for considering PjBL as a potential approach to support civic-skills development, while further research should employ more comprehensive and psychometrically validated instruments and examine PjBL implementation and effectiveness.
Teachers’ Organizational Citizenship Behavior in the Digital and Post-Crisis Era: A Systematic Literature Review and Integrative Framework Ratu Tanti Rizkya; Rais Hidayat; Rayyan Al-Intishar Ridha; Sarah Nur Qistina
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 3, September 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i3.10491

Abstract

This paper presents the concept of teachers' Organizational Citizenship Behavior (OCB) in schools and the factors that influence it. Findings show that although OCB is receiving increasing attention, research often needs to consider the concept in the specific field of education. This review is conducted comprehensively on the idea and analysis of teachers' OCB measurement scales and their antecedents based on existing evidence. Writing using Systematic Literature Review with PRISMA 2020 (Preferred Reporting Items for Systematic Reviews and Meta-analysis) procedure. Articles were selected based on the Scopus database with the keyword “Teachers' Organizational Citizenship Behavior" and were limited to articles ranked Q1, Q2, Q3, and Q4, published from 2020 to 2024. Based on the 20 relevant articles identified, the concept of OCB in schools differs from other non-service industry sectors because it relates to holistic student achievement and community relations. The idea of teacher OCB also has several types with measurement scales tailored to the school environment. It is recommended that the OCB concept be further researched, with OCB measurement scales being developed using the unit of analysis of private schools and high schools, which still needs wider publishing.
Digital Learning Innovation through Website-Based BIM E-Modules: A UTAUT-Based Study of Advanced and Adaptive Learning in Vocational Education M. Agphin Ramadhan; Fian Fauzan Fadilah; Arris Maulana; Charlotte Olivia Miller
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 3, September 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i3.12363

Abstract

The integration of Building Information Modeling (BIM) in vocational education requires learning environments that support meaningful, flexible, and technology-enhanced learning. A website-based BIM e-module represents an instructional innovation that can facilitate independent learning through structured digital content and multimedia resources. This research intends to investigate the factors that influence the acceptance and use of a website-based BIM e-module among vocational education students based on the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. The quantitative survey research approach was conducted on 65 students of Grade XI from the Building Construction and Housing Engineering at SMK Negeri 1 Jakarta in the academic year 2024/2025. The 40-questionnaire was distributed among the participants measuring Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), and Facilitating Conditions (FC). Descriptive statistics and Partial Least Squares Structural Equation Modelling (PLS-SEM) techniques were applied to analyze the gathered data. The reliability and validity of the measurement model were satisfactory while the structural model presented significant positive associations of all four UTAUT variables and the acceptance and use of BIM e-module. Performance Expectancy (β = 0.228), Effort Expectancy (β = 0.211), Social Influence (β = 0.332), and Facilitating Conditions (β = 0.318) were found to be significant at p < 0.001. An R² value of 0.993 was achieved in the model suggesting the high explained variance in the endogenous construct. Social Influence and Facilitating Conditions had relatively larger path coefficients pointing to the relevance of social and enabling conditions to BIM e-module adoption.
Transforming Vocational Education through Local Wisdom: Institutionalization of Pendidikan Khas Kejogjaan in School Organizational Culture Rahayu Fuji Astuti; Putu Sudira; Yoga Sahria; Mohamad Hidir Mhd Salim; Sisca Wijaya
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 3, September 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i3.19384

Abstract

This study examines the integration of organizational culture and multiculturalism within Pendidikan Khas Kejogjaan (PKJ) in vocational secondary schools (SMK) in the Special Region of Yogyakarta. The research explores how PKJ core values hamangku-hamengku-hamengkoni, mangasah mingising budi, sawiji greget sengguh ora mingkuh, pamenthanging gandhewa, and golong-gilig shape organizational culture and support multicultural educational practices in vocational settings. A mixed-method approach was employed, combining qualitative case studies and document analysis. Data were collected from 18 SMK across five districts in Yogyakarta (Bantul, Sleman, Kulon Progo, Gunung Kidul, Yogyakarta) through in-depth interviews with school principals, focus group discussions with teachers, classroom observations, and document reviews, involving 124 respondents. Quantitative data from school performance indicators and student character assessments were also analyzed. The findings reveal that 89.4% of participating schools have formally integrated PKJ values into their organizational culture. Schools implementing PKJ systematically demonstrated higher student character assessment scores (mean = 82.3 vs. 71.6, p < 0.01) and stronger multicultural tolerance indicators. Five key mechanisms were identified: curriculum integration, school atmosphere development, leadership modeling, extracurricular activities, and school-community partnerships. Major challenges include uneven teacher training, limited multicultural assessment instruments, and tensions between vocational modernization and traditional Yogyakarta cultural values.
Claude AI Adoption in High School Learning: An Extended UTAUT Model of Students’ Behavioral Intention and Use Behavior Alayya Izza Mahfudhoh; Riza Yonisa Kurniawan; Heni Purwa Pamungkas; Retno Mustika Dewi; Mohamad Zuber Abd Majid; Gisella Zhang Mei
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 3, September 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i3.19521

Abstract

The integration of generative artificial intelligence (AI) into secondary education is creating new opportunities for advanced, adaptive, and student-centered learning, while its educational value depends partly on students' acceptance and actual use of the technology. Therefore, this study examines the acceptance and use of Claude AI in high school economics learning through the UTAUT model, with particular attention to its implications for AI-supported learning innovation and the design of more responsive learning environments. A quantitative survey was carried out among 139 high school students from SMAN 18 Surabaya, and the proposed research model was evaluated by applying PLS-SEM. The measurement model proved the construct validity and reliability in all constructs. The structural model showed that both Performance Expectancy and Social Influence affected Behavioral Intention, whereas Effort Expectancy did not show any statistically significant effect on it. Facilitating Conditions and Behavioral Intention had a significant impact on Use Behavior. The model accounted for 59.3% of the variance of Behavioral Intention and 41.4% of the variance of Use Behavior. Moreover, no moderating effect of age, gender, and experience with Claude AI was observed on the examined relationships in the model. The findings indicate that students' acceptance of Claude AI is primarily associated with perceived learning benefits and social influence, whereas actual use is associated with behavioral intention and facilitating conditions. These findings highlight the importance of integrating generative AI through pedagogically meaningful, student-centered, and context-sensitive learning strategies rather than treating it solely as a technological tool.
Assessment Instrument Development Competence among Pre-Service Language Teachers: Advancing Reflective Practice through Contextualized and Progressive Learning Ariyana Ariyana; Soleh Ibrahim; Nakamura Kaito; Kim Ji-woo Kirana
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 3, September 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i3.20344

Abstract

Assessment competence is critical for pre-service language teachers to construct valid, contextualized, and meaningful assessments that support advanced and responsive learning. This research assessed pre-service language teachers’ perception of assessment competence, the dimensions that comprise the construct and the role of reflection in bridging assessment theory and practice. Sequential explanatory mixed-method approach was used in this research in which 25 sixth-semester Language Education major students participated. Data on pre-service language teachers’ assessment competence were collected using a 10-item likert-scale questionnaire and analyzed using exploratory factor analysis and qualitative data on reflection in relation to the three dimensions were obtained from 10 interviews and analysis of 25 assessment rubrics. Although high levels of perceived competence were reported, substantial challenges remained in contextualizing assessment decisions and translating assessment knowledge into authentic learning situations. Three preliminary dimensions of assessment competence were identified: Evaluation Knowledge, Instrument Design Skills and Contextualization of Language Skills Assessment. It was also found out that there was a disparity between assessment knowledge and its implementation. Reflective practice emerged as a crucial mechanism for integrating these dimensions through contextualized, progressive, and practice-oriented learning experiences.
AI-Enhanced Authentic Assessment Framework for Progressive Classrooms: A Design-Based Research Approach Isabella Rosa Díaz Moreno; Catalina Vida Vega Santos; Zara Jimena Herrera Medina; Francesca Elena Romano; Tamara Ljiljana Obradović; Veronika Barbora Procházková
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 3, September 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i3.20361

Abstract

The adoption of artificial intelligence (AI) in education offers new opportunities for assessment while challenging traditional approaches focused on final products and standardized tests. This study aimed to develop an AI-enhanced framework for assessing multidimensional learning evidence in progressive classrooms. A Design-Based Research (DBR) methodology was employed through iterative cycles of analysis, design, implementation, evaluation, reflection, and redesign. The framework integrates authentic learning tasks, product and process evidence, performance, interaction, reflection, AI analytics, teacher judgment, and formative feedback. Data were collected through classroom observations, interviews, student learning artifacts, assessment records, AI-generated analytics, expert validation, and participant feedback. The findings indicate that the framework extends assessment beyond final products by integrating diverse evidence generated throughout the learning process. Iterative implementation demonstrated improvements in assessment quality, usability, feedback usefulness, teacher satisfaction, and student engagement. Expert evaluation indicated high perceived validity, authenticity, usability, and feasibility, while AI-generated assessment insights showed strong alignment with teacher judgments. The study positions AI as a decision-support mechanism rather than an autonomous grading tool, preserving teachers’ professional and contextual judgment. The proposed framework contributes an integrated, human-centered approach to authentic assessment and provides design principles for AI-supported assessment in progressive educational contexts.
Innovating AI-Assisted Academic Literacy in Higher Education: Human Epistemic Control and Sustainable Human–AI Cognitive Partnership Perla Yualita; Vismaia S. Damaianti; Yeti Mulyati; Andoyo Sastromiharjo; Friedrich Aditya
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 3, September 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i3.20393

Abstract

This study aims to (1) examine the redefinition of AI literacy through human-AI interaction in academic writing, (2) identify the activation of higher-order thinking skills (HOTS) when students evaluate and revise AI-generated content, and (3) explain how transparency in human-AI collaboration supports academic integrity. Twenty Tourism Study Program students in Bandung participated in in-depth interviews analyzed using NVivo. Nine themes emerged namely: efficiency and ease of AI use, transparency and reflection through the AI-interaction log, idea development and understanding, dependency and risk, paraphrasing and text personalization, critical thinking and information evaluation, ethics and academic integrity, ongoing AI learning, and the burden and effectiveness of the AI-interaction log. These themes were synthesized into six dimensions of AI-assisted academic literacy namely: instrumental, cognitive, textual-authorial, critical-evaluative, ethical-integrity, and reflective-regulatory. Students activated HOTS by comparing AI outputs with other sources, assessing accuracy and relevance, and making revision decisions based on their own judgment. The AI-interaction log enhanced transparency and accountability. The model positions AI as a cognitive partner while students retain epistemic control, authorship, and academic responsibility, ensuring that AI supports rather than replaces their thinking processes
Professional and Pedagogical Competence in Relation to Teacher Performance: Evidence from Public Elementary Schools in Indonesia Halimatussakdiah Halimatussakdiah; Herry Sujaini; Warneri Warneri; Ahmad Yani; Masriani Masriani; Nor Yazi Khamis; Kevin Zhelan Siregar
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 3, September 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i3.20431

Abstract

Teacher performance is closely associated with professional and pedagogical competence, particularly teachers’ capacity to design meaningful learning, integrate instructional technologies, adapt learning to students’ characteristics, and evaluate learning outcomes. This study examined how professional and pedagogical competence contribute to teacher performance and the advancement of learning practices among elementary school teachers in Gugus 1 Simpang Hilir, Kayong Utara, Indonesia. A survey with quantitative correlational research design was utilized where 39 teachers were selected via saturated sampling. A five-point Likert scale questionnaire which followed the competency standards outlined in the Regulation Number 16 of 2007 issued by Minister of National Education of Republic Indonesia was used to collect data. Descriptive statistics, correlation analysis, regression assumption test, and multiple linear regression were used to analyze the data. It is found that professional competence positively and significantly correlated with teacher performance (B = 0.551; β = 0.662; p < 0.001), while pedagogical competence positively and significantly correlated (B = 0.245; β = 0.310; p = 0.041). Concurrently, the regression equation was significantly (F = 218.002; p < 0.001) with R² = 0.924 and Adjusted R² = 0.920, meaning that professional and pedagogical competence concurrently explained 92.4% of the variation in teacher performance. The high correlation between professional and pedagogical competence (r = 0.949) and VIF = 10.120 indicates a severe multicollinearity problem.

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