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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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Continuous Learning for Employee Capacity Developing in Personal Mastery at Bank Indonesia Iffah Budiningsih; Tjiptogoro Dinarjo Soehari; Eko Supriyanto
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 5, No. 1, January 2023
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v5i1.19792

Abstract

The purpose of this research is to discover the impact of continuous learning through strengthening competence, and innovation literacy on the improvement of performance. The research method used is a quantitative explorative technique with surveys with respondents being employees of the money management department at Bank Indonesia. The study samples are 160 out of the 272 total population, which were selected using simple random sampling. The data collection process was employed using a questionnaire. Subsequently, the data analysis process used descriptive statistical analysis and multiple regression, and before the regression analysis, requirement analysis was conducted using tests of normality, heteroscedasticity, autocorrelation & multicollinearity. The findings in this study are: a) competence and innovation literacy affect the level of achievement of employee performance in Institution X; b) the correlation between competence and innovation literacy on the performance of Institution X employees shows ‘positive’ and ‘strong’; c) competence and innovation literacy contribute to the achievement of Institution X’s employee performance by 52.8%, and the remaining 47.2% by other factors; d) innovation literacy has a higher level of sensitivity in achieving Institution X employee performance compared to competence; e) the results of this study imply the need to strengthen competence and innovation literacy through a decent & effective continuous learning in organizational, and the learning model of Technological Pedagogical Content Knowledge (TPCK) can be used as a continuous learning model in organizations/Institutions.
Is SiPOERT an Innovative Learning? Implementation and Identification of Students’ Conception on Simple Harmonic Motion Nurhasanah Nurhasanah; Achmad Samsudin; Suharto Linuwih; Asep Dedy Sutrisno
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 5, No. 1, January 2023
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v5i1.19567

Abstract

The purpose of this research is to identify students’ conception of simple harmonic motion by implemen-ting SiPOERT (Simulation in Predict Observe Explain with Refutational Text). The research method used is mixed methods with an embedded mixed methods research design. The research instrument used consis-ted of diagnostic test questions in the format of four-tier Simple Harmonic Motion, Refutational Texts Student Worksheets, and learning implementation observation sheets. The sample in this study consisted of 32 students in XI class in one of the public high schools in Central Java. The analysis of this study uses delta M, the implementation of learning is shown in the form of a percentage, and the change in conception is analyzed based on the results of the pre-test and post-test. The results showed that students' misconcep-tions decreased by 16.4% from the pretest of 65.9% to 49.5% in the post-test. There was a change in the level of conception, by 42% in the Accepted Change (AC) category, 41% in the Not Change (NC) category, and 17% in the Unaccepted Change (UC) category.
Burnout and Job Satisfaction Among Islamic Religious Knowledge Teachers in Brunei Darussalam Gamal Abdul Nasir Zakaria; Salwa Mahalle; Nor Zaiham Midawati Abdullah; Muhamad Afifuddin Ghozali; Maryam Nuramalia
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 5, No. 1, January 2023
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v5i1.19605

Abstract

This study aimed to identify the level of burnout (emotional desolation, depersonalization, and personal accomplishment) and job satisfaction (job type, salary, promotion opportunities, supervisory, and collea-gues) among teachers of religious education in Brunei Darussalam (referred to as IRK teachers in this study). This study involved 238 teachers who are teaching the Islamic Revealed Knowledge (IRK) subject in all the government secondary schools in Brunei Darussalam. Instruments used for data collection, namely the Mas-lach Burnout Inventory and the Job Descriptive Index (JDI). In this study, results showed that the level of burnout of the IRK teachers is at a moderate level which gives an indication that most of them were able to control their emotions although their career as teachers is very challenging and tiring. Another factor that could contribute to this phenomenon is that the level of job satisfaction among the teachers is high, especi-ally in the aspect of promotion and colleagues. Hence, colleagues at the workplace could affect the teachers’ burnout level because they see their colleagues as supportive and continuously give them strong moral sup-port. Not only is human-to-human support needed to positively handle the burnout level, but it also needs institunionalized programs to improve the general climate and relatiop with the colleagues.
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.
Strategic Pathways to Educational Excellence: An ISM Analysis of Leadership, Curriculum, and Service Quality in Muhammadiyah Schools Amid Society 5.0 Muhammad Samsudin; Ratna Sari; Casnan; Azis Ilham Hanafi
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.v7i2.9705

Abstract

This research aims to analyze the determining factors of Muhammadiyah school management excellence in Society 5.0 using the Interpretive Structural Modeling (ISM) approach. School excellence is an important factor in maintaining competitiveness and improving the quality of education. To achieve school excellence, it is important to understand the factors that influence school excellence. The method used in this study is qualitative descriptive with the Interpretive Structural Modeling (ISM) approach, a system analysis method based on a conceptual framework to determine priority choices and connect important factors in a complex system of society 5.0 to create inclusive and sustainable schools. The key factors determining the excellence of Muhammadiyah schools based on the results of the ISM analysis are Principal Leadership, Quality of Teachers and Education Personnel, School Services, and Learning Curriculum. The key factor determining school excellence will support quality school management, thereby producing quality graduates.
Adoption of ChatGPT in Higher Education: Insights from the Unified Theory of Acceptance and Use of Technology Model Syahara Inda Wahdah; Riza Yonisa Kurniawan; Nico Irawan
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.v7i2.9743

Abstract

Artificial Intelligence (AI) already emerged as a dominant and transformational strength in industry, research, academia, and business. ChatGPT is one example of Generative AI in education that can transform teaching methods and improve users' soft skills. The objective of this research to examine the factors in UTAUT 2 that drive ChatGPT adoption among students in higher education. Data were obtained from questionnaires distributed to 340 higher education students and then analysed using the PLS-SEM method. The results found that age-moderated performance expectations, gender-moderated effort expectations were shown to influence the behavioural intention of using ChatGPT on student learning. Likewise, social influence and habit. The results of this study are expected to add important insights for policy makers in higher education in developing AI technology adoption strategies in accordance with the development and needs of students, given that this is a newly introduced technology.
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.
Canonical Correlation Analysis for Understanding Foundational-Advanced Chemistry Classes Relationship and Their Role in Preparing Preservice Teacher Almubarak Almubarak; Restu Prayogi; Sukmawati Yasim; Aidil Adhani
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.v7i3.10974

Abstract

Mental models and the strength of basic chemistry concepts are the primary foundation for students to avoid obstacles in highly complex material. On the other hand, students' understanding of basic chemistry concepts has not been optimally developed, even though this situation impacts understanding complex material at the advanced level. However, simultaneous analysis of the relationship between foundational and advanced level courses using a statistical test approach is rarely done, even though this condition impacts learning success at the upper level. The purpose was to determine (1) the simultaneous relationship between prerequisite and advanced level courses, and (2) the contribution of each prerequisite course in predicting student academic achievement in advanced level classes. This study used a quantitative correlational design with canonical correlation analysis, involving introductory chemistry and school chemistry courses as prerequisites and basic organic chemistry and physical organic chemistry as advanced-level variables. Data collection used documentation techniques for students' cognitive learning outcomes in the chemistry education study program. The study results showed that the first canonical function (function 1) obtained a correlation of 0.99398 with p = 0.000 and an eigenvalue of 82.31551. This indicates a significant simultaneous relationship, with introductory chemistry contributing the most, while school chemistry contributed little. This study emphasises the importance of strengthening mastery of basic chemistry concepts and integrating pedagogical content to support student academic success and preparedness. This study provides a fundamental foundation for the importance of developing chemistry education programs that impact student academic performance while preparing them to face increasingly inclusive and connected global challenges through modern learning.

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