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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 154 Documents
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Enhancing Students' Critical Reading Skills through the Integration of Critical Literacy Pedagogy and Teacher-Parent Collaboration Program Anggraini, Gian Fitria; Sunendar, Dadang; Damayanti, Vismaia S; Musthafa, Bachrudin
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 1, January 2026
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 Purnomo, Eko; Markhamah, Markhamah; Prayitno, Harun Joko; Adhantoro, Muhammad Syahriandi; Rohmadi, Muhammad; Yusof, Norazmie; Alas, Yabit
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 1, January 2026
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.
More Adaptive Educational Supervision: A Study of Principle Variance Sari, Lidya Puspita; Ramadhan, Alfa Rezky; Herawati, Endang Sri Budi; Muhammad, Amiruddin; Wijaya, Widia Murni
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 1, January 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i1.7984

Abstract

This study aims to identify educational supervision principles that can be adopted by practitioners to address the specific needs and challenges of educational institutions and to enhance educational quality sustainably. The study employed a Systematic Literature Review (SLR) using the PRISMA approach. Eighteen articles met the inclusion criteria and were analyzed, while 306 were excluded. The review identified 15 key principles of educational supervision: collaborative, democratic, needs-based, adaptive, sustainable, participatory, scientific, continuous improvement-oriented, supportive, evaluative, humanistic, innovative, flexible, professional development-oriented, and accountable. Their application varies according to contextual challenges such as limited teacher competence, geographical constraints, inadequate facilities, and diverse socio-cultural backgrounds. In institutions with limited training access, needs-based and collaborative supervision effectively supports teacher development through mentoring and peer learning communities. In remote schools, adaptive and flexible supervision can be implemented through online platforms for observation and feedback. The findings indicate that effective supervision requires contextual sensitivity, flexibility, strategic use of digital technologies, and trust-based professional relationships. The study proposes three theoretical frameworks: (1) the context-sensitive supervisory innovation rule, emphasizing alignment between management practices and institutional readiness; (2) the digital relational supervision theory, integrating data-driven technologies with collaborative and humanistic relationships; and (3) the sustainable supervisory learning theory, conceptualizing supervision as a continuous cycle linking evaluation, reflection, and professional development to promote long-term improvement in teaching and learning across diverse contexts.
Fostering Green Skills in Vocational Students: The Impact of Learning Environment, Attitudes, and Competence Azahar, Ridho; Hariyanto, Valentinus Lilik; Prayogo, Wisnu; Fitria, Laili
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 1, January 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i1.11746

Abstract

Vocational education plays a crucial role in preparing a workforce that is adaptable to the demands of sustainable development. However, the green skills of vocational school students are still classified as moderate to low, indicating a gap between knowledge and sustainability practices. This research aims to analyse the influence of the learning environment, environmental attitudes, and cognitive competencies on the green skills of vocational school students. The study employs a quantitative approach with a correlational descriptive method, involving 60 students from the construction engineering program selected through simple random sampling. The instrument, in the form of a Likert scale questionnaire, was tested for validity and reliability and analysed using multiple linear regression. The identification results showed that 87% of students have a positive perception of the learning environment, 60% have a good environmental attitude, 22% demonstrate high cognitive competence, and 55% fall into the fairly good category. Statistically, environmental attitude has the most dominant influence (β = .659, p = .000), followed by the learning environment (β = .286, p = .027) and cognitive competence (β = .286, p = .039). The R² value of .761 indicates that the three variables affect students' green skills by 76.1%. These findings imply the importance of transforming vocational learning through the integration of a green curriculum, strengthening sustainable pedagogy, and collaborating with the green industry

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