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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 158 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
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.

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