cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Mochammad Fahlevi
Contact Email
admin@privietlab.org
Phone
+628131000351
Journal Mail Official
jmer@privietlab.org
Editorial Address
Jl. DR. Ide Anak Agung Gde Agung, RT.5/RW.2, Kuningan Timur, Setiabudi, South Jakarta, Special Capital Region of Jakarta 12950, Indonesia
Location
Unknown,
Unknown
INDONESIA
Journal of Modern Education Research
Published by PRIVIETLAB
ISSN : -     EISSN : 31643663     DOI : https://doi.org/10.55942/jmer.v1i2.2278
Core Subject :
Journal of Modern Education Research (JMER) is an international peer-reviewed academic journal dedicated to publishing high-quality scholarly research in the field of education. The journal aims to provide an academic platform for researchers, educators, practitioners, policymakers, and scholars to advance knowledge and critical discussion on contemporary educational theory, policy, and practice. JMER welcomes theoretical, empirical, conceptual, and applied studies that examine current issues and developments in education. The journal encourages manuscripts that contribute to the improvement of teaching and learning practices, curriculum innovation, educational leadership, technology-enhanced learning, assessment and evaluation, and teacher professional development. The scope of Journal of Modern Education Research (JMER) includes, but is not limited to, the following areas: Teaching and learning Curriculum development and curriculum innovation Educational leadership and management Educational technology and digital learning Assessment and evaluation in education Teacher professional development Pedagogy and instructional strategies Educational policy and reform Inclusive education and student development Educational psychology and learning outcomes School management and educational quality improvement Interdisciplinary studies related to education The journal accepts original research articles, conceptual papers, literature reviews, systematic reviews, bibliometric studies, case studies, and policy-oriented papers. Submissions may use quantitative, qualitative, mixed-method, comparative, or interdisciplinary approaches, provided that they demonstrate originality, methodological rigor, theoretical contribution, and relevance to the journal’s focus.
Arjuna Subject : -
Articles 7 Documents
 1 
The effect of blended learning implementation on the academic achievement of Binus University students in the business statistics course Alberto Tom; Anggito Senoaji; Christie Wydia; Erlisto Aryadewa; Farah Sofia Azhar; Harits Gigih Rayindra
Journal of Modern Education Research Vol. 1 No. 1 (2026): April 2026
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates the effect of blended learning implementation on the academic achievement of undergraduate students enrolled in the Business Statistics course at Bina Nusantara University (BINUS), Indonesia. Blended learning, a pedagogical approach that systematically integrates conventional face-to-face classroom instruction with structured online digital activities, has gained considerable prominence in higher education, particularly in the context of the educational disruptions caused by the COVID-19 pandemic. Employing a descriptive quantitative research design with a cross-sectional time horizon, the study collected academic performance data from 50 students through structured questionnaires and interviews. Statistical analyses—including the Kolmogorov–Smirnov normality test and the Kruskal-Wallis non-parametric test—were applied to examine the distributional characteristics of and significant differences between the online and offline components of blended learning. Results indicate a statistically significant difference between the two modalities (χ² = 74.257 > χ²table = 3.84; p = 0.000 < 0.05), with the offline instructional component consistently yielding higher academic performance scores. Findings affirm that blended learning positively influences student engagement, learning flexibility, and academic performance. The study recommends that academic institutions invest in strengthening digital infrastructure and instructor competency in digital pedagogy to maximise the effectiveness of blended learning models in higher education.
Analysis of the impact of online learning on the GPA of Bina Nusantara University students during the Covid-19 pandemic Rovabelitha Berlian Pricilia Cutaran; Anaise Aubrey Khan; Rajendra Vittorio Suryahutama; M. Hisyam Irfanto; Victoria Rynanda Marining Wattimena; Az Zara Azra; Richard Junianto; Fortunatus Deo San Prasetya
Journal of Modern Education Research Vol. 1 No. 1 (2026): April 2026
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines the effect of online learning on the Grade Point Average (GPA) of Bina Nusantara University students during the COVID-19 pandemic. The shift from face-to-face learning to online instruction was implemented in response to government policies aimed at reducing the spread of COVID-19 in higher education institutions. Although online learning allowed academic activities to continue through platforms such as Zoom, Google Meet, and Microsoft Teams, it also created challenges related to Internet access, data costs, student engagement, and learning effectiveness. This study used a quantitative approach involving 100 Bina Nusantara University students selected through purposive sampling. Data were collected using an online questionnaire and analyzed using IBM SPSS. The analysis included validity, reliability, normality, classical assumption, and simple linear regression tests. The results showed that the questionnaire items for both online learning and GPA variables were valid and reliable, with Cronbach’s alpha values above 0.70. The regression analysis produced an R-squared value of 0.971, indicating that online learning explained 97.1% of the variation in students’ GPA, while the remaining 2.9% was explained by other factors. The significance test showed a p-value of 0.000 and a t-value of 57.760, confirming the statistically significant effect of online learning on students’ GPA. The regression equation, Y = 0.099 + 0.975X, indicates that an increase in the effectiveness of online learning is associated with an increase in GPA. The study concludes that online learning significantly influenced the GPA of students at Bina Nusantara University during the pandemic. However, further research is recommended to address the methodological limitations and explore additional factors affecting academic performance.
Modern preschool education and school readiness in Indonesian cities: A cross-sectional EViews modelling approach Olivia Putri Dahlan
Journal of Modern Education Research Vol. 1 No. 1 (2026): April 2026
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This article examines modern preschool education in Indonesia by analyzing how developmentally appropriate digital learning, play-based pedagogy, teacher digital pedagogical competence, parental engagement, and learning environment quality relate to school readiness among children aged four to six. This study used a quantitative cross-sectional design with random sampling across several Indonesian cities. The unit of analysis was child-level observation, and the proposed sample consisted of 2,130 observations. Because the data are cross-sectional rather than time-series or panel data, the empirical model is estimated using ordinary least squares in EViews with White robust standard errors. The dependent variable is a school readiness index covering cognitive, socio-emotional, language, self-regulation, and routine-participation indicators. This study contributes to early childhood education management by showing that modernization should not be equated with technology adoption alone. The illustrative EViews results suggest that learning environment quality, teacher competence, parental engagement, and play-based pedagogy are stronger predictors of readiness than digital integration alone. The study concludes that Indonesian PAUD modernization requires balanced investment in teachers, classroom quality, family partnerships, developmentally appropriate play, and carefully governed digital tools.
Supporting learning recovery in elementary schools through student participation in Kampus Mengajar Perintis program Rahmawati Rahmawati; Pajriani Dewi; Neni Usnaini; Fuji Astuti
Journal of Modern Education Research Vol. 1 No. 1 (2026): April 2026
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe the conditions and problems occurring in schools, as well as the solutions implemented by university students during the Kampus Mengajar Perintis. To achieve this objective, this study employed a qualitative descriptive method using observation and documentation techniques. The research subjects comprised nine Grade III students at SD N Cidokom 03. The study was conducted from 12 October to 18 December 2020 at SD N Cidokom 03, Rumpin District, Bogor Regency. The research data consisted of observational findings and supporting literature. The results indicate that the university students participating in the Kampus Mengajar Perintis programme at SD N Cidokom 03 focused primarily on strengthening literacy and numeracy learning, as well as cultivating character values through traditional games and other simple activities. In addition, the students assisted teachers throughout teaching and learning activities, including instruction delivery and administrative tasks.
Islamic school climate, digital pedagogical readiness, and student engagement in Jakarta madrasahs: A SEM-LISREL study Mochamad Dandi; Dimvy Rusefani Asetya
Journal of Modern Education Research Vol. 1 No. 1 (2026): April 2026
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Islamic schools and madrasahs in Jakarta operate within a rapidly changing urban education environment in which families expect academic competence, digital fluency, and religious-moral formation to be delivered together. Yet empirical research still provides limited covariance-based structural evidence on how school climate, digital pedagogical readiness, and teacher support jointly shape student engagement and religious-moral character in Islamic secondary schools. This study proposes and demonstrates an original cross-sectional research design involving 343 students from Islamic schools in five municipalities of Jakarta. A random sampling procedure was specified at school and class levels to reduce convenience-sampling bias. The measurement model contained five latent constructs: Islamic school climate, digital pedagogical readiness, teacher support, student engagement, and religious-moral character. Data analysis was designed for LISREL using covariance-based structural equation modelling. The illustrative LISREL reporting model showed satisfactory construct validity, with standardized factor loadings above acceptable thresholds, composite reliability ranging from .84 to .92, and average variance extracted ranging from .55 to .68. The structural model indicated that teacher support, Islamic school climate, and digital pedagogical readiness were positively associated with student engagement, while engagement predicted religious-moral character. Engagement also operated as a theoretically meaningful mediator linking school conditions and student outcomes. The study contributes to Islamic education management by integrating school climate theory, digital learning readiness, teacher support, and character formation in a single SEM framework. The practical implication is that Jakarta Islamic schools should not treat digitalization as a stand-alone technology project; rather, digital pedagogy should be embedded in a supportive school climate and teacher-student relationship system that promotes active, reflective, and morally grounded learning.
Two growth regimes in educational knowledge production: A comparative bibliometric analysis of education research in Malaysia and Pakistan in 2000 to 2025 Waqas Ahmad Watto; Muhammad Ali
Journal of Modern Education Research Vol. 1 No. 1 (2026): April 2026
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Education research in the Global South has expanded rapidly, yet the structural properties of this expansion remain poorly documented outside a handful of large systems. This study compares the volume, impact, structure, and thematic composition of educational research produced in Malaysia and Pakistan between 2000 and 2025. Using the full-text OpenAlex index, 47,505 records classified in the education subfield and affiliated with institutions in the two countries were retrieved and analyzed (Malaysia = 35,928; Pakistan = 11,577). Performance analysis, Lotka and Bradford modelling, collaboration analysis, and topic profiling were applied, with Field-Weighted Citation Impact (FWCI) used as the principal normalised indicator. Both systems grew explosively but under different regimes: Malaysia grew at a compound annual rate of 20.8% and now specializes heavily in education (Activity Index = 1.81), whereas Pakistan grew faster but from a much smaller base (23.0% for 2010–2025; doubling time 3.3 years) and remains under-specialized in education relative to its national output (Activity Index = 0.73). Impact diverged sharply: mean FWCI was 2.33 for Malaysia and 1.72 for Pakistan, with 41.4% and 57.7% of records respectively uncited. In both systems, the citation distribution was extremely concentrated (Gini = 0.820 and 0.875), and author productivity was steeper than Lotka's inverse-square law predicts (fitted exponents of 4.15 and 5.93; Kolmogorov–Smirnov D exceeding critical values in both cases), indicating a large transient author population. International co-authorship carried a substantial premium, more than doubling the normalized impact in Pakistan (FWCI 1.18 domestic vs. 3.29 international). Bilateral Malaysia–Pakistan co-authorship remained thin (416 papers, 0.9% of the combined corpus) but outperformed both national means (FWCI = 3.49). The findings suggest that publication volume in both systems has decoupled from citation visibility and that policy attention should shift from output targets toward collaboration infrastructure and venue quality.
Beyond nutrition: Assessing Indonesia’s Free Nutritious Meals Programme, education funding commitments, and public policy trade-offs Mochamad Dandi
Journal of Modern Education Research Vol. 1 No. 2 (2026): October 2026
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/jmer.v1i2.2278

Abstract

Indonesia’s Free Nutritious Meals programme Makan Bergizi Gratis or (MBG), launched in January 2025, is one of the fastest-growing school feeding initiatives in the world. It has also become, arguably, the most consequential education finance decision of the Prabowo administration: in 2026, Rp223.6 trillion of its allocation, 29.1% of the constitutionally mandated education budget, was booked as education spending, leaving about 14% of state spending for education proper. Combining critical policy analysis with a synthesis of international evidence and an examination of budget documents, court records and news reports up to September 2026, this conceptual paper argues that MBG, as designed and financed, produces educational displacement in five registers: constitutional (compliance through reclassification), fiscal (opportunity costs for learning), pedagogical (schools repurposed as logistics nodes), safety (expansion outrunning regulatory capacity, with more than 50,000 reported poisoning cases) and democratic (centralised, patronage-prone and partly militarised delivery). Comparative experience, from Brazil’s legally ring-fenced and locally procured programme and Japan’s curricular integration of school food to Ghana’s politicised catering, shows that school meals improve enrolment, nutrition and, modestly, learning when they complement rather than substitute for core educational investment. We propose an Education-Coherent School Meals (ECSM) framework comprising five conditions (fiscal additionality, pedagogical integration, safety before scale, accountable civilian governance, and evidence-led, equity-sequenced expansion) and derive testable propositions. The Constitutional Court’s July 2026 ruling that MBG must be separated from the education budget by 2028 addresses only the first of these conditions. Keywords: school feeding; education finance; education policy; Free Nutritious Meals programme; Indonesia; critical policy analysis; populism

Page 1 of 1 | Total Record : 7

 1 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 1 No. 2 (2026): October 2026 Vol. 1 No. 1 (2026): April 2026