ETDC: Indonesian Journal of Research and Educational Review
type: channel
description: Indonesian Journal of Research and Educational Review is a high-quality, open-access, peer-reviewed international journal that is published by the Education and Talent Development Center Indonesia (ETDC Indonesia). The Indonesian Journal of Research and Educational Review is providing a platform that welcomes and acknowledges high-quality empirical original research papers about instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational management, and educational developments written by researchers, academicians, professionals, and practitioners from all over the world. Editors will initially review all submitted manuscripts, and a minimum of two international reviewers will then evaluate them through a double-blind review process. This is to ensure the quality of the journal's published manuscripts. IJRER, an internationally recognized journal in education and other fields, publishes four times yearly: in March, June, September, and December. The manuscript must be original research, written in English, and not be simultaneously submitted to another journal or conference. Journal Information Editor-in-chief : Muhammad Hasbi, M.Pd. DOI : http://dx.doi.org/10.51574/ijrer Print ISSN : 2809-7505 Online ISSN : 2809-3682 Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia) Indexing : Sinta, Copernicus, Garuda, Google Scholar, One Search, BASE , Dimensions, Crossref Before Submission The author must ensure that they have prepared the manuscript using the IJRER template, adhering to their guidelines. Only an invited author or an author with a strong reputation for research or publication in the field of education should submit a single author's paper. The submission process necessitates meticulous proofreading of the manuscript, as well as the attachment of a similarity check result as a supplementary file. We will immediately reject any manuscript that fails to meet the …
publisher: Education and Talent Development Center Indonesia (ETDC Indonesia)
language: en-US
publication name: ETDC: Indonesian Journal of Research and Educational Review
issn: 2809-7505
items: Analysis of Tertiary Learners’ Writing Errors through Surface Strategy Taxonomy
items: Leveling Up Junior High School Students' Critical Thinking Skills: Mathematical Thinking Patterns through Polya's Theory
items: Study on the Use of AI Technology in Completing Theoretical Assignments for Fashion Design Students
items: Pseudo-Thinking in Solving Mathematical Problems Based on Field Independent Cognitive Style
items: Self Directed Learning Model on Social Sciences Learning Outcomes in Grade IV Students of Elementary School
items: The Effectiveness of Sepak Takraw Smash Skills Through Drill Training Methods in High School Student Athletes
items: Team Games Tournament (TGT) Learning Model to Improve Students' Abilities and Motivation Junior High School
items: Effectiveness of Python-based Mathematical Animation in Learning Trigonometric Function
items: Controversial Issue Learning Model: Social Studies Learning Outcomes at Elementary School
items: Hanging Ball and Resistance Band Training in Extracurricular Volleyball Games of High School Students
items: Artificial Intelligence (AI) in English Writing Skills Learning: A Systematic Review
items: A Google Sites-Based Virtual Gallery: A Means of Arts and Culture Appreciation for Middle School Students
items: The Use of Audio-Visual Media in Improving the Ability to Listen to Fairy Tales of Elementary School Students
items: Process Oriented Guided Inquiry Learning (POGIL) Model: Optimizing Student Learning Interest
items: The ICARE Learning Model: Transforming Islamic Religious Education Learning Outcomes
items: Implementing Non-Formal Education through Marching Band Activities: Youth Artistic Competence at Makassar Drum Corps
items: Learning Cycle 7E Learning Model: Optimizing Student Learning Outcomes in Aqidah Akhlak
items: Parenting and Social Environment in Improving Early Childhood Social Skills: A Study of Informal Education
items: Improving Underhand Serve Skills in Volleyball Through the Boy-Boyan Game Approach for Fifth-Grade Students
items: The Deep Learning Approach to Improve Learning Interest in Cultural Heritage Material at Private Elementary School
items: Augmented Reality in Elementary School IPAS Learning: A Bibliometric Analysis and Systematic Review
items: Educandy Educational Game-Based TGT Learning Model: Students' Interests and Learning Achievement
items: Flashcard-Based Think-Pair Share Cooperative Learning Model: Interest in Learning Aqidah and Morals

Analysis of Tertiary Learners’ Writing Errors through Surface Strategy Taxonomy
type: item
description: This study analyzed grammatical errors in the descriptive writing of Bachelor of Secondary Education major in English (BSEd-English) students from private higher education institutions (HEIs) in Kalinga Province using the Surface Strategy Taxonomy (SST) by Dulay, Burt, and Krashen. It aimed to identify error types, determine prevalent patterns, and examine factors contributing to learners’ writing difficulties. Guided by Error Analysis Theory, the study employed a descriptive qualitative design and collected data from second- and third-year BSEd-English students during the first semester of Academic Year 2025–2026 through purposive sampling. Findings revealed 383 grammatical errors with misformation (46.74%) and addition (40.99%) as the most frequent, while omission (9.92%) and misordering (2.35%) were less common. Misformation and addition errors—particularly in word choice, singular–plural forms, verb tenses, pronouns, and lexical devices—reflect learners’ struggles with grammar, vocabulary, and sentence construction. Influencing factors included interlingual interference, intralingual transfer, pedagogical, and psychological issues emphasizing the need for improved instruction and feedback. To address these issues, a writing instrument for pre-admission evaluation was developed to strengthen grammar and writing proficiency among incoming English majors. The results provided insights for language instruction, curriculum development, and teacher education policy supporting quality education aligned with Sustainable Development Goal (SDG) 4.
creator: Kharence Grell Laquiao Dagson
rights: Copyright (c) 2026 Kharence Grell Laquiao Dagson https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-01
publication date: 2026-02-01
volume: 5
number: 2
starting page: 848
ending page: 873
doi: 10.51574/ijrer.v5i2.4321

Leveling Up Junior High School Students' Critical Thinking Skills: Mathematical Thinking Patterns through Polya's Theory
type: item
description: This research is prompted by junior high school pupils' low mathematical critical thinking skills in tackling non-routine situations. Students generally struggle with solution formulation and planning, indicating poor systematic and logical thinking. This study examines Junior High School 1 Bulukumba students' mathematical critical thinking skills in solving mathematical problems using Polya's Theory's four steps: Understanding the Problem, Planning a Solution, Implementing the Plan, and Looking Back. Grade VIII pupils of Junior High School 1 Bulukumba are the participants of this qualitative descriptive study. The study collects data through problem-solving tests based on non-routine issues, observation, and in-depth interviews. The results of the study indicate that most research subjects have been able to carry out Stage 1 (Understanding the Problem) well. However, significant weaknesses were identified in Stage 2 (Planning a Solution), where students have not been able to formulate appropriate and coherent strategies, and Stage 4 (Looking Back), where students tend to ignore validation and rechecking answers. A mechanistic approach without reflection still dominates students' critical mathematical thinking. This research helps teachers and schools diagnose pupils' critical thinking skills. These findings can be utilized to construct learning interventions that improve strategic planning and self-evaluation (reflection) skills in problem-solving contexts to "level up" students' mathematical thinking according to Polya's Theory.
creator: Fathrul Arriah
creator: Ilhamuddin Ilhamuddin
rights: Copyright (c) 2026 Fathrul Arriah, Ilhamuddin Ilhamuddin https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-01
publication date: 2026-02-01
volume: 5
number: 2
starting page: 874
ending page: 887
doi: 10.51574/ijrer.v5i2.4384

Study on the Use of AI Technology in Completing Theoretical Assignments for Fashion Design Students
type: item
description: This study was motivated by the increasing use of Artificial Intelligence (AI) technology in learning. The development of this technology raises the question of whether the use of AI technology is more likely to have a positive impact or a predominantly negative impact. The purpose of this study is to describe the use of AI technology in competing theoretical assignments by students in the Fashion Design Education undergraduate program. This study uses a descriptive quantitative approach. This research involved a population of 173 Fashion Design Education undergraduate students from the 2023-2024 cohort, and a sample of 121 respondents was obtained through purposive sampling. The research instrument was a questionnaire that had been tested for validity and reliability. Data analysis used tabulation and frequency distribution to describe trends in AI utilization in several aspects. The results show that the use of AI technology in completing theoretical assignments range from moderate to very high category, indicating that AI was used quite intensively by students to support their academic activities. Thus, it can be concluded that AI technology serves as a tool used by students to support the completion of theoretical assignments.
creator: Siti Kholifah
creator: Esin Sintawati
creator: Agus Hery Supadmi Irianti
creator: Nurul Aini
creator: Hariani Aprilia
rights: Copyright (c) 2026 Siti Kholifah, Esin Sintawati, Agus Hery Supadmi Irianti, Nurul Aini, Hariani Aprilia https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-07
publication date: 2026-02-07
volume: 5
number: 2
starting page: 888
ending page: 897
doi: 10.51574/ijrer.v5i2.4507

Pseudo-Thinking in Solving Mathematical Problems Based on Field Independent Cognitive Style
type: item
description: Pseudo-truth thinking often serves as an implicit obstacle in mathematics education, since pupils can provide correct answers without fully comprehending its basic principles. This issue necessitates deeper comprehension, especially for pupils' psychological traits, including cognitive style. This study seeks to elucidate the pseudo-truth cognitive process exhibited by individuals with a Field Independent (FI) cognitive style when addressing arithmetic issues among eighth-grade students at Muhammadiyah Middle School in Parepare. This study used a descriptive qualitative approach. The subject of the study was one student with a FI cognitive style selected through the Group Embedded Figures Test (GEFT). Supporting instruments included a mathematics problem-solving test and clinical interview guidelines. Data validity was guaranteed through method and time triangulation, while data analysis was carried out through the stages of data condensation, data presentation, and conclusion drawing. The research shows that FI participants thought pseudo-analytically. Subjects can isolate problem variables yet intentionally use logic to get perfect responses. The Pythagoras formula and calculation method were disconnected, resulting in severe exponent mistakes. The individuals thought they answered the problem correctly because they followed the mathematical "format," even if the steps were illogical. Metacognitive control and algorithm memorization were also areas of weakness, demonstrating conceptual comprehension problems. This study suggests that educators should be more aware that students' correct answers may not reflect their conceptual knowledge. These findings can help teachers create learning interventions that detect and correct pseudo-thinking based on students' cognitive styles.
creator: Zulfikry Ahmad Rifqy
creator: Abdul Gaffar
creator: Erni Ekafitria Bahar
rights: Copyright (c) 2026 Zulfikry Ahmad Rifqy, Abdul Gaffar, Erni Ekafitria Bahar https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-10
publication date: 2026-02-10
volume: 5
number: 2
starting page: 898
ending page: 908
doi: 10.51574/ijrer.v5i2.4695

Self Directed Learning Model on Social Sciences Learning Outcomes in Grade IV Students of Elementary School
type: item
description: The low learning outcomes of students in social sciences, especially in the material of cultural traditions in Indonesia, are often caused using learning models that do not encourage students' independence in exploring the material. This study aims to examine the effect of the self-directed learning model on the learning outcomes of fourth-grade students at Elementary School 2 Latihan SPG Ambon in the social studies subject of cultural traditions in Indonesia. Method: This study uses a quantitative approach with an experimental method. Data collection techniques include written tests, observation, and documentation. Data analysis is carried out through instrument validity and reliability tests, as well as prerequisite tests that include normality and homogeneity tests. Hypothesis testing is conducted to ascertain the significant impact among variables. The results of the study indicate that the self-directed learning model has a significant effect on improving student learning outcomes. This improvement is evidenced by the rejection of H0 and acceptance of Ha through the acquisition of a significance value of 0.000, which is smaller than the significance level of 0.05 (0.000 < 0.05). Descriptive analysis strengthens the finding that the application of this model effectively encourages better academic achievement. This research contributes to teachers' selection of innovative, student-centered learning models to improve the quality of social studies instruction in elementary schools. Furthermore, these results serve as a reference for schools in their efforts to increase the effectiveness of their independent learning-based curriculum.
creator: Iin Rohkmawati Ibrahim
creator: Samuel P Ritiauw
creator: Leonid Ritiauw
rights: Copyright (c) 2026 Iin Rohkmawati Ibrahim, Samuel P Ritiauw, Leonid Ritiauw https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-10
publication date: 2026-02-10
volume: 5
number: 2
starting page: 909
ending page: 921
doi: 10.51574/ijrer.v5i2.4385

The Effectiveness of Sepak Takraw Smash Skills Through Drill Training Methods in High School Student Athletes
type: item
description: Smashing skills are a crucial element in achieving success in sepak takraw. However, many student-athletes at the regional level, particularly in Maros Regency, have not mastered this technique optimally due to repetitive and less varied training methods. This study aims to evaluate the effectiveness of the drill training method in improving smash skills among high school sepak takraw athletes. This research employed a quasi-experimental approach with a pretest–posttest control group design. A sample of 20 high school athletes was selected using purposive sampling and divided into an intervention group (n=10) and a control group (n=10). The instrument used was a standardized smash skills test. After a 4-week training program, paired sample t-tests were used to look at changes within groups and independent t-tests were used to look at differences between groups. The findings revealed a significant improvement in the intervention group’s performance. The average score increased from 21.30 in the pretest to 33.60 in the posttest (a gain of 12.30 points). Statistical analysis yielded a p-value (Sig. 2-tailed) of 0.000 < 0.05, confirming that the drill method is highly effective. The drill training method significantly enhances the smash skills of high school sepak takraw athletes. This study suggests that coaches should implement structured drill programs to optimize technical performance in school-based sports development.
creator: Saiful Saiful
creator: Ramli Ramli
creator: Ahmad Rum Bismar
creator: Muh. Adnan Hudain
creator: Suriah Hanafi
rights: Copyright (c) 2026 Saiful Saiful, Ramli Ramli, Ahmad Rum Bismar, Muh. Adnan Hudain, Suriah Hanafi https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-12
publication date: 2026-02-12
volume: 5
number: 2
starting page: 922
ending page: 931
doi: 10.51574/ijrer.v5i2.4387

Team Games Tournament (TGT) Learning Model to Improve Students' Abilities and Motivation Junior High School
type: item
description: Many eighth-grade students at Junior High School 37 Makassar face obstacles in mastering volleyball skills and have low learning motivation during physical education lessons. Conventional learning approaches are considered less able to create active participation and enthusiasm in practicing basic volleyball techniques. This study aims to improve volleyball skills and student learning motivation through the implementation of the Team Games Tournament (TGT) learning model. This study uses the Classroom Action Research method, which is implemented in three stages, namely pre-cycle, Cycle I, and Cycle II. The subjects of the study were eighth-grade students of Junior High School 37 Makassar. Data was collected through observation sheets, volleyball skills tests, motivation observation sheets, and documentation. Data analysis was carried out descriptively by combining quantitative and qualitative approaches. The research findings show a consistent increase in each cycle. In the pre-cycle stage, students' skills and motivation were in the moderate category. After the implementation of the TGT model, the results in Cycle I began to show improvements and reached a peak in Cycle II, where volleyball skills and students' learning motivation increased significantly. This study shows that the TGT model is effective as a learning strategy to improve both physical performance and psychological aspects of students. These results can be a reference for physical education teachers in implementing a competitive but fun cooperative learning model to achieve curriculum targets.
creator: Indi Astrina
creator: Muh. Adnan Hudain
creator: Juhanis Juhanis
rights: Copyright (c) 2026 Indi Astrina, Muh. Adnan Hudain, Juhanis Juhanis https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-13
publication date: 2026-02-13
volume: 5
number: 2
starting page: 932
ending page: 942
doi: 10.51574/ijrer.v5i2.4460

Effectiveness of Python-based Mathematical Animation in Learning Trigonometric Function
type: item
description: The abstract nature of trigonometric functions often presents a cognitive barrier for high school students, necessitating visual media capable of representing these concepts with mathematical precision. This study aims to evaluate high school students' perceptions of the effectiveness of Python-based mathematical animations as an interactive learning medium for trigonometric functions. A quantitative descriptive design was employed involving 91 students. The research instrument was a Likert-scale questionnaire measuring four dimensions: understanding, engagement, interest, and motivation. To ensure analytical accuracy, ordinal data were transformed into interval data using a z-distribution weighting procedure (Method of Successive Interval). The findings indicate that the media is highly effective across all dimensions. Specifically, the animation significantly clarified the connection between the unit circle and function graphs (understanding score: 3.5064), maintained high student focus through precise transitions (engagement score: 3.4888), and increased learning enthusiasm (motivation score: 3.4904) by making abstract content more captivating (interest score: 3.2339). The integration of programming-based visualization, with an overall effectiveness score of 3.4299, has proven to enhance students' cognitive and affective experiences. This study provides an empirical basis for using mathematically accurate animations as an innovative instrument to bridge abstraction and improve the quality of trigonometry education at the high school level.
creator: Abdul Jalil Sadana
creator: Haerul Syam
creator: Andi Quraisy
rights: Copyright (c) 2026 Abdul Jalil Sadana, Haerul Syam, Andi Quraisy https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-14
publication date: 2026-02-14
volume: 5
number: 2
starting page: 943
ending page: 952
doi: 10.51574/ijrer.v5i2.4523

Controversial Issue Learning Model: Social Studies Learning Outcomes at Elementary School
type: item
description: Innovative learning strategies are needed to help elementary school students understand complicated social studies topics like ethnic and religious diversity. This report is based on Nuruwe Christian Elementary School fourth graders' dismal learning outcomes. This study examines whether the controversial issue learning paradigm improves social studies learning in Nuruwe Christian Elementary School fourth graders. Two cycles of Classroom Action Research (CAR) were used. Each cycle includes planning, action, observation, and reflection. The study included 12 Nuruwe Christian Elementary School fourth graders. Testing, observation, and documentation using test and observation sheets acquired data. Data analysis was carried out using individual assessment techniques and calculating the average value of learning outcomes. The results of the study indicate that the application of the controversial issue learning model to the material about ethnic and religious diversity in my country can significantly improve student learning outcomes. This model has been proven to help teachers in presenting more dynamic and effective learning variations in the classroom. This study provides innovative learning strategies that assist teachers in creating meaningful and beneficial learning activities. In addition, this study enriches references regarding the use of controversial issues as educational media to increase student engagement and academic achievement at the elementary school level.
creator: Dean R. Matital
creator: Elsinora Mahananingtyas
creator: Leonid Ritiauw
rights: Copyright (c) 2026 Dean R. Matital, Elsinora Mahananingtyas, Leonid Ritiauw https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-16
publication date: 2026-02-16
volume: 5
number: 2
starting page: 953
ending page: 968
doi: 10.51574/ijrer.v5i2.4386

Hanging Ball and Resistance Band Training in Extracurricular Volleyball Games of High School Students
type: item
description: Extracurricular students at High School 25 Bone struggle to acquire the overhead serve, a fundamental volleyball first attack technique. Innovative training approaches are needed to improve pupils' service accuracy and strength. This study examines the effects of hanging ball and resistance band training on overhead serve skills and the effectiveness of each on extracurricular students at High School Bone. This research is a pretest-posttest group quasi-experiment. All 30 High School 25 Bone extracurricular volleyball players are studying. Total sampling was utilized to divide the sample into two groups: hanging ball training and resistance band training. A pre- and post-treatment overhead serve skill test was used. T-tests at 0.05 were used to assess data. The results of the study showed that (1) there was a significant effect of hanging ball training on overhead service skills with a calculated t-value (12.435) > t-table (2.144); (2) there was a significant effect of resistance band training on overhead service skills with a calculated t-value (11.297) > t-table (2.144); and (3) there was a significant difference in effect between the two training methods, where the calculated t-value (3.092) > t-table (2.048). Based on the comparative results, one of the methods showed more prominent effectiveness in improving service results. This study helps High School 25 Bone coaches and sports teachers choose the proper training approaches to develop basic volleyball techniques. These data should improve sports science references for youth athlete training students.
creator: Rahmat Perdana
rights: Copyright (c) 2026 Rahmat Perdana https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-19
publication date: 2026-02-19
volume: 5
number: 2
starting page: 969
ending page: 980
doi: 10.51574/ijrer.v5i2.4461

Artificial Intelligence (AI) in English Writing Skills Learning: A Systematic Review
type: item
description: AI has rapidly changed English Language Teaching (ELT), notably writing skills. AI has enormous potential, but educators and academics still struggle with its ethical use, over-reliance, and integration into an organized curriculum. This project will thoroughly review AI integration in English writing skills learning. It examines the most used AI technologies, their efficacy in improving writing, and their pedagogical implications. A Systematic Literature Review (SLR) was conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Data were synthesized from peer-reviewed articles published between 2023 and 2026 across major databases, including Scopus, Web of Science, and Google Scholar. A total of [35] pertinent studies were chosen according to stringent inclusion and exclusion criteria. The findings indicate that AI tools, including Automated Writing Evaluation (AWE) systems, Large Language Models (LLMs) such as ChatGPT, and intelligent grammar checkers (e.g., Grammarly), significantly enhance writing accuracy, coherence, and student motivation by delivering prompt, individualized feedback. However, the review also identifies critical issues, including concerns over academic integrity, potential algorithmic bias, and a "dependency trap" where students may prioritize AI output over the development of their voice. This paper presents a complete framework for educators and policymakers to responsibly integrate AI into writing teaching. The area benefits from perceiving AI as a "collaborative partner" in the writing process rather than a "correction tool" and recognizing the importance of digital literacy and ethical principles in modern English classrooms.
creator: Wiwiek Zulfiani Rahman
rights: Copyright (c) 2026 Wiwiek Zulfiani Rahman https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-20
publication date: 2026-02-20
volume: 5
number: 2
starting page: 981
ending page: 994
doi: 10.51574/ijrer.v5i2.4727

A Google Sites-Based Virtual Gallery: A Means of Arts and Culture Appreciation for Middle School Students
type: item
description: The low level of student appreciation for arts and culture subjects and the limitations of conventional learning media in documenting and exhibiting student works on an ongoing basis often hinder the interactive teaching and learning process. This study aims to determine the effect of using a Google Sites-based virtual gallery on students' level of art and culture appreciation, describe student responses, and identify the advantages and disadvantages of this media in learning. This study uses a quantitative approach with a quasi-experimental method through a one-group pretest–posttest design. The research subjects consisted of 30 students selected from one class. Data collection techniques include art appreciation tests (pretest and posttest), student response questionnaires, observations, and interviews. Quantitative data analysis used the Shapiro–Wilk normality test and paired sample t-test through the SPSS program version 25, while qualitative data were analyzed descriptively. The results showed an increase in the average value of student appreciation from 55.60 in the pretest to 59.27 in the posttest. The paired sample t-test produced a significant value of 0.011 (p < 0.05), which proves the positive and significant influence of the implementation of the virtual gallery on students' art appreciation. Student responses were in the positive category for the learning material, media display, and technical aspects. The advantages of this media include ease of access and increased motivation to learn, despite its dependence on internet connection and limited interactive features. Contribution: This study provides a contribution in the form of recommendations for the use of Google Sites-based virtual galleries as an effective alternative learning medium to increase appreciation of arts and culture at the junior high school level.
creator: Wanda Syahriana
creator: A. Baetal Mukaddas
creator: Johar Linda
rights: Copyright (c) 2026 Wanda Syahriana, A. Baetal Mukaddas, Johar Linda https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-21
publication date: 2026-02-21
volume: 5
number: 2
starting page: 995
ending page: 1009
doi: 10.51574/ijrer.v5i2.4591

The Use of Audio-Visual Media in Improving the Ability to Listen to Fairy Tales of Elementary School Students
type: item
description: This research is motivated by the low ability to listen to fairy tales in fourth-grade students at Elementary School 2 Ambon, which is indicated by the students' failure to achieve the Minimum Completion Criteria in the Indonesian Language subject. The main objective of this research is to improve students' ability to listen to fairy tales through the implementation of audio-visual media. We conduct Classroom Action Research (CAR) in two cycles. The research subjects consisted of 20 fourth-grade students at Elementary School 2 Ambon. The research procedures in each cycle include the stages of planning, implementation, observation, and reflection. The study's findings demonstrate that the utilization of audio-visual media significantly enhances students' listening skills by facilitating the visualization of tangible characters and narrative settings. The effectiveness is evidenced by a significant increase in the classical average score, from the pre-cycle condition of 48.9% (very poor category) increasing to 58.1% in cycle I and reaching 78% in cycle II, which is included in the good category. At the end of cycle II, all students (100%) successfully achieved the minimum completion criteria of ≥ 70 with improvements in the aspects of content understanding (29%), identification of intrinsic elements (23.95%), and moral messages (25.05%). This study provides a practical contribution for teachers in innovating the use of technology-based learning media to optimize students' language competence at the elementary school level.
creator: Syane Ina Darisera
creator: Ribka L Ririhena
creator: Zainudin Notanubun
rights: Copyright (c) 2026 Syane Ina Darisera, Ribka L Ririhena, Zainudin Notanubun https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-25
publication date: 2026-02-25
volume: 5
number: 2
starting page: 1010
ending page: 1023
doi: 10.51574/ijrer.v5i2.4456

Process Oriented Guided Inquiry Learning (POGIL) Model: Optimizing Student Learning Interest
type: item
description: Islamic boarding schools like MTS Walisongo, Central Lampung, succeed when students are interested in learning, especially Islamic law. Initial observations indicated that students showed little interest in learning, particularly in paying attention. This phenomenon was evident from the lack of student interaction, limited interest in the topic, and the prominence of conventional learning approaches. This study tests whether the POGIL (Process Oriented Guided Inquiry Learning) learning approach increases student interest in Islamic jurisprudence. This quantitative study was quasi-experimental and used a post-test-only control group design. Class VIII C was the experimental class, and VIII D was the control class in the research sample, obtained by simple random sampling. The POGIL model has five steps: orientation, exploration, concept invention, application, and closure. The non-test questionnaire had 16 statement items that measured student attention. The results of data analysis using the t-test showed a significant value of 0.001 (p < 0.05), indicating a significant difference between the experimental and control classes. Thus, the POGIL learning model has proven effective in increasing student interest in learning, particularly in the aspect of attention. This study concludes that the implementation of POGIL makes a positive contribution to creating an active, collaborative, and enjoyable learning atmosphere and can be used as an innovative learning alternative to improve the quality of education in madrasah environments.
creator: Siti Rohimah Maspupah
creator: Deden Makbuloh
creator: M. Indra Saputra
rights: Copyright (c) 2026 Siti Rohimah Maspupah, Deden Makbuloh, M. Indra Saputra https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-27
publication date: 2026-02-27
volume: 5
number: 2
starting page: 1024
ending page: 1038
doi: 10.51574/ijrer.v5i2.4677

The ICARE Learning Model: Transforming Islamic Religious Education Learning Outcomes
type: item
description: The main background of this research is the low analytical ability of students (cognitive level C4) in Islamic Religious Education at Junior High School 1 Jati Agung. Lack of activity, low learning independence, and the prevalence of conventional learning methods with minimal innovation trigger this phenomenon. This study aims to analyze the effectiveness of the ICARE (Introduction, Connection, Application, Reflection, Extension) learning model as a transformative strategy in significantly improving student learning outcomes. This study uses a quantitative approach with a post-test-only control group design. The research sample was determined through a simple random sampling technique, which was divided into a control class (VII A) and an experimental class (VII B). Data was collected through a multiple-choice test instrument specifically designed to measure the analysis indicator (C4). Data analysis techniques include normality tests, homogeneity tests, and t-tests to verify differences in average learning outcomes between groups. The research findings indicate that the implementation of the ICARE model has a significant impact on the transformation of student learning outcomes. This result is proven through statistical tests with a significant value of 0.001 (p < 0.05). ICARE syntax organizes real-life experiences with concept understanding, encouraging students to participate and think critically. This study offers Islamic Religious Education (PAI) educators’ new ways to create a dynamic and immersive learning environment. ICARE has been successful in transitioning from passive to outcome-oriented learning and accelerated cognitive development.
creator: Shabina Intan Wardani
creator: Heru juabdin Sada
creator: Waluyo Erry Wahyudi
rights: Copyright (c) 2026 Shabina Intan Wardani, Heru juabdin Sada, Waluyo Erry Wahyudi https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-28
publication date: 2026-02-28
volume: 5
number: 2
starting page: 1039
ending page: 1054
doi: 10.51574/ijrer.v5i2.4683

Implementing Non-Formal Education through Marching Band Activities: Youth Artistic Competence at Makassar Drum Corps
type: item
description: Although arts education plays a crucial role in adolescent development, formal channels often lack the time and space for in-depth practice. In Makassar, there is a need for a non-formal educational platform capable of integrating technical aspects of the arts with holistic character development. This study aims to examine the implementation of non-formal education through marching band activities at Drum Corps Makassar (DCM) in developing adolescent artistic competencies covering the cognitive, affective, psychomotor domains, and identify the factors that influence them. This study used a qualitative approach with a case study design. Data was collected through participatory observation of the practice process, in-depth interviews with coaches, administrators, parents, and players, and a study of the training program documentation. Data were analyzed descriptively and interpretively using source triangulation to ensure the validity of the findings. The findings indicate that DCM serves as an effective non-formal educational institution. Cognitively, adolescents demonstrated increased musical literacy and visual-spatial problem-solving skills. Effectively, they developed strong characteristics of discipline, responsibility, and teamwork. Psychomotorically, there was significant improvement in motor coordination and instrument-playing techniques. This process is supported by a structured training system, intensive coaching guidance, and a supportive social environment (peer support). This research contributes to the strengthening of non-formal education theory, which suggests that community-based activities such as marching band can be an effective alternative learning model for developing artistic competence and character in adolescents outside of formal school.
creator: Aan Rahdiyanzah
creator: Sukarman B
creator: Andi Ihsan
rights: Copyright (c) 2026 Aan Rahdiyanzah, Sukarman B, Andi Ihsan https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-01
publication date: 2026-03-01
volume: 5
number: 2
starting page: 1055
ending page: 1071
doi: 10.51574/ijrer.v5i2.4608

Learning Cycle 7E Learning Model: Optimizing Student Learning Outcomes in Aqidah Akhlak
type: item
description: This research focuses on MA Nurul Iman Sekincau's low student learning results in the evaluative and creative parts of Aqidah Akhlak. Low student participation and traditional learning paradigms may hamper higher-order thinking. This quantitative study tests the 7E Learning Cycle model's impact on student learning, particularly at cognitive levels C5 (evaluating) and C6 (creating), as well as affective and psychomotor domains. The study was quasi-experimental with a post-test-only control group. A was the experimental group that received the 7E Learning Cycle model, while B was the control group that used conventional methods. Multiple-choice cognitive C5 and C6 exams, self-assessment questionnaires, and performance observation sheets were used. The findings of the data analysis demonstrated that the 7E Learning Cycle model considerably improved student learning. Cognitive hypothesis testing revealed a significant difference between experimental and control groups (t-value = 3.581, p < 0.001). Through internalizing character ideals and religious attitudes, this model significantly impacted the affective and psychomotor domains (p = 0.000, mean difference = 3.721), outperforming the control group. The cognitive instrument had critical notes since it was dominated by easy and very easy items (86.66%), so its discriminatory power needed to be increased despite meeting validity and reliability requirements. This study found that the 7E Learning Cycle model can help Madrasah educators improve Aqidah Akhlak learning through active involvement and high-level cognitive stimulation.
creator: Rosa Shafira Ulya
creator: Erlina Erlina
creator: Sunarto Sunarto
rights: Copyright (c) 2026 Rosa Shafira Ulya, Erlina Erlina, Sunarto Sunarto https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-28
publication date: 2026-02-28
volume: 5
number: 2
starting page: 1072
ending page: 1090
doi: 10.51574/ijrer.v5i2.4685

Parenting and Social Environment in Improving Early Childhood Social Skills: A Study of Informal Education
type: item
description: Social skills in early childhood are a crucial foundation for children's future social development and adaptation. In the context of informal education, families and communities serve as primary learning ecosystems that shape children's interaction patterns. This article aims to examine how parenting and the social environment are discussed in the literature as factors influencing children's social skill development through a narrative literature review approach. This review synthesizes reputable national and international journal articles and academic books published between 2015 and 2024. The results of the synthesis indicate that responsive parenting and a supportive social environment contribute significantly to the development of empathy, cooperation, and emotional regulation. However, these findings also demonstrate variations in outcomes influenced by differences in family context, school setting, and sociocultural conditions, confirming that there is no single approach (one size fits all). Theoretically, this article strengthens the relevance of the Integrated Developmental Ecological Model by repositioning parenting and the environment not as independent variables, but as dynamically interacting systems. The novelty of this article lies in its critical synthesis across ecological levels that emphasizes the importance of holistic synergy between strengthening domestic capacity and creating a conducive social environment for future early childhood education policies.
creator: Ulfah Mawardi
creator: Ahmad Azhar Mawardi
rights: Copyright (c) 2026 Ulfah Mawardi, Ahmad Azhar Mawardi https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-03
publication date: 2026-03-03
volume: 5
number: 2
starting page: 1091
ending page: 1101
doi: 10.51574/ijrer.v5i2.4612

Improving Underhand Serve Skills in Volleyball Through the Boy-Boyan Game Approach for Fifth-Grade Students
type: item
description: Elementary students frequently encounter difficulties with the underhand serve in volleyball, perceiving the technique as both challenging and monotonous, resulting in diminished engagement and inadequate skill acquisition. This study evaluates the effectiveness of the traditional Boy-boyan game to improve underhand serve skills among fifth graders at Elementary School 189 Inpres Cambajawa, Maros Regency. Using a Classroom Action Research (CAR) design over two cycles—comprising planning, action, observation, and reflection, the study involved 22 students selected through total sampling. Data were collected via performance tests, observation sheets, and documentation, then analyzed using quantitative descriptive methods. The results indicated a substantial, progressive enhancement in student performance. In the pre-cycle, the average score was 63.64 with a completion rate of only 14% (3 students). Following the intervention of Cycle I, the average rose to 71.31 (45% completion), which remained below the success threshold. In Cycle II, the average score increased dramatically to 86.65, with the completion rate reaching 95% (21 students), effectively surpassing the 80% classical success indicator. The findings indicate that the Boy-boyan game improves skills by aligning the mechanics of the traditional throwing motion with the underhand serve technique. Furthermore, the gamified approach created an enjoyable learning environment that reduced psychological barriers, boosting student confidence and motivation. This study concludes that integrating local traditional games into the modern sports curriculum is a highly effective strategy for enhancing motor skills and engagement in physical education.
creator: Muh. Adnan Hudain
creator: Muhammad Arif HR
creator: Sudirman Sudirman
rights: Copyright (c) 2026 Muh. Adnan Hudain, Muhammad Arif HR, Sudirman Sudirman https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-04
publication date: 2026-03-04
volume: 5
number: 2
starting page: 1102
ending page: 1112
doi: 10.51574/ijrer.v5i2.4463

The Deep Learning Approach to Improve Learning Interest in Cultural Heritage Material at Private Elementary School
type: item
description: Learning about cultural heritage in elementary schools is often less popular due to the presentation being theoretical and less relevant to the students' life context. This study aims to test the effectiveness of the deep learning approach in increasing the learning interest of fifth-grade students at Fena Fafan Private Elementary School 12 in this material. Using a quantitative method with a pre-experimental design (one-group pretest-posttest), this study involved 19 students as a sample. Data were analyzed statistically using a paired t-test and the N-Gain test. The results showed that the deep learning approach significantly increased students' interest and learning outcomes. This was evidenced by the results of the hypothesis test, which showed a significant difference between the pretest and posttest scores (p = 0.000), as well as the N-Gain score of 0.74, which was included in the High category. The implementation of the principles of mindfulness, meaningful, and joyful learning successfully shifted the learning paradigm to be student-centered and created an interactive classroom atmosphere. In addition to increasing motivation and enthusiasm, this approach proved effective in developing 21st-century skills (4Cs) by contextual media and the involvement of local partners. This research provides practical contributions for educators in adopting alternative strategies that can transform theoretical material into in-depth and enjoyable learning experiences.
creator: Lala Sentia Lesnussa
creator: Ode Abdurrachman
creator: Leonid Ritiauw
rights: Copyright (c) 2026 Lala Sentia Lesnussa; Ode Abdurrachman, Leonid Ritiauw https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-05
publication date: 2026-03-05
volume: 5
number: 2
starting page: 1113
ending page: 1127
doi: 10.51574/ijrer.v5i2.4527

Augmented Reality in Elementary School IPAS Learning: A Bibliometric Analysis and Systematic Review
type: item
description: This study examines the urgency of technological innovation in addressing the challenges of visualizing abstract concepts in Natural and Social Sciences (IPAS) subjects in elementary schools, particularly within the context of the Independent Curriculum. The focus of this study is to map Augmented Reality (AR) research trends during the 2018–2025 period to identify scientific evolution and future strategic development opportunities. This study screened 27 high-quality articles from the Scopus database using a systematic literature review (SLR) approach that follows the PRISMA protocol, combined with bibliometric analysis via VOSviewer. The research findings show (1) Publication Surge: There has been an exponential increase in AR research post-2020. (2) Pedagogical Effectiveness: AR has been proven significant in improving cognitive learning outcomes and intrinsic motivation through project-based inquiry approaches and personalized learning. (3) Asian countries dominate the research landscape, collaborating across disciplines in reputable journals (Q1). Although AR has the potential to transform the understanding of integrative concepts in IPAS (Integrated Physical and Applied Sciences), there are still gaps in longitudinal study designs and challenges in technology accessibility in rural areas. The results of this study provide a strong foundation for the development of a curriculum based on cutting-edge pedagogy and serve as a catalyst for inclusive education research to strengthen the profile of adaptive and innovative Pancasila students.
creator: Salsabila Aziz
creator: Chairul Amriyah
creator: Yudesta Erfayliana
rights: Copyright (c) 2026 Salsabila Aziz, Chairul Amriyah, Yudesta Erfayliana https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-06
publication date: 2026-03-06
volume: 5
number: 2
starting page: 1128
ending page: 1144
doi: 10.51574/ijrer.v5i2.4785

Educandy Educational Game-Based TGT Learning Model: Students' Interests and Learning Achievement
type: item
description: This research was motivated by the low interest and learning achievement of students in the Aqidah Akhlak subject, which remained dominated by conventional, teacher-centered methods, leading to passive and unenthusiastic student engagement. This study aimed to implement and evaluate the effectiveness of the Teams Games Tournament (TGT) learning model integrated with the Educandy educational game in improving the interest and learning outcomes of Class VIII A students at MTs Satu Atap Datok Sulaiman Palopo. Using a Classroom Action Research (CAR) approach across two cycles—comprising planning, implementation, observation, and reflection—this study involved 29 students as subjects. Data was collected through observations, questionnaires, and learning outcome tests, then analyzed using descriptive quantitative and qualitative techniques. The findings demonstrate that the implementation of the Educandy-based TGT model successfully transformed the learning process into a more interactive, enjoyable, and competitive experience. Empirically, the synergy between teamwork and digital game elements significantly improved both effective and cognitive dimensions. Student learning interest increased from an average of 76.3% (Good) in Cycle I to 91.1% (Very Good) in Cycle II. Similarly, cognitive learning outcomes showed a drastic improvement; the average score rose from 74.13 (48.27% completion) in Cycle I to 90.00 (96.55% completion) in Cycle II. These findings show that using digital educational games in a cooperative way greatly boosts student interest and participation, making it very effective for teaching religious topics, especially good manners.
creator: Meilanisa Meilanisa
creator: Makmur Makmur
creator: Muh. Agil Amin
rights: Copyright (c) 2026 Meilanisa Meilanisa, Makmur Makmur, Muh. Agil Amin https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-07
publication date: 2026-03-07
volume: 5
number: 2
starting page: 1145
ending page: 1160
doi: 10.51574/ijrer.v5i2.4534

Flashcard-Based Think-Pair Share Cooperative Learning Model: Interest in Learning Aqidah and Morals
type: item
description: Learning interest is a crucial factor in the educational process because it plays a major role in student engagement in understanding the material. Based on the results of pre-research at MA Al Hikmah Bandar Lampung, it is known that student learning interest in the subject of Akidah Akhlak is still relatively low, especially in the aspects of attention and involvement, which is caused by the dominance of conventional methods and the lack of variety of learning media. This study aims to test the effectiveness of the cooperative learning model of the Think-Pair-Share (TPS) type assisted by flashcards media on increasing student learning interest. The approach used is quantitative with a quasi-experimental method of post-test only control group design. The research sample consisted of two classes, namely class X.A as the experimental group and class X.B as the control group. The data collection instrument used a non-test questionnaire that focused on indicators of attention in learning interest. The results of data analysis using the t-test showed a significance value of 0.001 (p < 0.05), which confirmed a significant difference in learning interest between the two groups. These findings prove that the combination of the TPS model and flashcards is effectively able to overcome the obstacles of low student attention and involvement. The synergy between independent thinking, pair discussions, and idea sharing, supported by visualization of material through flashcards, creates a more active and innovative learning environment. This study concludes that the flashcard-based TPS approach is an effective alternative learning strategy for increasing student motivation and interest in deepening the material on Aqidah and Akhlak.
creator: Suci Febhiyanti
creator: Deden Makbuloh
creator: M. Indra Saputra
rights: Copyright (c) 2026 Suci Febhiyanti, Deden Makbuloh, M. Indra Saputra https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-08
publication date: 2026-03-08
volume: 5
number: 2
starting page: 1161
ending page: 1174
doi: 10.51574/ijrer.v5i2.4719