IJORER : International Journal of Recent Educational Research
IJORER is an international journal (double-blind peer review) that focuses on Recent Educational Research. The journal concerns in Recent Educational Research accepts articles in the field of Education: instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, and educational developments. IJORER is an internationally recognized journal in the field of education and is published four times a year (in January, April, July & October). Studies may relate to any age level - from infants to adults. IJORER, being an international journal, our editorial advisory board members are from various countries around the world. All manuscripts sent to IJORER will be read and reviewed with a confidential identity (double-blind peer review) by at least 2 peer reviewers who are experts in their fields. Depending on the evaluation reports of the members of the Editorial Advisory Board and peer reviewer, articles are published or not. The authors are responsible for the errors, if any, in their published articles. The articles need to be not published elsewhere previously.
Articles
175 Documents
<![CDATA[Development of OCIPSE Learning Model to Increase Students’ Scientific Creativity in Natural Science Learning ]]>
<![CDATA[Rizqi]]>;
<![CDATA[Prabowo]]>;
<![CDATA[Tjandra Kirana]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 1 No. 1 (2020): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v1i1.10
<![CDATA[This Research & Development (R & D) has the main goal to develop and produce OCIPSE learning model. The main product of this research is the OCIPSE learning model with five phases, they are 1) Orient and organize the students for study; 2) Collaborative Investigation; 3) Presentation and discussion; 4) Strengthening of scientific creativity; and 5) Evaluate and provide recognition. The OCIPSE learning model’ quality data is obtained through an expert validation process by using the OCIPSE learning model Qualification Assessment Instrument. The OCIPSE learning model quality analysis used an average validity score, single measures ICC, and Cronbach's coefficient alpha. The result of the research shows OCIPSE learning model with average content validity (3.69), construct validity (3.69), with the validity of each aspect statistically in (rα = .92) and reliability in (α = .87). The results of this study indicate that the developed OCIPSE learning model was declared qualified by experts. The research implication is that a qualified OCIPSE learning model can be used to enhance the scientific creativity of junior high school students in natural science learning.]]>
<![CDATA[Study on Implementation of Integrated Curriculum in Indonesia ]]>
<![CDATA[Erwin Akib]]>;
<![CDATA[Muhammad Erwinto Imran]]>;
<![CDATA[Saiyidah Mahtari]]>;
<![CDATA[Muhammad Rifqi Mahmud]]>;
<![CDATA[Anggy Giri Prawiyogy]]>;
<![CDATA[Irfan Supriatna]]>;
<![CDATA[MT. Hartono Ikhsan]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 1 No. 1 (2020): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v1i1.24
<![CDATA[An integrated curriculum is an educational approach that prepares students to face lifelong learning. In curriculum integration, schools must view education as a process of developing the abilities needed in life, especially in facing 21st-century life challenges, not discrete subjects that are divided into different fields. Integrated learning will provide the opportunity for students to understand the complex problems that exist in the surrounding environment with a complete view. With this integrated learning, students are expected to have the ability to identify, gather, assess, and use information that is around them meaningfully. This can be obtained not only through the provision of new knowledge to students but also through the opportunity to strengthen and apply it in a variety of increasingly diverse new situations. The main focus of this article is to analyze the implementation of integrated learning in the curriculum in Indonesia. The integrated curriculum developed by Robin Fogarty has many advantages that can be adapted in the development of education in Indonesia, including the revised Curriculum 2013. Academics and practitioners must comprehensively understand the nature of the ten curriculum models (Robin Fogarty) and Curriculum 2013 before making tools and implementing them in learning.]]>
<![CDATA[Philosophical Reflections: Critical Analysis of Learning Strategies for Science Practicum During the COVID-19 Pandemic ]]>
<![CDATA[Budiyono Saputro]]>;
<![CDATA[Muh Saerozi]]>;
<![CDATA[Fadhil Ardhiansyah]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 1 No. 2 (2020): July ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v1i2.26
<![CDATA[The purpose of this study is to obtain a critical description of the learning strategy for science practicum during the COVID-19 pandemic. The research method was a qualitative descriptive study. The respondents of this study were lecturers and students of the Natural Sciences within the Indonesia Natural Sciences Tadris Association. The research instruments were in the form of questionnaires and a list of questions related to the learning of science practicum during the COVID-19 pandemic. The results showed the highest percentage of each learning strategy indicator for science practicum used by lecturers as follows: (1) 68.75% for the student center approach, (2) 50% for problem-based learning strategy, (3) 31.25% for self-practicum technique, (4) 31.25% for WhatsApp media, (5) 31.25% for self-assignment evaluation, (6) 93.75% for the indicator of the success of self-practicum, (7) 68.75% social media and signal supporting factors, (8) 31.25% for internet network obstacle, (9) 68.75% for the method to discover the practicum skills by playing the video of student’s results of practicum at home. The recommendation of this study should be carried out independently in each student's home by utilizing tools and materials around their environment and evaluation of learning is done through self-assignments or practicum videos sent to lecturers.]]>
<![CDATA[Implementation of Integrated Science Model With Audiovisual Teaching Materials To Improve Students’ Learning Outcomes and Science Process Skills ]]>
<![CDATA[Emilia Candrawati]]>;
<![CDATA[Sumpono]]>;
<![CDATA[Agus Sundaryono]]>;
<![CDATA[Mellyta Uliyadari]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 1 No. 2 (2020): July ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v1i2.34
<![CDATA[This study aims to determine the effectiveness of the integrated science learning type connected to achieving basic competencies and improving science process skills. This study uses a 4-D development model that is defined, design, develop, and disseminate with one-group posttest design implemented in 5th-semester students of Chemistry Education, University of Bengkulu. The research instrument is a posttest question to measure learning outcomes and observation sheets to measure science process skills. The teaching materials used are sourced from part of the process and the results of the activity test of palm oil endophytic bacteria ethyl acetate extract against Fusarium oxysporum f.sp. by TLC-bioautography is packaged in the form of learning videos. The results showed that the Integrated Science type of Connected model was used effectively to improve student learning outcomes and science process skills.]]>
<![CDATA[Development of Online Science Teaching Instrument Based on Scientific Approach Using PhET Simulation to Improve Learning Outcomes at Elementary School ]]>
<![CDATA[Taufik Adi Sarwoto]]>;
<![CDATA[Budi Jatmiko]]>;
<![CDATA[Elok Sudibyo]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 1 No. 2 (2020): July ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v1i2.40
<![CDATA[The research aims to develop online science teaching instruments based on a scientific approach using a proper PhET simulation to improve learning outcomes for elementary school students. The developed equipment is the lesson plan, students’ activity sheet, learning materials, and assessment sheet of learning outcomes. The research plan is designed in One Group Pre-Test- Post-Test Design. The population in this study is all students of the fifth grade of State Elementary School Jagir I academic year 2019/2020. The results showed that there is a significant improvement in the results of online science studying through a scientific approach with the PhET simulation media. N-Gain value of class A is of 0.76 and class B is 0.70 with high criteria. The hypothesized test results showed no significant difference between class A and class B, student learning outcomes in the psychomotor area values class A in 80 when the average value of class B is 77.08, the learning results in affective domain values in class A is 80.00 in average and in class B is 80.31 with the 100% passing rate of the affective domain.]]>
<![CDATA[Profile of Online Learning in Building Engineering Education Study Program During the COVID-19 Pandemic ]]>
<![CDATA[Heri Suryaman]]>;
<![CDATA[Kusnan]]>;
<![CDATA[Husni Mubarok]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 1 No. 2 (2020): July ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v1i2.42
<![CDATA[This study attempts to discuss the profile of brave learning during the COVID-19 pandemic: (1) validity and reliability of instrument; (2) interesting learning for students; (3) implementation of learning; (3) strengths and weaknesses of learning; and (4) application that matches the learning profile and the condition of the existing internet network. The participant of this study were students and lecturers supporting courses in the Building Engineering Education study program. Data collection uses quantitative and qualitative methods. The questionnaire was given by online to 67 students and 6 lecturers. The result of this research shows that (1) questionnaire instruments have been tested as valid and reliable; (2) online learning is not all interesting; (3) online learning has been implemented, but some lecturers have problems when making corrections, the condition of the internet network in some regions is not smooth enough to be an obstacle for students to access applications; (4) using of the application adjusts the online learning profile and the condition of the internet network in the area. The conclusion reveals that applications of online learning must be easily accessible, used, interesting, and needs to be combined with several applications to provide the perfection of delivery and acceptance of material in teaching and learning activities.]]>
<![CDATA[Guided Inquiry Model with the REACT Strategy Learning Materials to Improve the Students’ Learning Achievement ]]>
<![CDATA[Miftahul Jannah]]>;
<![CDATA[Z. A. Imam Supardi]]>;
<![CDATA[Prabowo]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 1 No. 2 (2020): July ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v1i2.45
<![CDATA[This study aims to describe the effectiveness of learning materials with a guided inquiry model with the REACT strategy to improve students’ learning achievement on heat and temperature topic. It developed with the 4D model and try outed using the One Group Pre-Test Post-Test Design. Data collection methods used validation, observation, and test. The results of this research are that the learning materials have a very valid category and it can be used to improve the learning process. The learning achievement, the average post-test score is 84 with an N-Gain of 0.7 which categorize as medium, while the overall student completeness reached 88.57%. The students have a very good response to learning in the range of the answer with agree and very agree. Based on the results of the study it can be concluded that learning materials of the guided inquiry learning model with the REACT strategy can improve the students’ learning achievement on heat and temperature topic. Guided inquiry with the REACT strategy learning is expected to be able to make students more actively in the process of gaining their knowledge directly so that students are easier to remember and interpret.]]>
<![CDATA[Problem Based Learning With The SETS Method To Improve The Student’s Critical Thinking Skill of Senior High School ]]>
<![CDATA[Devy Alvionita]]>;
<![CDATA[Prabowo]]>;
<![CDATA[Z.A. Imam Supardi]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 1 No. 3 (2020): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v1i3.46
<![CDATA[This study aims to improve students' critical thinking skills through the application of learning materials with the PBL-SETS method. They were developed with the 4D model. This research is pre-experimental used one group pretest and posttest design. Data collection methods used validation, observation, and test. The data analysis technique used is the paired sample T-test. The learning materials have a very valid category and it can be used to improve critical thinking skills. The average critical thinking post-test score is 84 with an N-Gain of 0.7 which categorize as medium, while the overall student completeness reached 87%. The results of data analysis show that t-count = -21,967 and t-table = 1,693 (at df 32 and the significance level of 0.05). Research shows that the use of PBL with the SETS method affects increasing critical thinking skills. The responses of students towards learning by 88% (very good). Based on the results of this study it can be concluded that learning materials of the PBL model with the SETS method can improve the students’ critical thinking skill on fluid dynamic topic. PBL with SETS learning is expected to be able to make students more actively in the process of problem solving directly so that students are easier to develop critical thinking skill. From the indicator of critical thinking skills, students can more easily understand the concept and develop their critical thinking skill.]]>
<![CDATA[Innovative Learning Model: Improving The Students' Scientific Literacy Of Junior High School ]]>
<![CDATA[Aprido B. Simamora]]>;
<![CDATA[Wahono Widodo]]>;
<![CDATA[I Gusti Made Sanjaya]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 1 No. 3 (2020): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v1i3.55
<![CDATA[In the strict challenges faced by society, a paradigm shift is needed in the education system that can provide a set of 21st century skills needed by students to deal with every aspect of global life. One of them is scientific literacy. Unfortunately, the scientific literacy ability of students in Indonesia is still low. The Inquiry and SETS models have been widely applied to improve students' scientific literacy skills. However, weaknesses are found such as: students still cannot use their content knowledge to explain scientific phenomena perfectly; and the need for more in-depth inquiry activities so that students' abilities in designing and evaluating scientific investigations obtain excellent results. Therefore, innovation was created to develop the BRADeR learning model based on consideration of the strengths and weaknesses of the inquiry model and SETS as well as theoretical and empirical support. This research serves as a preliminary study in the process of developing the BRADeR model to improve students' scientific literacy skills. This study includes a needs analysis and literature review. The results show that innovation can be maintained as a basis for developing a hypothetical model of the BRADeR learning model. The syntax of the BRADeR model includes: brainstorming, reading, analyzing, decision making, and reflection. The hypothetical model of the BRADeR learning model must be tested to meet the aspects of validity, practicality, and effectiveness to improve the scientific literacy skills of junior high school students.]]>
<![CDATA[Metaphysics in a Review of "Karl Popper's Philosophy of Science" (Rationality Without Foundations) by Stefano Gattei ]]>
<![CDATA[Binar Kurnia Prahani]]>;
<![CDATA[Sayidah Mahtari]]>;
<![CDATA[Suyidno]]>;
<![CDATA[Joko Siswanto]]>;
<![CDATA[Wahyu Hari Kristiyanto]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 1 No. 3 (2020): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v1i3.58
<![CDATA[This article is the result of a book review of a work by Stefano Gattei. The starting point of Popper's view is that "almost every phase of our scientific development is under metaphysical rule, that is, ideas that are tested, ideas which determine not only what problems we need to explain, but also what kinds of answers we will consider to be one that is important or satisfactory or accepted, and as a remedy, or guarantee, of a previous answer". Popper's indeterminism is important because Popper's custom begins by considering an intuitive Laplacian view of determinism: "the world is like a motion picture film: or a projected image. Parts of the film have proved to be the past. And unproven people are the past. front". Popper has always been claimed to be a metaphysical realist: to him, to be a realist means to think, in covenant with common sense, that the world of his existence is independent of human beings. It means, "my existence will end without the world coming to an end too". As well as other metaphysical positions, realism is a non-testable conjecture: "realism is neither proven nor disproved".]]>
