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
235 Documents
<![CDATA[Analysis of Critical Thinking Skills of Prospective Elementary School Teacher Student ]]>
<![CDATA[Julianto Julianto]]>;
<![CDATA[Wiryanto Wiryanto]]>;
<![CDATA[Suprayitno Suprayitno]]>;
<![CDATA[Asri Susetyo R]]>;
<![CDATA[Fitria Hidayati]]>;
<![CDATA[Endah Rahmawati]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 3 (2023): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v4i3.302
<![CDATA[Objective: Education is one of the basic needs of humans. The current educational challenge is to produce individuals who can compete in the 21st century. We can access various information freely via the internet, and there is no guarantee that the news we see is true. To use this information properly, individuals must evaluate data and information sources. Method: The type of research used is qualitative research. The population in this study is all ESTE FoE Unesa students, and the sample used is the 2018-2020 class. The sample used was class 2019, D, and F, totaling 84 students. The data collection method used in this study is the test. The instrument used in this study was a critical thinking skills test. Data analysis was carried out in percentage terms. Results: The results showed that the critical thinking skills of Elementary School Teacher Education Faculty of Education Unesa students were in a low category. The results of this study are expected to be used by lecturers or researchers to design and develop learning activities that can facilitate students to practice critical thinking skills. Novelty: Lecturers can design the implementation of learning in the classroom that trains critical thinking skills to become more qualified, effective, and efficient.]]>
<![CDATA[Analysis of Early Childhood Fine Motor Skills Through the Application of Learning Media ]]>
<![CDATA[Resi Rosalianisa]]>;
<![CDATA[Budi Purwoko]]>;
<![CDATA[Nurchayati Nurchayati]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 3 (2023): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v4i3.307
<![CDATA[Objective: The learning media is one of the methods needed in the learning process when students are in class, especially for developing fine motor skills. Fine motor skills are fine motor skills that involve finely coordinated movements. This research was conducted to describe and analyze the implementation of the learning media to develop and stimulate the development of children's fine motor skills. The novelty of the research is learning media to improve fine motor skills in early childhood. This study aims to describe fine motor skills in early childhood through learning media. Method: This research method is a literature study or literature review with a qualitative approach that is carried out by collecting data or based on scientific writing, which combines research with existing literature to solve existing problems—collecting data on library materials by reading and storing and managing research materials and concluding research materials. Results: Based on an analysis of 30 learning articles using learning media shows that developing fine motor skills in early childhood requires learning activities using learning media to support and support the learning process. In addition, when the learning process uses learning media, children become interested, enthusiastic, and excited because learning activities become fun. Novelty: The novelty of the research is learning media to improve fine motor skills in early childhood.]]>
<![CDATA[Analysis of Effectiveness PBL-STEM to Improve Student’s Critical Thinking Skills ]]>
<![CDATA[Noera Wahdaniyah]]>;
<![CDATA[Rudiana Agustini]]>;
<![CDATA[Tukiran Tukiran]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 3 (2023): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v4i3.312
<![CDATA[Objective: This study aims to analyze the effectiveness of PBL-STEM in improving students' critical thinking skills. Method: The method used in this research is the literature review method. A literature review is a type of research that collects data and information from various sources by collecting and analyzing. This study analyzes as many as two national and international articles that can be accounted for. The articles used were published in 2018-2022. The steps in this Literature review method are identifying topics, searching for and selecting relevant articles, analyzing and synthesizing the literature, and creating a conclusion. Results: (1) the application of the PBL model can improve students' critical thinking skills; (2) the integration of STEM in the learning process is also able to improve critical thinking skills because STEM provides opportunities for students to identify real-life problems and solve them, which is per the characteristics of PBL; (3) the integration between PBL and STEM can be applied and can provide more effective results in improving students' critical thinking skills. Novelty: ThisThis study discusses the analysis of how effective the integration of STEM and PBL from the latest journals so that this research can be used as a reference for making quality learning tools.]]>
<![CDATA[Analysis of Effectiveness Argument-Driven Inquiry to Improve Students’ Argumentation Skill and Conceptual Understanding ]]>
<![CDATA[Agustina Dua Kuki]]>;
<![CDATA[Rudiana Agustini]]>;
<![CDATA[Utiya Azizah]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 3 (2023): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v4i3.316
<![CDATA[Objective: This study examined the effectiveness of the Argument-Driven Inquiry learning model in science learning in improving students' argumentation skills and conceptual understanding. Method: The techniques used are 1) searching articles on Scopus and Google Scholar using the keyword Argument-Driven Inquiry in science learning, 2) articles were selected focus on increasing conceptual understanding and argumentation skills, 3) the metadata was selected limited to 2015-2023, and 4) conducting the in-depth review. Results: The ADI model was able to improve students' argumentation skills. In general, students' argumentation levels are in levels 3-4. The quality of the arguments developed by students shows the understanding of the concepts possessed by students. Students can reach the cognitive level created (C6) by writing scientific reports. Novelty: This study reinforces previous research regarding the effectiveness of the ADI model in improving argumentation skills and conceptual understanding taken from recent articles. Therefore, this article can be the basis for developing learning tools for the ADI model.]]>
<![CDATA[Utilization of Universities’ Massive Online Open Courses in Learning Management System: Research Trends and Bibliometric Analysis ]]>
<![CDATA[Dwikoranto Dwikoranto]]>;
<![CDATA[Wuwuh Asrining Surasmi]]>;
<![CDATA[Benny Kurniawan]]>;
<![CDATA[Irgy Redityo Dawana]]>;
<![CDATA[Lindsay N. Bergsma]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 3 (2023): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v4i3.380
<![CDATA[Objective: This study aims to explore research trends related to the use of Massive Open Online Courses in Learning Management Systems (MOOCs in LMS) in university environments and to conduct bibliometric analysis to understand research developments related to this topic. Online learning is increasingly popular with the MOOCs in LMS, which allows students to learn flexibly and independently through digital platforms. Method: The data is retrieved from the Google Scholar database, using keywords related to MOOCs in LMS and universities. This study uses a bibliometric analysis method using the Google Scholar and VOSviewer databases, which obtained 1,710 articles. Results: The results show that the use of MOOCs in LMS in the context of university learning has become an increasingly popular research topic in recent years, where the publication rate has increased significantly. This has the potential to be further investigated in the future. Further research related to MOOCs in LMS can be integrated with blended learning models. This is because the Blended learning model using MOOCs can improve critical thinking skills and problem-solving. This research has limitations, namely using only one database, Google Scholar, to obtain research data. Novelty: Therefore, it is recommended that MOOCs in LMS research at universities be carried out using other databases besides Google Scholar to obtain broader data.]]>
<![CDATA[Profile of Student’s Critical Thinking Skills and The Effectiveness of Problem-Based Learning Models Assisted by Digital Worksheet in Science Learning on Motion and Force Materials ]]>
<![CDATA[Risa Umami]]>;
<![CDATA[Madlazim Madlazim]]>;
<![CDATA[Sifak Indana]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 4 (2023): July ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v4i4.291
<![CDATA[Objective: Critical thinking skills are one of the 21st-century skills that must be possessed by students in order to be able to adapt and compete on a global scale. This study aims to describe the profile of students' critical thinking skills and the effectiveness of the Problem-Based Learning (PBL) models assisted by digital worksheets to improve students' critical thinking skills In Learning Science On Motion And Force Materials. Method: The research design is quantitative descriptive research. The subjects of this study were 102 students at SMPN 4 Waru with a simple random sampling method. Critical thinking skills tests are analyzed per indicator, which consists of giving simple explanations, building basic skills, concluding, giving advanced explanations, and setting strategies and tactics. Results: Based on the results of the analysis, it was obtained that the average proportion of students' thinking skills was in the low category. The indicator that gets the highest percentage is giving a simple explanation at the lowest indicator is setting strategy and tactics. Several factors cause this: learning rarely leads students to train and improve their critical thinking skills, the evaluation instruments used primarily using low cognitive tests, and the learning loss factor students experience while studying at home due to the effects of the COVID-19 pandemic. Novelty: Based on several research sources, it was concluded that applying the PBL model assisted by digital worksheets could effectively improve students' critical thinking skills in science learning.]]>
<![CDATA[Validity of Student Worksheets Based on Model Argument Driven Inquiry Integrated by STEM to Train Students' Argumentation Ability and Self-Efficacy in Chemical Equilibrium Material ]]>
<![CDATA[Shela Insanul Hikmah]]>;
<![CDATA[Tukiran Tukiran]]>;
<![CDATA[Harun Nasrudin]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 4 (2023): July ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v4i4.300
<![CDATA[Objective: One of the teaching materials that can increase students' interest and learning motivation is student worksheet with an interesting learning model. This study aims to: (1) train students' argumentation abilities when they want to express their opinions regarding chemical equilibrium material and (2) train students' self-efficacy by bringing opinions related to equilibrium material. Method: The research method refers to the 4D model, namely definition, design, development, and deployment. However, it is only limited to the third stage. The data collection technique used the validation method by three validators, namely two chemistry lecturers and one high school chemistry teacher. The instruments used to assess the validity of the student worksheet are content validity sheets and construct validity sheets. The data obtained is then processed using the agreement percentage formula. Results: student worksheet 1, student worksheet 2, and student worksheet 3 are feasible in terms of content and construction validity with very valid categories. This is evidenced by the agreement percentage value on each student worksheet which is above 75%. Novelty: student worksheet modeled on STEM-integrated ADI will be developed to train students' argumentation skills and self-efficacy. This novelty can be assessed as being able to provide: (1) solutions related to students' interest in ideas on chemical equilibrium material, especially the sub-factors of shifting factors towards chemical equilibrium and (2) being able to increase students' confidence when conveying their ideas or other actions.]]>
<![CDATA[Scientific Literacy Improvement Using Socio-Scientific Issues Learning ]]>
<![CDATA[Adinda Arlin Husniyyah]]>;
<![CDATA[Erman Erman]]>;
<![CDATA[Tarzan Purnomo]]>;
<![CDATA[Mohammad Budiyanto]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 4 (2023): July ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v4i4.303
<![CDATA[Objective: This study aimed to describe the improvement of scientific literacy after learning based on Socio-scientific Issues using the Problem-Based Learning model. Method: This study was analyzed quantitatively descriptively using N-Gain to determine the student's scientific literacy improvement. Using a one-group pre-posttest design, 29 undergraduate students of the science education department from a university in Indonesia participated in this pre-experimental study. The data was collected using an observation sheet of learning implementation and scientific literacy tests given before and after the learning. Finding: The results of this study showed that students' scientific literacy was improved after participating in learning based on Socio-scientific Issues using the Problem-Based Learning model. The scientific literacy was improved from (category low) in the pretest to (category medium) in the posttest, and the average N-gain score was 0,64 (medium category). Improving scientific literacy is also supported by the Socio-scientific Issues of learning using the Problem-Based Learning model implemented very well. Novelty: This study’s novelty was to describe each indicator of scientific literacy of the undergraduate students that was improved by using Socio-Scientific Issues in Problem-Based Learning. Hopefully, this study will be helpful for further research and give a solution for science teachers to improve students' scientific literacy.]]>
<![CDATA[Validity of Inquiry-Based Textbooks on Scientific Literacy Skills ]]>
<![CDATA[Dian Roudlotul Jannah]]>;
<![CDATA[Sifak Indana]]>;
<![CDATA[Fida Rachmadiarti]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 4 (2023): July ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v4i4.313
<![CDATA[Objective: This study describes the validity of inquiry-based environmental change textbooks used to train students' scientific literacy skills. The validity of the developed inquiry-based textbooks is viewed from the aspects of content feasibility, presentation feasibility, linguistic feasibility, inquiry suitability, and scientific literacy. Method: This study used the development method with the 4D model (define, design, and develop), which was modified and implemented in the Science Education Postgraduate Program at Surabaya State University. The data collection technique was carried out using the textbook validation method. The assessment instrument used was a textbook validation sheet that two biology lecturers validated as validators. Data analysis was carried out quantitatively and descriptively. Results: The research results are in the form of validation of inquiry-based textbooks, with an average score of 94.88% in the very valid category. Novelty: The novelty of this research is that there are inquiry-based features in textbooks about environmental change that can improve students' scientific literacy skills. Based on the data analysis, the developed inquiry-based textbooks are valid and suitable for learning.]]>
<![CDATA[Implementation of ESD (Education for Sustainable Development) in Climate Change Learning: A Literature Review ]]>
<![CDATA[Susanti Indah Perwitasari]]>;
<![CDATA[Eko Hariyono]]>;
<![CDATA[Endang Susantini]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 4 (2023): July ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v4i4.317
<![CDATA[Objective: Education for Sustainable Development (ESD) is an educational agenda that focuses on the quality of learning outcomes and the emphasis on learning content and its contribution to future environmental sustainability, one of which is tackling climate change. Education for Sustainable Development (ESD) can be integrated into curriculum and learning. This study aims to describe and conduct a literature review of the implementation of ESD in climate change learning. Methods: This research is a literature study by screening 370 Scopus-indexed papers in the 2017-2022 time frame into 20 papers for analysis. The analysis results show that journal publications on implementing ESD in climate change learning still need to be made available despite increased research trends. The implementation that has been carried out can be through formal / school and non-formal education with learning innovations and developing curricula and policies. There is a tendency for developing learning innovations is the most widely practiced form of implementation in climate change learning. Implementing ESD in climate change learning is vital in improving the understanding, skills, and awareness of climate change. Novelty: The study reveals an urgent need to develop the right innovations, methods, and designs to implement ESD in climate change learning, especially government policies. These findings invite researchers, practitioners, governments, and communities to be involved in developing innovations, methods, designs, and policies within a sustainable framework by implementing ESD in climate change learning.]]>
