cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rahmat Perdana
Contact Email
rahmat260997@gmail.com
Phone
-
Journal Mail Official
ijoer.cic@gmail.com
Editorial Address
Cahaya Ilmu Cendekia Publisher, Jambi, Indonesia 36361
Location
Unknown,
Unknown
INDONESIA
Indonesian Journal of Education Research (IJoER)
Published by Cahaya Ilmu Cendekia Publisher
ISSN : 27226298     EISSN : 27221326     DOI : https://doi.org/10.37251/ijoer
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Indonesian Journal of Education Research (IJoER) is a scientific journal published by Cahaya Ilmu Cendekia Publisher. The IJoER aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills are transmitted from one generation to another; and making methods and contents of evaluation and research in education available to teachers, administrators and research workers. The journal encompasses a variety of topics, including child development (childhood, primary, secondary, senior, vocation, and higher education), curriculum, philosophies of education and educational approaches, etc. Indonesian Journal of Education Research is published both in Print and Electronic format
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 4 No. 4 (2023): August" : 5 Documents clear
The Effect of Quiz Team Type Active Learning Methods on Student Learning Motivation Rinda Arni Maulia; Ming-Lun Chung; Cecilia Okon
Indonesian Journal of Education Research (IJoER) Vol. 4 No. 4 (2023): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v4i4.703

Abstract

Purpose of the study: The purpose of this study was to determine the effect of using the quiz team type active learning method on student motivation. Methodology: This type of research is experimental research with a quantitative research approach. The population determined by the researcher was class VII junior high school students. The technique for determining the sample in this study was to use a purposive sampling technique. The data collection instruments used were questionnaires and documentation. Data were analyzed using normality, homogeneity and hypothesis tests. Main Findings: The results of this research are that the average learning motivation for Pancasila and Citizenship Education (PPKn) of experimental class students taught using the Quiz Team Active Learning Method is 83.166, which is higher than the average learning motivation for the control class which applies the Conventional Method, namely 45.533. Apart from that, there is a significant influence of the Quiz Team Type Active Learning Method in the subject of Pancasila and Citizenship Education (PPKn) on the learning motivation of class VII junior high school students. Novelty/Originality of this study: This research can answer the problems faced by students, namely the lack of maximum student motivation in the Pancasila and Citizenship Education (PPKn) learning process.
Analysis of the Application of the Discovery Learning Model to Students' Creative Thinking Ability in Reaction Rate Material Niski Nadila; Louis-Charl Cloete Coetzee; Beatrice Arwenyo
Indonesian Journal of Education Research (IJoER) Vol. 4 No. 4 (2023): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v4i4.704

Abstract

Purpose of the study: The purpose of this study was to describe and determine the relationship between the implementation of the discovery learning model in the matter of the rate of reaction with the students' creative thinking abilities. Methodology: This research is a type of correlational descriptive research. The sampling technique used in this study is Simple Random Sampling. The instrument used in this research is the observation sheet. Data analysis techniques using normality and homogeneity tests. After the prerequisite test is carried out, the hypothesis test is then carried out. Main Findings: The results of this research are that the application of the Discovery Learning model to reaction rate material can be carried out very well. This is because the teacher corrects errors in applying the model at the next meeting and there is a relationship between the application of the Discovery Learning model and students' creative thinking abilities in the reaction rate material in class XI in the medium category. Novelty/Originality of this study: Provide information about the implementation of discovery learning learning models and their correlation with students' creative thinking abilities.
T-Test Analysis of Learning Achievement of Bilingual Students and Regular Students Safri Ardiyanto; Charlotta Svonni; Nabiswa Martin Wasike
Indonesian Journal of Education Research (IJoER) Vol. 4 No. 4 (2023): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v4i4.706

Abstract

Purpose of the study: The purpose of this study was to investigate differences in learning achievement between bilingual students and regular students. Methodology: This research methodology uses a quantitative approach with the type of Ex-Postfacto research. Data collection techniques were carried out through documents and interviews. The collected data were then analyzed using conditional tests, such as the normality test and homogeneity test, as well as hypothesis testing with the T test. Main Findings: The findings of this study are that the average Grade Point Average (GPA) of bilingual students is 3.50, with a minimum GPA of 3.36 and a maximum GPA of 3.75. While the average GPA of regular students is 3.41, with a minimum GPA of 3.28 and a maximum GPA of 3.65. Based on the results of the t test calculation, with a 90% confidence level, a significance value (sig) of 0.005 is obtained with a calculated t value of 2.954 which is greater than t table of 1.675. The alternative hypothesis (Ha) is accepted, indicating that there is a significant difference between the GPA of bilingual students and regular students. Novelty/Originality of this study: The novelty of this research lies in the research contribution to the understanding of differences in learning achievement between bilingual students and regular students. These findings can provide new insights in the context of education and show the importance of bilingualism in achieving academic achievement.
Application of the Project Method in Efforts to Improve Early Childhood Social Development Rima Agustiana; Daniel J. Castner; Chulintipa Nopakhun
Indonesian Journal of Education Research (IJoER) Vol. 4 No. 4 (2023): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v4i4.707

Abstract

Purpose of the study: The purpose of this research is to improve social development at an early age through the application of the project method in Kindergarten. Methodology: The methodology used was classroom action research with three cycles, involving 15 group B kindergarten children as research subjects. The research procedure follows the Suharsimi Arikunto model which consists of planning, implementing, observing, and reflecting. The data collected was analyzed using quantitative data analysis techniques and expressed as a percentage. Main Findings: The main finding of this study is that the application of the project method can improve children's social development. Through project activities, children can be involved in socialization and collaboration activities with peers. The project method helps develop social skills and cooperative skills in children. A curriculum that pays attention to activities and experiences that involve cooperation, effort coordination, and conflict resolution among children can provide satisfactory results for their social development. Novelty/Originality of this study: This research contributes to new knowledge about the use of project methods in enhancing early childhood social development. In the context of early childhood education, the project method can be an effective approach to facilitating a child's social development. This research also shows the importance of a learning environment that supports children's social development and the role of educators in monitoring and providing guidance that is beneficial to their environment.
The Effect of Applying the Learning Cycle Learning Model on Students' Learning Outcomes of Geography Ari Whudian; Yongha Park; Raphael Ane Atanga
Indonesian Journal of Education Research (IJoER) Vol. 4 No. 4 (2023): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v4i4.708

Abstract

Purpose of the study: The aims of this study were: 1) To compare the results of learning Geography of students using the Learning Cycle 7E learning model, Learning Cycle 5E with the Expository. 2) Comparing the results of learning Geography of students using the Learning Cycle 7E learning model with the Expository. 3) Comparing the results of learning Geography of students using the Learning Cycle 5E learning model with the Expository. 4) Comparing the results of learning Geography of students using the Learning Cycle 7E learning model with Learning Cycle 5E. Methodology: This study uses a Quasi-Experimental method with a "Postest-Only Control Design". The study population was students of class XI senior high school social sciences department. The samples were selected using the cluster random sampling technique, namely class XI social sciences 5, XI social sciences 7, and XI social sciences 8. Data on learning outcomes were collected through tests with description questions. Data analysis used One Way Analysis of Variance (One Way Anova) and post-ANOVA test (Scheffe' method) with a significance level of 5%. Main Findings: The results of the study showed: (1) There were differences in learning outcomes for Geography students using the Learning Cycle 7E, Learning Cycle 5E, and Expository learning models, with an average score of 73.37 : 66.55 : 58.92 respectively. The results of the one-way ANOVA test showed Fobs > Fα (25.1686 > 3.07); (2) The 7E Learning Cycle learning model produces better Geography learning achievement compared to the Expository learning model, with an average score of 73.37: 58.92; (3) The 5E Learning Cycle learning model produces better Geography learning achievement compared to the Expository learning model, with an average score of 66.55: 58.92; (4) The 7E Learning Cycle learning model produces better Geography learning achievement compared to the 5E Learning Cycle learning model, with an average score of 73.37: 66.55. The three learning models have different levels of influence, with Learning Cycle 7E having the greatest influence, followed by Learning Cycle 5E and Expository. Novelty/Originality of this study: This research has a significant contribution in the field of geography education. The results showed that the Learning Cycle 7E learning model had a more positive influence on students' Geography learning outcomes compared to the Expository learning model and the 5E Learning Cycle. These findings provide a new understanding of the effectiveness of various learning models in the context of geography education.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2023 2023


Reset
Filter By Issues
All Issue Vol. 4 No. 5 (2023): October Vol. 4 No. 4 (2023): August Vol. 4 No. 3 (2023): June Vol. 4 No. 2 (2023): April Vol. 4 No. 1 (2023): February Vol. 3 No. 6 (2022): December Vol. 3 No. 5 (2022): October Vol. 3 No. 4 (2022): August Vol. 3 No. 3 (2022): June Vol. 3 No. 2 (2022): April Vol. 3 No. 1 (2022): February Vol. 2 No. 6 (2021): December Vol. 2 No. 5 (2021): October Vol. 2 No. 4 (2021): August Vol. 2 No. 3 (2021): June Vol. 2 No. 2 (2021): April Vol. 2 No. 1 (2021): February Vol. 1 No. 6 (2020): December Vol. 1 No. 5 (2020): October Vol. 1 No. 4 (2020): August Vol. 1 No. 3 (2020): June Vol. 1 No. 2 (2020): April Vol. 1 No. 1 (2020): February More Issue