International Journal of Research in Education
Journal Title International Journal of Research in Education (IJRE) Frequency 2 issues per year (January & July) DOI Prefix 10.26877 by ISSN 2745-3553 (online-Elektronik) Editor-in-chief Prof. Dr. Achmad Buchori, M.Pd. Publisher LPPM Universitas PGRI Semarang Indexing Google Scholar | Garuda | SINTA | Dimensions This page is a new page for an old journal https://journal.upgris.ac.id/index.php/ijre/index International Journal of Research in Education (IJRE) is a leading peer-reviewed journal for the publication of articles of interest to researchers in education. The journal has rapidly become a major focal point for the publication of educational research from throughout the world. It disseminates original, peer-reviewed studies covering all subfields, disciplines, and levels of analysis in the field of education research. Additionally, it promotes submissions from all fields of study and educational levels throughout life. IJRE seeks the highest quality submissions that represent a variety of viewpoints, subjects, settings, and methodologies, including interdisciplinary and multidisciplinary work. The Journal welcomes research articles focusing on the following current issues in (but not limited): 1. Sciences Education, 2. Mathematics Education, 3. Technology Information in Education, 4. Early Childhood Education, 5. Economics Education, 6. Languages Education, 7. Linguistic and Culture, 8. Social Education, 9. Physical Education, 10. Civics Education, 11. Counselling, and 12. Other issues in the Teachers Preparation Program.
The Implementation of Interactive Learning Media in Improving Students’ Learning Enthusiasm in Economics Learning
The low level of students ' learning spirit in economic learning is the main problem in this study. Students tend to show low participation during class discussions and learning activities due to monotonous teaching methods, boredom during lessons, and limited comprehension of learning materials. Therefore, the use of Interactive Learning media is considered necessary to create a more active, interesting, and student-centered learning process. This study aims to improve students ' learning spirit in economic subjects through the application of Interactive Learning Media. This study used a Class Action Research (CAR) design conducted in two cycles. The subjects of this study were students of Class XI IPS 4 and XI IPS 5 SMA Negeri 1 Telaga Biru totaling 66 students. Data collection techniques include observation, student learning enthusiasm sheet, teacher activity observation sheet, and student activity observation sheet. The results showed that the application of Interactive Learning Media successfully improve students ' learning spirit. In the first cycle, IP Class XI 4 reached 66.90%, while IP Class XI 5 reached 70.21%. In the second cycle, the score increased significantly to 83.41% for IP XI Grade 4 and 83.46% for IP XI Grade 5, both categorized as high. Therefore, it can be concluded that Interactive Learning Media successfully improved students’ learning enthusiasm in economics learning.
Copyright (c) 2026 International Journal of Research in Education
Negotiating English-Only Ideology: Translanguaging and L1 Integration in a Multilingual Indonesian EFL Classroom
This study examines translanguaging and first language (L1) integration in an English as a Foreign Language (EFL) classroom in Pamekasan, Madura, an underrepresented multilingual region of Indonesia. Although translanguaging is increasingly recognized as a resource in multilingual pedagogy, EFL policies and classroom practices in Indonesia often remain aligned with English-only ideology, creating tension between theory and practice. The study aimed to explore how translanguaging is enacted, how teachers and students perceive it, and what learning impacts emerge. Using a qualitative case study design, data were collected through classroom observations, teacher interviews, and student focus group discussions in a public junior high school. Findings show that translanguaging involving Madurese (L1), Bahasa Indonesia (L2), and English (L3) is naturally embedded in classroom interaction and used strategically to explain complex grammar, clarify tasks, and manage participation. Students drew on L1 and L2 to co-construct meaning, collaborate on problem-solving, and express understanding more confidently. Teachers perceived translanguaging as beneficial for comprehension, engagement, and anxiety reduction, yet remained cautious due to institutional pressure for English-only instruction. The results demonstrate significant cognitive benefits, specifically enhanced conceptual clarity and improved retention of specialized vocabulary, alongside affective gains such as increased learner agency and reduced communicative apprehension. The study underscores the necessity of legitimizing students' full linguistic repertoires and recommends greater policy alignment and teacher education to support context-responsive, inclusive EFL pedagogy.
An Analysis of Speech Acts in Think Globally Act Locally Textbook For 9th Grade Studentsa
This research is motivated by the importance of pragmatic competence in English language learning at the junior high school level, where students often master grammatical structures but struggle to interact naturally in real-life situations. There is a noticeable gap in textbooks which frequently emphasize linguistic aspects over sociopragmatic dimensions. The purpose of this study is to identify the types of speech acts, describe their realization across various text types, and examine their potential in supporting students' pragmatic competence within the 9th-grade English textbook "Think Globally Act Locally." The method employed is qualitative content analysis with a library research approach. Data in the form of utterances from the textbook were collected through document observation and note-taking techniques, then analyzed using Searle’s classification of speech acts. The research findings reveal four types of speech acts: Directives, Expressives, Representatives, and Commissives. Directives emerged as the most dominant type (49.4%), reflecting the instructional nature of the textbook. The realization of these speech acts highly depends on the text genre; for instance, Directives appear as imperatives in procedure texts, while Expressives are frequently found in interpersonal dialogues. In conclusion, this textbook holds significant potential for supporting pragmatic competence through rich situational contexts, although explicit explanations regarding politeness strategies remain limited.
Development of Environmentally Friendly Table Tennis Rackets as an Alternative for School Sports Equipment
This study aims to develop an environmentally friendly table tennis racket made from plastic waste as alternative sports equipment for schools, specifically to address the limitations of physical education learning facilities. The method used is Research and Development (R&D) with the Borg and Gall model through the stages of preliminary study, planning, product creation, trials, revisions, and final product improvements. This study was conducted at SMA Negeri 1 Pamotan involving physical education teachers and students as research subjects. Data were collected using a five-point scale questionnaire from 1–5 given to media experts, subject matter experts, and students in small and large-scale trials. Furthermore, the data were analyzed descriptively quantitatively by calculating the average value to determine the level of product feasibility based on aspects of appearance, strength, comfort, ease of use, and learning benefits. The results showed that the assessment of media experts obtained an average of 4.00 in the good category, while the subject matter experts obtained an average of 4.75 in the very good category. In the trial stage for students, the small scale obtained an average value of 4.86 and the large scale 4.62, both included in the very good category. These results indicate that the developed product has good quality and is acceptable to users in the learning process at school. Based on these results, table tennis rackets made from plastic waste are declared suitable for use as alternative training tools and learning media in schools. In addition to its good function, this product is also educational because it can raise students' awareness of the importance of recycling and environmental care. Thus, this product can be an economical, innovative, effective, and sustainable solution to support table tennis learning in schools.
The Effect of Outdoor Education Activities at SMK Negeri 2 Semarang on Physical Education Instruction to Enhance Student Motivation
This study aims to determine the effect of outdoor education activities on students learning motivation in Physical Education, Sports, and Health (PJOK) classes at SMK Negeri 2 Semarang. The background of this study is based on the low level of students learning motivation, as evidenced by a lack of active participation, enthusiasm, and engagement in PJOK classes, which are still dominated by conventional methods. This study employed a quantitative method with a quasi-experimental design, specifically a pretest-posttest control group design. The sample consisted of two groups: an experimental group that received outdoor education and a control group that used conventional teaching methods. Data were collected using a learning motivation questionnaire, and statistical analysis was conducted using a paired-sample t-test and a test for differences between groups.The results of the study indicate that there was a significant increase in learning motivation in the experimental group, with a significance level of 0.004 (p < 0.05), whereas no significant increase was observed in the control group (p > 0.05). This suggests that outdoor education activities have a positive effect on students learning motivation. Outdoor-based learning creates a more engaging and challenging learning environment and increases students active participation.Thus, it can be concluded that outdoor education is an effective alternative learning strategy for enhancing students motivation in physical education classes. It is hoped that this study will serve as a reference for teachers in developing innovative and context-based teaching methods.
Implementing the Guided Inquiry Approach in IPAS Learning at the Elementary Level: A Literature Review (2021–2026)
The Guided Inquiry approach provides students with opportunities to actively engage in the learning process through investigation, data collection, and drawing conclusions. This approach directly fosters critical thinking skills, including interpretation, analysis, evaluation, and inference. This study aims to analyze the effectiveness of the Guided Inquiry model in teaching Natural and Social Sciences (IPAS) at the elementary school level. The research method employed is a Systematic Literature Review (SLR) by analyzing 796 articles from Scopus and Google Scholar databases published between 2021 and 2026. Based on the literature review, the findings indicate that this model significantly improves students’ critical thinking skills, conceptual understanding, and learning motivation. The results show that these improvements occur due to the shift in students’ roles from passive recipients to active discoverers through systematic learning stages. Furthermore, the integration of digital technologies such as video media, PhET Simulations, and Google Sites enhances learning outcomes by making abstract concepts more concrete. Therefore, the Guided Inquiry approach can serve as a strategic solution in developing science learning aligned with the demands of 21st-century education in elementary schools.
Implementing Strategic Communication Training to Overcome Student’s Speaking Difficulties in English Among Eight Grade Students at SMPN 1 Krejengan
Many EFL students at the junior high school level struggle with communication breakdowns due to limited vocabulary and high anxiety, yet traditional speaking instructions often overlook the explicit teaching of strategic competence. This study aims to examine how Strategic Communication Training can help EFL students at SMPN 1 Kerejengan overcome speaking difficulties, focusing on improving their ability to manage communication breakdowns, enhance fluency, and increase confidence. This study employed a qualitative case study design, with data collected through semi-structured interviews, classroom observations, and document analysis, and analyzed using thematic analysis. The findings reveal that Strategic Communication Training significantly improved students’ speaking fluency, confidence, and interaction ability. Students demonstrated effective use of strategies such as paraphrasing, circumlocution, clarification requests, and confirmation checks. Classroom participation also increased through role-plays and group discussions, while students became more capable of maintaining conversations despite linguistic limitations and showed reduced speaking anxiety. This study is applicable in EFL classrooms, particularly in junior high schools and teacher education programs, providing practical insights for curriculum developers. The novelty of this study lies in integrating Strategic Communication Training into classroom-based speaking instruction, offering new insights into how strategic competence can enhance students’ communicative proficiency and overall engagement in EFL learning.
Enhancing Listening Skills with Popular Songs by Bruno Mars as The Teaching Media to English Foreign Learners
This study investigates the improvement of using songs by Bruno Mars as instructional media to enhance listening skills among English as a Foreign Language (EFL) learners at the senior high school level. The research employed a quantitative pre-experimental one-group pretest–posttest design involving 29 Grade X students selected through criterion-based purposive sampling. The instrument consisted of an objective listening comprehension test measuring word recognition, listening for specific information, and general comprehension. The data were analyzed using the Shapiro–Wilk normality test and a paired-sample t-test. The findings reveal a significant improvement in students’ listening performance, with the mean score increasing from 60.07 in the pre-test to 80.52 in the post-test. The paired-sample t-test result (t(28) = 14.024, p < 0.05) indicates a statistically significant difference between pre-test and post-test scores, confirming the effectiveness of song-based instruction. The improvement is theoretically supported by Krashen’s Language Acquisition Theory, particularly the concepts of comprehensible input and affective filter, as well as bottom-up and top-down listening processes. The consistent exposure to the English in Bruno Mars songs contributed to enhanced phonological awareness and accent familiarity, which are essential components in EFL listening development. These findings suggest that accent-aligned popular songs, when integrated with structured listening activities, can serve as an effective pedagogical strategy to improve students’ listening comprehension in secondary-level EFL classrooms.
The Impact of Wordwall.net on Vocabulary Achievement of Junior High School Students
This study aims to assess the effectiveness of Wordwall.net in improving seventh-grade students' vocabulary in junior high school. Vocabulary is an essential element of language learning because it helps students understand and express ideas in English. However, many students still struggle to master vocabulary due to limited practice and less engaging learning materials. Therefore, the use of interactive digital tools such as Wordwall.net is expected to help create a more interesting learning environment and support students’ vocabulary development. This study employed a quantitative quasi-experimental design with two groups: the experimental and control groups. The research samples consisted of class VII B (35 students) as the experimental group, which learned vocabulary using Wordwall.net, and class VII A (33 students) as the control group, which learned without using Wordwall.net. The instruments used to collect the data were a pre-test and a post-test with different questions but based on the same test grid to ensure consistency in measurement. The data were analyzed using SPSS 29. The results show a significant difference in post-test scores between the experimental group (79.29) and the control group (56.97). The significance value (Sig. 2-tailed) was < 0.001, which is lower than 0.05, and the effect size was 1.45, indicating a strong effect. Thus, Wordwall.net significantly improved seventh-grade students’ vocabulary.
Enhancing EFL Listening Through Structured Autonomous Use of British Council Learn English Audio Materials
Listening proficiency often lags behind other English skills for EFL university students, particularly in engineering programs where limited class hours restrict systematic practice. While previous studies have highlighted the benefits of podcasts and online audio resources for developing listening skills, most of these studies have relied on short-term, teacher-led classroom interventions and have rarely structured learners’ autonomous engagement with a specific platform. This study aimed the effect of independent engagement with the British Council LearnEnglish audio series on the listening proficiency of autonomous EFL learners in an informatics engineering program. Furthermore, there is limited quasi-experimental evidence on the impact of guided independent listening programs using the British Council LearnEnglish audio series on university students' listening proficiency, especially in Indonesian higher education contexts. The experimental group (n = 15) received eight weeks of independent listening alongside regular instruction, while the control group (n = 15) received only regular instruction. A 40-item standardized listening test was administered pre- and post-test, and gain scores were analyzed using an independent samples t-test. The results revealed substantially greater proficiency gains for the experimental group, demonstrating the intervention's superior efficacy over conventional approaches. These results suggest that a structured, autonomous listening program using the British Council's LearnEnglish series can significantly improve listening proficiency in engineering-based English as a foreign language (EFL) programs with limited classroom time. Therefore, future research should examine long-term retention and cross-disciplinary scalability.
Islamic Education Learning Motivation: How the STAD Cooperative Model Impacts Students
This study aims to analyze the effect of the Student Teams Achievement Division (STAD) cooperative learning model on students’ learning motivation in Islamic Religious Education (Pendidikan Agama Islam/PAI) at SMA Muhammadiyah 2 Bandar Lampung. The research employed a quantitative approach using a quasi-experimental design involving two groups: an experimental class implementing the STAD model and a control class receiving conventional instruction. The research instrument was a PAI learning motivation questionnaire consisting of 20 items. The validity test indicated that 18 items were valid, while the reliability test yielded a Cronbach’s Alpha coefficient of 0.848, indicating high reliability. The result of data analysis was preceded by the Shapiro–Wilk normality test, which demonstrated that the data were normally distributed (Sig. experimental class = 0.140; control class = 0.752). However, the homogeneity test revealed that the data variances were not homogeneous (Sig. < 0.05). Consequently, hypothesis testing was conducted using the Mann–Whitney U test. The results of the Mann–Whitney U test showed an Asymp. Sig. (2-tailed) value of 0.000 (< 0.05), indicating a statistically significant difference in learning motivation between the experimental and control classes. The novelty of this study lies in the application of the STAD model in Islamic Religious Education by integrating cooperative group work with Islamic values to enhance students’ learning motivation. These findings underscore the importance of employing innovative instructional models in PAI learning to foster a conducive, student-centered learning environment. Theoretically, this study contributes to the enrichment of cooperative learning literature within the context of Islamic education.
AI Integration in English Language Teaching: Junior High School Teachers’ Perceptions and Readiness in Ogan Ilir, South Sumatera
Artificial Intelligence (AI) is increasingly reshaping educational practices worldwide, particularly in language learning. This mixed-methods study investigates English teachers’ perceptions and readiness toward AI integration in junior high schools in Ogan Ilir, South Sumatra, Indonesia, an under-resourced and largely rural context that remains underrepresented in global AI-in-education research. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework and technology acceptance perspectives, the study examines how teachers’ technological competence, pedagogical readiness, and institutional conditions interact to shape AI adoption in English language teaching (ELT). Data were collected through questionnaires, interviews, and classroom observations and analyzed using descriptive statistics and thematic triangulation. The findings indicate that teachers hold generally positive view on AI and recognize its potential to enhance instructional effectiveness, student motivation, and personalized learning. However, their readiness for AI integration remains moderate, constrained by limited professional development, inadequate digital infrastructure, insufficient AI literacy, and policy-related gaps. By foregrounding teachers’ voices from a rural context, this study extends international ELT and AI-in-education scholarship beyond technologically advantaged settings. This research adds empirical support to discussions of equitable AI integration while underscoring the importance of context-specific professional development, institutional infrastructure, and ethical governance in fostering sustainable AI-mediated ELT practices.
Integrating Tourism Marketing into ESP: Teachers’ Perspectives from a Vocational Education Context
This study examines teachers’ perceptions of integrating tourism marketing concepts into English for Specific Purposes (ESP) instruction at SMKN 1 Gerung, a vocational high school that offers a Tourism Destination major. As the tourism industry increasingly demands graduates with strong English proficiency and marketing communication skills, ESP programs are expected to provide learning experiences that reflect real professional practices. Teachers’ perceptions are crucial in this process because their beliefs, pedagogical knowledge, and instructional decisions directly influence the implementation and success of curriculum integration. Adopting a qualitative descriptive design, data were collected from 8 ESP teachers through semi-structured interviews, supported by document analysis and classroom observations to ensure methodological triangulation. Qualitative analysis revealed that teachers generally hold positive views toward integrating tourism marketing, as they believe it can improve students’ language proficiency, increase their motivation, and strengthen their ability to communicate effectively in workplace-related contexts. However, several challenges were identified, including limited availability of authentic and up-to-date teaching materials, insufficient professional development in tourism marketing, and weak collaboration between the school and tourism industry stakeholders. These challenges hinder teachers’ ability to design industry-relevant ESP lessons. The study highlights the need for curriculum updates, the development of authentic tourism marketing resources, and structured professional development programs. Overall, the findings offer important insights into improving curriculum design, teacher professional development and school-industry collaboration to enhance the quality, relevance, and industry alignment of ESP instruction in tourism-focused vocational education settings.
Roblox as Media for Students’ Language Output in Daily Conversation
This study investigates the use of Roblox as a medium to enhance students’ language output in daily conversation classes. The research was conducted at BBC Semarang with six students from the Dynamic Conversation class who had no prior experience using Roblox. Employing a mixed-methods design, the study combined quantitative assessment of speaking performance—covering content, pronunciation, vocabulary, and grammar—with qualitative insights from classroom observations, questionnaires, and interviews. The findings demonstrate that Roblox-based activities effectively improved students’ motivation, confidence, vocabulary, fluency, and collaboration. The interactive and task-based design of Roblox scenarios facilitated contextual language use. It supported real-time communication, aligning with the principles of the Interaction Hypothesis and Task-Based Language Teaching. Despite initial technical challenges, students reported positive experiences and increased willingness to communicate. These results highlight the potential of immersive game-based environments in supporting EFL learners’ speaking development.
Basic Concepts of Human Resource Management and Its Challenges in the Modern Era of Education
This study aims to analyze the basic concepts, functions, challenges, and strategies of human resource management in education in the modern era. This study uses a library research method with a descriptive-analytical approach, which examines various scientific literature, books, and journals published between 2015 and 2025 that are relevant to human resource management in education. The results of the study indicate that human resource management in educational institutions has evolved from an administrative function to a strategic function focused on developing teacher professionalism, digitizing work systems, and improving the welfare of educators. The main challenges identified include the acceleration of digital transformation, demands for teacher professionalism, and the need for global competencies balanced with moral and ethical values ​​in education. The conclusion of this study confirms that the success of educational institutions is highly dependent on the ability of human resource management to adapt to technological changes and globalization, while maintaining the humanistic dimension in the learning process. The urgency of this research lies in the importance of a sustainable transformation of HR management in education that is oriented towards strengthening teacher capacity so that they can face the dynamics of 21st-century education effectively and with dignity.
A Sociolinguistic Analysis of Code-Mixing in YouTube Podcast Discourse: The Case of Naura Ayu
Code-mixing has become a pervasive linguistic phenomenon in both spoken and digital communication, where speakers combine elements from different languages in a single discourse. In multilingual contexts such as Indonesia, code-mixing reflects speakers’ linguistic creativity and social identity. However, despite its increasing occurrence on social media, limited research has examined how code-mixing practices are shaped by situational factors and communicative intentions in online podcast interactions. This study aims to identify the types and factors of code-mixing based on Hoffman’s (1991) framework found in a YouTube video podcast on the Puella ID channel, focusing on the speaker Naura Ayu, an Indonesian actress. Employing a qualitative descriptive method following Sudaryanto’s (2015) analytical model, data were collected through systematic recording and transcription techniques from a single episode entitled Masa Lalu Naura yang Gak Kamu Tahu (aired on May 16, 2021). A total of 45 instances of code-mixing were identified and analyzed through categorization, verification, investigation, and conclusion stages. The findings indicate that intra-sentential code-mixing is the most dominant (31 instances), followed by intra-lexical mixing (4 instances) and pronunciation changes (3 instances), with six complex cases involving overlapping features. The analysis further reveals two main influencing factors: the discussion of particular topics and the speaker’s intention to emphasize ideas. These linguistic choices demonstrate how code-mixing functions not merely as a linguistic habit but as a deliberate communicative strategy to enhance rhetorical effect, express identity, and achieve discourse fluency.
Integrating Genre Based Approach with Canva to Improve Twelfth Grade Students' Reading Comprehension
This study investigates the effectiveness of the Genre-Based Approach (GBA) integrated with Canva in enhancing students’ reading comprehension. Despite the growing emphasis on reading skills in English language learning, many students still struggle to understand text structures, identify key ideas, and recognize specific vocabulary. This gap highlights the need for innovative approaches that combine structured pedagogy with digital media. The objective of this study was to determine whether the integration of GBA and Canva could significantly improve students’ reading comprehension. The research was conducted at SMA Negeri 8 Bandar Lampung with 28 second-grade students as participants. A pre-test and post-test design was employed, and the instrument used consisted of 40 validated multiple-choice items. Data analysis was carried out using SPSS with a paired sample t-test. The findings showed a substantial increase in the mean score, from 24.46 in the pre-test to 33.57 in the post-test, resulting in a mean difference of 9.11 points. The statistical test confirmed the significance of this improvement, with a p-value of .000 (< .05). These results demonstrate that the application of GBA supported by Canva effectively enhances reading comprehension skills. It can be concluded that structured genre-based instruction, when combined with engaging digital tools, provides a meaningful and effective learning experience in secondary education.
The Impact of Task-Based Language Teaching on Students’ Listening Proficiency Using Song Lyrics
This research focuses on assessing the effectiveness of the Task-Based Language Teaching (TBLT) approach combined with English song lyrics in improving students' listening skills and analyzes the connection between students' perceptions and their listening outcomes. A quasi-experimental design was utilized with 59 tenth-grade students from a senior high school in Bandar Lampung, divided into an experimental group (n = 30) and a control group (n = 29).The experimental group participated in five TBLT-focused lessons that included English song lyrics, whereas the control group underwent traditional listening instruction. Data were gathered via pre- and post-listening assessments and a 15-item Likert-scale survey. Findings indicated that the experimental group demonstrated a substantially higher enhancement in listening performance, recording an average post-test score of 92.50 (SD = 9.53) versus the control group's average of 53.96 (SD = 18.63). Responses to the questionnaire revealed very favorable views across three areas (mean range = 4.5–4.7), such as the learning environment, the use of songs as educational tools, and teaching effectiveness. Pearson's correlation analysis revealed a highly strong and significant positive association between perception scores and listening performance (r = 0.992, p < 0.001). Results indicate that incorporating song lyrics into TBLT produces a synergistic impact where emotional involvement and cognitive understanding support one another, making it a particularly effective teaching approach for EFL classrooms.
Exploring Students’ Perception of Speech Practice in Academic Speaking Subject for Fifth-Year Students
In the era of globalization, public speaking is becoming increasingly important in various fields, especially for EED students as future educators, where they must present material and lead class discussions effectively. However, many struggle to develop it, such as with anxiety and a lack of confidence. This research aims to describe the perceptions of EED students at Muria Kudus University regarding speech practice in the Academic Speaking subject during the 2024/2025 academic year, in terms of the activities, benefits, and challenges. This research uses a qualitative method with a phenomenological approach. Data were collected from 10 fifth-semester students of the English Education Department (EED) at Muria Kudus University through open-ended questionnaires and analysis of the academic speaking syllabus (RPS) regarding speaking activities, learning outcomes, and teaching methods. Thematic analysis was used to examine the data, and credibility was ensured through data triangulation by comparing questionnaire results with the syllabus content. The findings indicate that overall, students have positive perceptions, highlighting increased confidence, fluency, and organization of their ideas, after participating in speech practice using repetition strategies. Additionally, five aspects of verbal behavior were found to align with Skinner's theory, while two aspects did not. However, there are challenges such as nervousness, limited vocabulary, and fear of making mistakes, but this does not hinder the improvement of skills.
Playing as a Bridge to Early Childhood Literacy: A Literature Review of Best Practices in Early Childhood Education
Early childhood literacy development is a critical foundation for future learning success. However, many early education practices still rely on teacher-centered approaches, with limited emphasis on meaningful play-based learning. This gap highlights the need for a comprehensive review of best practices that effectively integrate play into early literacy instruction. The fact remains that literacy levels in Indonesia are very low, and most of the population is unaware of it. This study aims to identify and analyze best practices in enhancing early childhood literacy through play-based approaches. Using the Literature Review method, relevant studies were selected, reviewed, and synthesized to explore patterns, similarities, and differences across various play-based literacy interventions. The data collection involved identifying peer-reviewed journal articles from reputable databases, followed by a structured analysis to extract key themes and strategies. The findings reveal that methods such as storytelling with puppets, letter-sound games, role-playing, and interactive literacy boards significantly boost children’s interest and literacy skills. Active engagement of children and the teacher’s role as a facilitator emerged as critical success factors. Nonetheless, challenges such as limited resources and a lack of teacher understanding of meaningful play hinder effective implementation. The study implies that targeted teacher training and the provision of supportive learning environments are essential to maximize the potential of play-based literacy learning.
Copyright (c) 2025 International Journal of Research in Education
The Effect Of Problem-Based Learning Model Assisted By Live Worksheets On Students' Mathematical Reasoning Ability
This study aims to determine the effects of using the problem-based learning (PBL) model and live worksheet media on students' mathematical reasoning skills. The research method used was quantitative and quasi-experimental. The study included all Grade X students from a private high school in Jakarta who had relatively balanced math skills. The study sample comprised four classes (X.1, X.2, X.4, and X.6), which were randomly selected using random sampling technique and each received a different learning treatment; X.1 was taught using the TCL method with PPT, X.2 received PBL with PPT, X.4 received PBL assisted by Live Worksheets, and X.6 was taught using the TCL method assisted by Live Worksheets. A descriptive test, validated and pre-tested by experts, served as the instrument. The results of the ATS showed that there were no significant differences in the initial abilities between the classes. A mathematical reasoning ability test was conducted after the treatment and the data analysis was performed using non-parametric tests, as the data did not meet the requirements of parametric tests. The test results yielded an Asymp. Sig value of 0.000 <0.05, which implies the rejection of H0. This means that there is a difference in the students' mathematical reasoning ability between the four classes. The class that applied the PBL and live worksheet model achieved the best average result. This indicates that the combination of these methods effectively improves students' mathematical thinking ability.
Exploring Public Speaking Anxiety: Does Gender Really Matter?
This study aims to identify differences in public speaking anxiety levels between male and female students. A quantitative approach with a comparative design was used. The participants consisted of all 194 twelfth-grade students at SMAN 61 Jakarta, including 83 male and 111 female students. Data were collected through a questionnaire adapted from the Personal Report of Public Speaking Anxiety, which was translated and revalidated to suit the participant context. After a validity test, 27 items were included in the analysis. Anxiety scores were calculated using a three-step formula and categorized into low, moderate, and high levels. Data analysis was conducted using descriptive statistics and an independent samples t-test with SPSS version 29. The results showed no significant difference in public speaking anxiety between male and female students. However, descriptive findings indicated that female students generally showed slightly higher anxiety levels. This suggests that anxiety is influenced more by personal factors than gender. Educators are encouraged to provide equal speaking opportunities and build supportive classroom environments for all students.
Learning Through Screens: A Literature Review on the Role of Visual and Digital Media in Early Childhood Education
The use of visual and digital media in early childhood education has emerged as a pedagogical response to technological advancements that demand innovation in the learning process. However, prior research often addresses fragmented aspects, such as specific tools or short-term effects, without offering a comprehensive synthesis. To address this gap, the present study systematically reviews the roles, effectiveness, challenges, and implementation strategies of visual and digital media in ECE. A descriptive qualitative method was employed, using a systematic literature review guided by the PRISMA framework. Data were collected from several scientific databases such as Google Scholar, SINTA, and ResearchGate, focusing on publications from the last five years. The analysis reveals that visual and digital media such as animated videos, interactive flashcards, digital storybooks, and smart boards significantly support children's cognitive, linguistic, motor, literacy, numeracy, and socio-emotional development. These media enhance engagement, motivation, and conceptual understanding through multisensory, interactive experiences. However, several challenges persist, including infrastructure limitations, low digital literacy among educators and parents, and psychological risks such as screen addiction and reduced social interaction. Addressing these issues requires strategies such as using age-appropriate content, regulating screen time, fostering teacher–parent collaboration, and ongoing teacher training. The study concludes that visual and digital media are effective pedagogical tools when implemented thoughtfully and contextually. It offers practical insights and evidence-based recommendations to help educators and policymakers integrate digital media in early learning environments responsibly and sustainably.
Workability Study for Graduates of the Faculty of Engineering Universitas Negeri Surabaya
A successful education provider is one that produces graduates who can apply their knowledge and skills in the real world. This study aims to examine the 2022 graduate profile through a tracer study and identify factors that influence their competencies. Using a descriptive quantitative approach, the study involved 471 graduates from 13 study programs at the Faculty of Engineering. Data collection techniques using questionnaires and analyzed using factor analysis with the help of SPSS. Results show that the average waiting time for graduates to secure their first job is 4.28 months. Most alumni reported that their jobs were very closely (31%) or closely (30%) related to their field of study. The study identified 27 competency-supporting factors, which were grouped into two main components through factor analysis. Combined, these components influence alumni competence by 68.056%. The findings indicate that the curriculum and graduate profile developed by the study programs remain relevant to industry needs. Therefore, universities should adopt a holistic educational approach that balances academic knowledge with character development, ethics, and soft skills. Strengthening collaboration with industry and continuously updating the curriculum are key steps to ensure graduates stay relevant and competitive in the job market.
The Impact of Social Media on English Language Learning: A Mixed-Methods Study
This study aims to analyze the impact of social media usage on English language learning among high school students, employing a mixed-methods approach. The research focuses on popular social media platforms such as Instagram, TikTok, Twitter, and YouTube, involving 64 tenth-grade students from a high school in Jakarta. In collecting quantitative data, a questionnaire was employed to measure the students’ perceptions of social media. To collect qualitative data, semi-structured interview was used, then analyzed with a thematic analysis. The findings indicate that social media positively contributes to the enhancement of vocabulary, speaking skills, and students' motivation to learn. However, challenges remain, including distractions from non-educational content and a lack of structured learning. The findings emphasize the importance of thoughtfully and specifically incorporating social media into the English language curriculum.
Dialectical Behavior Therapy Technique on the Psychological Well-Being of Adolescents from Broken Home Families
Adolescents from broken home families are vulnerable to psychological well-being disturbances, such as feelings of worthlessness, difficulties in managing emotions, and impaired social relationships. This condition requires appropriate intervention to help individuals achieve emotional balance and improve their social adaptation. This study aims to develop and examine the effectiveness of a Dialectical Behavior Therapy (DBT) module in enhancing the psychological well-being of adolescents from broken home families within the madrasah educational environment. The research approach used was Research and Development (R&D) with the ADDIE model, focusing on the development of an instructional product in the form of a counseling service module. The research subjects consisted of six adolescents who were identified as victims of broken home families based on the results of an initial assessment. The Dialectical Behavior Therapy (DBT) module was developed through the stages of planning, preparation, expert validation, and limited trial. The results of the study show that the implementation of the Dialectical Behavior Therapy (DBT) module significantly improves aspects of self-awareness, emotional regulation, interpersonal relationships, and the ability to cope with stress. In conclusion, the developed Dialectical Behavior Therapy (DBT) module proves to be effective and feasible as an intervention tool to enhance the psychological well-being of adolescents from broken home families. This module is expected to serve as a practical alternative for psychological support within the madrasah educational environment.
An EFL Teacher Using Gestures to Teach English at a Vocational High School in Indonesia
This study addresses a research gap, as there is limited research specifically exploring the use of gestures in vocational high schools in Indonesia settings, even though Vocational High schools have distinct needs, learning styles, and challenges compared to those in general education. Moreover, real classroom practices of EFL teachers using gestures remain under-documented, despite their importance for teacher development and training. Gestures play crucial roles in language learning, particularly in EFL contexts where students' proficiency in understanding classroom instructions varies. The subject of the research is a 43-year-old vocational high school English teacher. Data was collected from a video segment of 53 minutes. The research was conducted, and gestures were identified and analyzed following Sato's gesture categorization and using a qualitative research design. Findings indicate that the teacher participant employed Emblems, Deictic, Iconic, Metaphoric, Head Movement, Beats, and Affect Display. The gestures help teachers deliver the learning materials and communication messages, emphasize meanings and intention, and represent abstract objects. The implications of this study suggest the need to raise awareness and integrate gesture use into EFL teaching practices, because many teachers still have yet to use nonverbal behavior in teaching and lack the perception that gestures are vital when communicating, especially in teaching.
Contextual Analysis of Bilingual Program at SD Muhammadiyah Jakarta: An Evaluative Case Study Based on the CIPP Model and Ecological Systems Theory
This study aims to evaluate the implementation of the bilingual programme at SD Muhammadiyah Jakarta using the CIPP (Context, Input, Process, Product) evaluation model combined with Bronfenbrenner's ecological systems theory. This topic is important as it reflects the integrative efforts of Islamic-based education with the global need for multilingual competencies, particularly in the context of urban Islamic schools facing social, cultural, and policy complexities. This study employs a qualitative approach with an intrinsic case study design. Data were collected through classroom observations, in-depth interviews with students, teachers, school principals, and parents, as well as school documentation. Analysis was conducted thematically based on the CIPP dimensions and ecological systems. The findings indicate that the bilingual programme is implemented systematically with strong cross-system support, including active participation from teachers, principals, and parents. Translanguaging strategies have proven effective in helping students understand the material without neglecting Islamic values. These findings expand the application of the CIPP model and ecological theory in the context of values-based bilingual education. This research contributes to the development of a holistic evaluative approach and provides a policy basis for Islamic schools to implement contextual and sustainable bilingual programmes. Further research is recommended to adopt a longitudinal and mixed-methods design to strengthen the validity and scope of the findings.
Phenomenological Inquiry into EFL Tertiary Students’ Experiences of Academic Culture in the Pertukaran Mahasiswa Merdeka (PMM) Program
The Pertukaran Mahasiswa Merdeka (PMM) program, part of the Merdeka Belajar Kampus Merdeka (MBKM) initiative, offers EFL students the opportunity to engage in diverse academic and cultural environments across Indonesia. This research aims to explore the academic cultural experiences of three EFL students who participated in the PMM program, focusing on their cross-cultural adaptation and personal development. The research subjects were students who had participated in the PMM program and were enrolled in the English Language Education program at two different universities in Southeast Sulawesi. Based on Kim's (2015) theory of cross-cultural adaptation, this study utilized a descriptive qualitative design with a phenomenological approach. Data were collected through semi-structured interviews and analyzed thematically using an interactive model of data reduction, display, and inference. The findings of this study reveal a dynamic process of stress, adaptation, and personal growth, as university students navigate cultural, linguistic, and academic differences. Key challenges included language barriers, culture shock, and unfamiliar academic norms, which resulted in initial stress. However, the students actively adopted strategies such as social observation, intercultural communication, and flexibility in response. This research highlights the important role of social support from peers, lecturers and the community in promoting adaptation and building confidence. In addition to overcoming external challenges, the students developed deeper intercultural competence, empathy, self-reflection, and professional readiness as future educators. This growth highlights the interplay between cross-cultural adaptation and identity formation, which offers new insights into the role of PMM programs in shaping holistic and inclusive educational practices in Indonesia.
EFL Students’ Perception of DeepL Translation Tool Utilization in Translating Scientific Published Research Articles
Artificial intelligence (AI) technology advancements have given us language learning tools like DeepL, renowned for its translation accuracy and fluency. Students often use DeepL to understand scientific published articles for the purpose of composing thesis paper in the final year of their study. However, research on students' perceptions of the use of DeepL, especially in the translation of scientific articles, is still limited. This study aims to explore the perceptions of tertiary EFL students towards DeepL utilization, particularly in helping them to understand scientific articles in English. This research used a qualitative approach with a case study design. Data were collected through in-depth interviews with final-year students who were selected using a purposive sampling technique. Data analysis was conducted using Braun and Clarke's (2006) thematic analysis method. The results showed that students have positive perceptions of DeepL because of its ability to translate complex academic terms, provide accurate and contextual translations, and accelerate understanding of academic literature. In addition, students consider DeepL is easy to use, accessible on various devices, and rarely experience technical problems. Most students plan to continue using DeepL in their academic studies and recommend it to their peers. This finding confirms that DeepL has an important role as a translation tool in supporting students' understanding of English scientific articles in thesis writing.