IJORER : International Journal of Recent Educational Research
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Traditional Values and Educational Access: A Study of Girls' Schooling Rights in Pakpak Cultural Communities
Get PDFObjective: this research examines the intricate processes contributing to educational development inequity among girls from impoverished female-headed households (pekka) in Pakpak communities at Pegagan Julu VIII Village, North Sumatra. The study explores the interplay between cultural traditions, socioeconomic constraints, and gender ideology that restricts girls' educational opportunities despite Indonesia's commitment to gender equality in educational development frameworks. Method: the investigation employed qualitative feminist methodology, gathering comprehensive life stories from seven Pakpak girls (ages 15-20) who experienced educational discontinuation. Data collection involved in-depth interviews, participatory observation, and focus group discussions with participants and their families, conducted over nine months of ethnographic fieldwork. Results: the analysis revealed that educational development inequity stems from two interlocking systems: patriarchal cultural structures and extreme poverty conditions. These systems create a "patriarchy-poverty nexus" that produces double marginalization of girls—first by systematically restricting their access to higher education in favor of male siblings, and second by imposing additional economic burdens wherein girls must abandon education to financially support their brothers' schooling. Significantly, mothers in these households often serve as unwitting agents reproducing patriarchal values despite their own marginalized position as household heads. Novelty: this study contributes uniquely to educational development discourse by identifying specific mechanisms through which traditional values intersect with economic hardship to create gender-based educational disparities in indigenous communities. Unlike previous research focusing solely on economic barriers, our findings illuminate how cultural interpretations of gender responsibility result in female educational sacrifice becoming normalized as familial duty, providing new insights for addressing educational inequity in traditional communities undergoing uneven development processes
Nature as Text: A Systematic Review of Ecologically Themed Writing Pedagogy and Its Influence on Metacognition and Student Engagement
Get PDFThis systematic literature review (SLR) investigates how integrating ecological literacy themes into writing pedagogy influences elementary students’ metacognitive writing strategies and engagement in deep learning-oriented classrooms. The primary objective is to synthesize existing research from 2015-2025 to identify key trends, impacts, and knowledge gaps in this interdisciplinary field. Method: Adhering to PRISMA guidelines, a comprehensive search was conducted across academic databases using the PICO-S framework. Keywords included "ecological literacy," "writing pedagogy," "elementary students," "metacognition," and "engagement." Inclusion criteria focused on peer-reviewed empirical studies published between 2015 and 2025. Data extraction covered study design, population, intervention details, and key findings. A narrative synthesis approach was employed due to study heterogeneity. Results: Findings indicate a positive correlation between ecological literacy integration and enhanced metacognitive awareness in writing, alongside increased student engagement in deep learning. Contextualized writing tasks on environmental themes foster critical thinking, problem-solving, and self-regulation. Engagement is heightened by the real-world relevance of ecological topics, promoting deeper understanding and application of knowledge. Novelty: This review addresses a critical gap by specifically examining the intersection of writing pedagogy and ecological literacy, offering a unique perspective beyond traditional writing instruction. It underscores the urgency of fostering environmental awareness through early writing education, cultivating critical consciousness in students regarding climate crises, and promoting a holistic integration of academic and life literacies. This interdisciplinary approach provides novel insights for 21st-century educational practices and curriculum development
Interface Design of Quranic Application using Design Science Research Methodology: A Comparison of Gamification and Non-Gamification Design
No full textObjective: To improve student motivation and engagement through an intuitive mobile interface with interactive visuals. Method: Using Design Science Research Methodology (DSRM), this study compares gamified and non-gamified interface designs. Results: User Experience Questionnaire (UEQ) results indicate that the gamified version outperforms the non-gamified design, particularly in stimulation and attractiveness, positively impacting learner and teacher satisfaction. Additionally, the Intrinsic Motivation Inventory (IMI) confirms that gamification significantly increases students' motivation, while the User Engagement Scale (UES) highlights the gamified version's effectiveness in creating an enjoyable, engaging, and impactful learning experience. Novelty: This research uniquely contrasts gamified and non-gamified designs in Quranic education, providing insights for quality improvement in Islamic e-learning platforms
The Role of Islamic Values-Based Entrepreneurship Education and Government Support in Improving Students' Business Success in Islamic Boarding School
No full textObjective: This study analyzes the influence of entrepreneurship education on the success of businesses in Islamic boarding schools, with Islamic values as a mediating variable and government support as a moderating variable. Method: Employing a quantitative approach, the research utilizes a sample of 275 students engaged in business within their Islamic boarding schools. Data analysis uses the Structural Equation Modeling (SEM)-PLS method. Results: The findings indicate that entrepreneurship education significantly positively affects the success of student-led businesses, directly and indirectly, through Islamic values. Furthermore, government support enhances the relationship between entrepreneurship education and business success. Novelty: This research is novel in its integrative approach, combining entrepreneurship education, Islamic values, and government support to understand the factors contributing to business success in Islamic boarding schools. The study emphasizes the importance of collaboration among educational institutions, government, and the Islamic boarding school community in fostering an entrepreneurial ecosystem rooted in religious values, essential for advancing the Sustainable Development Goals (SDGs), particularly in quality education, decent work, and economic growth
Integrating Digital Games into Project-Based Learning to Enhance Student Achievement in STEM Education
No full textObjective: This study aimed to address the gap in STEM education by developing and evaluating a digital game focused on energy concepts to enhance students' learning outcomes, engagement, and collaboration. Method: The research utilized a Research and Development (R&D) approach based on the Borg and Gall model, encompassing analysis, development, validation, and implementation phases. The experimental design involved high school students divided into two groups: the experimental group, which engaged with the digital game, and the control group, which participated in conventional Project-Based Learning (PjBL) activities. Results: The findings revealed that the experimental group demonstrated significantly more improvement in STEM learning outcomes than the control group. The experimental group also showed enhanced engagement and collaboration during learning activities. Statistical analyses confirmed that the digital game effectively created interactive and engaging learning environments that fostered active participation and teamwork. Novelty: This study contributes to the field by highlighting the transformative potential of digital game-based learning to address limitations in current PjBL practices. The digital game provides a more engaging and collaborative approach to STEM education, bridging the gap between theoretical concepts and practical problem-solving
Creation of e-Poster of The God of Small Things by the Students: Applied Method of Teaching Practice of Gender Issue
No full textObjective: The study focuses on teaching students about the power of dualism that contributes to the oppression of women and the exploitation of nature. Method: Descriptive qualitative research is used in this study. Results: The results of this study teach students that the oppression experienced by female characters is caused by the power of dualism, such as civilized/primitive, male/female, and subject/object dualism, which places women in a lower position. Meanwhile, the power of human/nature and reason/nature dualism is the cause of the exploitation of nature. Novelty: The analysis of dualism has been done in some previous studies, but there are several powers of dualism in this study that previous studies have not found. The power of civilized/primitive, subject/object, and reason/nature dualism are new dualisms in this study. In addition, this study teaches students about the power of dualism in gender inequality and environmental exploitation in the novel, which also occurs in real life
Reconstructing Productive, Connective, and Assimilative Numeracy Literacy Skills Using Flip Bookmaker Electronic Media
Get PDFObjective: The purpose of this study is to see how the reconstruction of students' numeracy literacy skills through electronic media flip book maker. This is because literacy research is quantitative. Literacy is a very interesting topic of discussion today in the world of education. The difficulty of numeracy literacy in everyday life on campus is a challenge in itself. Method: Quantitative research type. Research subjects with categorization of numeracy literacy skills, namely very high, high and moderate based on the acquisition of pre-test and post-test data to classify based on ability, then based on the classification, how numeracy literacy is reconstructed. The analysis technique used is quantitative to classify literacy and qualitative to describe the reconstruction of numeracy literacy. The results of the study found (1) productive reconstruction occurred in very high category numeracy literacy skills, namely starting with improving numeracy literacy skills when disequilibration occurs and then carrying out productive knowledge reconstruction, (2) connective reconstruction occurred in high literacy skills, namely starting with improving numeracy literacy skills when disequilibration occurs in solving problems and then carrying out connective knowledge reconstruction and (3) assimilative reconstruction, namely with reconstruction with moderate category numeracy literacy skills, namely starting with improving numeracy literacy skills when disequilibration occurs in solving problems and then carrying out assimilative knowledge reconstruction. The novelty in this study reveals productive, connective and assimilation reconstruction in students' numeracy literacy skills. Productive, connective and assimilation reconstruction are initial data used in learning to map students' learning readiness, especially in mathematics learning
A Phenomenological Study on Indonesian Teachers’ Digital Competence in the Age of Education 4.0
Get PDFObjective: This study examines teachers' digital competence in the technological era, its relevance to professional and educational contexts, and implications for educational development. Method: This research adopts a phenomenological approach to investigate and articulate the lived experiences of teachers regarding their digital competence in the era of technology. Result: The findings highlight four key dimensions of digital competence: (1) technological awareness, emphasizing the importance of technology in modern learning; (2) technical skills, encompassing mastery of digital tools and platforms; (3) digital collaboration, where informal learning enhances mutual support among teachers; and (4) adaptability, reflecting the ability to embrace new technologies. Novelty: A key novel finding is the critical role of informal learning in the workplace, which significantly contributes to enhancing teachers' digital competence. Effective strategies include continuous learning with mentorship, social support from colleagues and family, and leveraging digital media as a learning resource. Best practices such as workplace collaboration and family-supported learning foster holistic digital literacy development. Intrinsic motivation also drives successful technology adoption. This study recommends a holistic approach to developing teachers' digital competence through ongoing training, social support systems, and integrated technology use. Strengthening digital competencies promotes workforce readiness, enhances teaching quality, and improves student learning outcomes. In the context of Education 4.0, this development is pivotal for educational transformation and preparing the younger generation to thrive in the digital era
Development of a Social Studies Learning Model Based on Local Wisdom to Improve Cultural Literacy of Elementary School Students
No full textThe objective of this research is to develop a learning model based on local wisdom to enhance cultural literacy among elementary school students. This study employs a Research and Development (R&D) method, adapted from Borg & Gall into five stages, namely: (1) initial information gathering (literature review and field needs analysis); (2) planning (drafting the model); (3) initial product validation (expert validation); (4) preliminary testing (small group); and (5) field testing (large group). The research subjects consisted of 6 experts and practitioners for validation, 13 teachers, and fifth-grade students comprising 90 for the instrument trial and 125 students for the limited and broader tests to assess the effectiveness of the developed learning model. Data were collected through validation sheets, interview guidelines, and student assessment sheets. The model’s validity was analyzed qualitatively, while its effectiveness was analyzed quantitatively using a paired sample t-test and N-Gain. The results showed that the social studies learning model based on local wisdom, rooted in the maataa tradition, was deemed feasible for use, with an average validator score of 3,52, falling within the range of 3,2–4,0, categorized as highly feasible. The t-test result showed a significance value of 0.000, which is less than 0,05, indicating that the maataa tradition-based local wisdom model is effective in enhancing students’ cultural literacy skills. This is evidenced by a significant improvement in students’ cultural literacy, with an average pretest score of 73,44 rising to 94.5 in the posttest. The N-Gain calculation of 0,78 places this improvement in the "high" category, with learning effectiveness reaching 78%, meaning it is considered “effective.” In conclusion, the social studies learning model based on the maataa tradition of local wisdom is effective in improving students’ cultural literacy skills. This model provides a more contextual and meaningful learning experience while strengthening students’ connection to local cultural values
Scaffolding Based On Scientific Creativity Learning (SSCL): An Innovative Learning Model To Improve Student’s Skill in Scientific Creativity
No full textObjective: Describe The development of the SSCL model, including validity, practicality, effectivity, and student response with the implementation of learning and student activities. This study aimed to obtain validity, practicality, effectivity, and student responses to the SSCL model in Junior high school. Method: This type of research is Research and Development (R&D) research oriented towards product development using the ADDIE development model—determination of the research location using a purposive sampling area. The sample in this study was student class VIII. Results: The results showed (1) the validity and reliability are very valid and very reliable, (2) an improved indicator of achievement with high category, (2) most of the students gave responses that scaffolding based on Scientific Creativity Learning (SSCL) models enabled them to practice scientific creativity skills in junior high school. Novelty: This research emphasizes using scaffolding for Proximal Zone Development (ZPD) approach students and students' initial conceptions of learning science. The result findings show that each phase of SSCL significantly contributes to increasing the achievement of indicators of scientific creativity