Indonesian Journal of Education Research (IJoER)

Filipino Senior High School Students’ Perceived Stress and Coping Strategies in the Post-Pandemic Context

2026-02-24T23:16:07+07:00

Purpose of the study: This study aimed to determine the levels of perceived stress and coping strategies among Filipino senior high school students in the post-pandemic context and to examine the relationships between their stress and coping strategies.

Methodology: The study employed a descriptive-correlational design using validated survey instruments, namely the Perceived Stress Scale (PSS-10) and the Filipino Coping Strategies Scale (FCS). Data were collected through an online self-administered questionnaire among senior high school students in Central Visayas, Philippines, following ethical and consent procedures. The data were analyzed using SPSS, applying descriptive statistics (mean and standard deviation) and Pearson product–moment correlation to examine the relationship between perceived stress and coping strategies.

Main Findings: Students reported high levels of perceived stress and generally high coping strategies, with religiosity being very high. Moderate coping strategies included overactivity and emotional release, while substance use was low. Correlations showed negligible but significant positive relationships between stress and most coping strategies, except religiosity, which was not significant.

Novelty/Originality of this study: This study integrates the Transactional Theory of Stress and Coping with the Grounded Theory of Filipino Well-Being (Kaginhawaan), providing culturally contextualized insights into student stress and coping in the post-pandemic era. It advances knowledge by highlighting Filipino-specific coping mechanisms and their relevance in educational and guidance practices, offering practical implications for supporting student resilience.

Station Rotation Model: Effects on the Achievement Level of Grade 10 Learners in Circles

2026-02-22T00:06:59+07:00

Purpose of the study: This study aims to determine the effect of the Station Rotation Model on Grade 10 learners’ achievement levels in the topic of circles by measuring changes in their pretest and posttest scores and gathering insights from their learning experiences.

Methodology: One-group pretest–posttest pre-experimental design was employed. Tools included a researcher-made 30-item test, interview guide questionnaire, CK-12 Flexbook, Edpuzzle, Quizizz, GeoGebra, and Padlet. Google Classroom managed all materials. Wilcoxon Signed-Rank test, Shapiro-Wilk test, and thematic analysis for qualitative responses were used to analyze the data.

Main Findings: Learners’ achievement improved from a “Beginning” mean score of 11.85 to a “Developing” mean score of 21.54 after the intervention. The Wilcoxon Signed-Rank Test revealed a significant difference (p = 0.001), and twenty-five students demonstrated score improvement. Qualitative data emphasized the following: that the model allowed collaborative learning, increased engagement through interactive activities, and valued on the support of teachers in clearing up complex issues.

Novelty/Originality of this study: This study uniquely applies a daily structured Station Rotation Model with clearly defined teacher-led, collaborative, and online stations specifically for Grade 10 circles. It integrates multiple digital tools and immediate peer interaction, offering a detailed model not previously examined in mathematics. It provides more evidence of station rotation model's efficiency in teaching geometry.

Fiqhul Wadih-Based Learning Innovation to Improve Madrasah Students' Understanding of Fiqh Content: A Qualitative Case Study at MI Riyadlus Sholihin

2026-02-22T00:54:48+07:00

Purpose of the study: Fiqh instruction in Islamic schools (madrasah) continues to face several difficulties, chief among them students' inadequate understanding of the ideas and rituals of worship due to traditional, memorization-focused teaching methods. The purpose of this study is to describe how students at the Riyadlus Sholihin Elementary Madrasah have improved their comprehension of the fiqh subject through innovative learning based on the Fiqhul Wadih book.

Methodology: This study included a case study and a qualitative methodology. Key informants, including the madrasah principal, curriculum administrators, teachers, and students, were observed, interviewed in depth, and documented. Data reduction, data display, and conclusion drafting were the methods used for data analysis. Triangulating sources and methods enabled testing their validity.

Main Findings: The findings demonstrated that applying learning based on Fiqhul Wadih greatly enhanced students' comprehension in both cognitive and worship-related domains. Students showed enhanced reasoning regarding fiqh concepts, practiced proper ablution and prayer techniques, and were better able to explain fiqh principles methodically. Additionally, through conversations, Q&A sessions, and practical experience, this learning increased student engagement and active participation. The conversation demonstrates how the book's methodical, communicative qualities, which are reinforced by interactive teaching strategies, contributed to its success.

Novelty/Originality of this study: The study's findings support the effectiveness of Fiqhul Wadih-based instruction in raising students' knowledge of Islamic law. In terms of curriculum development, teacher learning methodologies, and raising the standard of Islamic education in madrasas, this research offers an alternate paradigm for learning Islamic law.

Extent of Utilization, Perceived Advantages and Disadvantages and Effect on Teacher Productivity of Generative AI Tools

2026-02-22T01:27:15+07:00

Purpose of the study: Generative AI is now reshaping either positively or negatively the nature of instructional and administrative work of teachers which makes its effect on productivity an important matter for consideration. This study explores on the utilization, perceived pros and cons and the effects on teacher productivity of Gen AI tools.

Methodology: Quantitative descriptive type of research was utilized in the study involving 101 Filipino teachers teaching in the primary and secondary levels with major fields of specialization in Science, Math, English and Technology and Livelihood Education. A survey questionnaire using Google Form was used to collect data for one month with focus group discussion for validation of the results.

Main Findings: Result showed that ChatGPT, Grammarly and Quillbot are the most commonly used Gen AI tools by teachers. The use of Gen AI tools has positive effect on productivity in terms of preparing lessons, content materials, strategies and assessments which describes their intention to continue utilizing it towards achieving certain level of productivity regardless of sex and field of specialization. Teachers who expressed high level of Gen AI utilization are also those who perceived high advantages and observed higher effect on productivity.

Novelty/Originality of this study: The study provides an empirical evidence and multi-dimensional analysis on utilization of Generative AI tools among teachers who are considered developing users that will be used by educational managers to inform policy development, capacity-building programs, and strategic decision-making for the effective, ethical and responsible integration of Generative AI tools to enhance teacher productivity and instructional quality.

Transforming Elementary Literacy: A Deep-Learning-Oriented FIVES Model for Mindful, Meaningful, and Joyful Learning

2026-02-22T03:19:49+07:00

Purpose of the study: The study aims to investigate the impact of the deep-learning-oriented FIVES (Facts, Inferences, Vocabulary, Experiences, Summarize) model on reading and writing literacy among fifth-grade students. It specifically examines how the model facilitates the manifestation of mindful, meaningful, and joyful learning principles within the primary educational context

Methodology: This study employs a qualitative descriptive approach to analyze the implementation of the deep-learning-oriented FIVES model. Subjects were selected via purposive sampling, involving fifth-grade students at SDN Ramea 1. Data were gathered through systematic observations and field notes, then analyzed using data reduction, display, and conclusion drawing techniques to ensure the credibility and depth of the findings.

Main Findings: The implementation of the deep-learning-oriented FIVES model significantly proves to strengthen the principles of mindful, meaningful, and joyful learning. Students are capable of meticulously analyzing texts, connecting material with personal experiences, and exhibiting high enthusiasm during collaboration. This model effectively transforms literacy into a process of deep meaning construction, which enhances both writing quality and students' critical thinking skills.

Novelty/Originality of this study: This study advances existing knowledge by integrating the FIVES model with a deep learning approach, specifically emphasizing the synergy between mindful, meaningful, and joyful principles. It provides a transformative pedagogical framework that transcends technical skill acquisition, offering unique strategies for primary educators to cultivate 21st-century literacy competencies through reflective, student-centered, and emotionally resonant classroom ecosystems.

Investigation of Teaching Self-Efficacy and Cognitive Flexibility Among Novice Teachers from Two-Year and Four-Year Training Models

2026-02-23T00:42:37+07:00

Purpose of the study: This study examined teaching self-efficacy and cognitive flexibility of Cambodian secondary schools’ novice teacher from two-year training and four-year training model. It aims to understand whether the four-year model significantly outperforms the two-year model in fostering these psychological traits that is essential for future policy decisions and the long-term success of the nation’s education reforms.

Methodology: Utilizing a quantitative research design, data were collected from 313 teachers through validated surveys measuring these constructs, and analyze via statistical methods including confirmatory factor analysis, comparison and regression.

Main Findings: Finding revealed that the four-year model more effectively enhances teachers’ teaching self-efficacy and cognitive flexibility than two-year model. Teaching self-efficacy positive relates to cognitive flexibility, especially for instructional strategies and student engagement. Meanwhile classroom management shows no difference. Two-year graduates report higher control while four-year graduates perform better on alternatives subscales. This highlights training duration effects on novice teachers’ development outcome.

Novelty/Originality of this study: This study adds to the existing literature, indicating that teaching self-efficacy and cognitive flexibility of novice teachers from two different training models were significantly difference. Additionally, the study highlights the need for teacher education reforms to foster greater confidence and flexibility among teachers, thereby improving instructional quality in Cambodia’s evolving education system.

Enhancing Fiqih Learning Outcomes Through Renderforest Animated Video

2026-02-25T00:03:20+07:00

Purpose of the study: This study aims to examine the effect of Renderforest-based animated video on students’ Fiqh learning outcomes by comparing post-test results between an experimental group taught using animated video media and a control group taught using conventional instructional methods.

Methodology: This study employed a quantitative quasi-experimental approach with a posttest-only control group design. Renderforest software was used to develop animated video learning media. Data were collected through a post-test instrument. Statistical analysis was conducted using SPSS software, including normality testing, homogeneity testing, and the Mann–Whitney U test.

Main Findings: The results showed a significant difference in students’ Fiqh learning outcomes between the experimental and control groups. Students who were taught using Renderforest-based animated videos achieved higher post-test scores than those taught using conventional methods. The Mann–Whitney U test indicated a statistically significant difference between the two groups (p < 0.001).

Novelty/Originality of this study: This study offers novelty by specifically examining the effectiveness of Renderforest-based animated video media in Fiqh instruction through a quantitative quasi-experimental approach. Unlike previous studies that discuss animated videos in general, this research focuses on the Renderforest platform to present abstract Fiqh concepts contextually, thereby strengthening empirical evidence on digital instructional innovation in Islamic education.