Indonesian Journal of Education Research (IJoER)
Indonesian Journal of Education Research (IJoER) is a double-blind peer-reviewed journal dedicated to disseminating advances in knowledge and research in the field of multidisciplinary education both in Indonesia and in the context of ASEAN countries. Committed to excellence, the Indonesian Journal of Education Research (IJoER) publishes comprehensive research articles and invites reviews from leading experts in the field of multidisciplinary education so that it can contribute to policy and practice optimally. The selection criteria prioritize papers that demonstrate high scientific value, convey new knowledge, and significantly impact multidisciplinary education. This journal's focus on multidisciplinary education includes policy analysis, development of learning instruments and media, program evaluation, student development, test management, curriculum and learning assessment and evaluation, 21st-century local and global issues, character education, health education, tourism and hospitality education as well as related topics at elementary school to college levels. Frequency: 6/year (February, April, June, August, October, and December).
Authors who publish with this journal agree to the following terms: Authors retain copyright and acknowledge that the Indonesian Journal of Education Research (IJoER) is the first publisher licensed under a Creative Commons Attribution 4.0 International License. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
Islamic Religious Learning Strategies in Instilling Religious Moderation in the Student Dormitory of Sekolah Tinggi Agama Islam Barus
Purpose of the study: This study aims to analyze the learning strategy of Islamic religion in instilling the values of religious moderation in the student dormitory of the Sekolah Tinggi Agama Islam Barus, as well as examine the role of musyrif/ah, the form of coaching activities, and the factors that affect the process of internalizing these values. Methodology: This study uses a qualitative approach with a descriptive method. The research subjects consisted of dorm musyrif/ah, students, and dormitory managers. Data collection techniques are carried out through observation, semi-structured interviews, and documentation, while data analysis is carried out through the stages of data reduction, data presentation, and conclusion drawn. Main Findings: The main findings show that Islamic religious learning strategies in instilling the value of religious moderation are carried out through the integration of values in learning materials, dormitory-based character development, dialogical approaches, and examples from supervisors. This strategy has proven to be able to form a relatively moderate understanding and attitude of students' religious beliefs, reflected in the attitude of tolerance, openness, and the ability to interact in a pluralistic environment. However, there are still challenges in the form of conceptual understanding tendencies, the influence of social media, and external environmental dynamics. Novelty/Originality of this study: The novelty of this research lies in the focus of the study that places the dormitory environment as the center of religious moderation learning strategies, which not only emphasizes formal learning in the classroom but also the process of internalizing values through social experiences, habituation, and daily interactions. This research contributes to the development of an integrative and contextual dormitory-based religious development model in shaping the character of moderate students.
Copyright (c) 2026 Dino Saputra, Wakib Kurniawan https://creativecommons.org/licenses/by/4.0
Problem-Based Learning with Scaffolding: Enhancing Chemical Conceptual Understanding, Curiosity, Communication Skills, and Character
Purpose of the study: This research aims to determine the comparison and influence of problem-based learning integrated with scaffolding on students' conceptual understanding, curiosity and communicative character. Methodology: The type of research used in this research is quantitative with an experimental type with a posttest only control group design. The population in this study were all chemistry education students for the 2021/2022 academic year consisting of 4 classes. The sampling technique used was cluster random sampling so that the samples were class A, class B and class C, each consisting of 21 students. The data collection instrument used was a test instrument to determine students' understanding of concepts after carrying out the learning process using the method used, a curiosity character questionnaire and a communicative character questionnaire. Main Findings: The results of this research are that there are differences and influences of the application of the integrated scaffolding problem-based learning model on students' conceptual understanding, curious character and communicative character. Novelty/Originality of this study: Through this exploration, research reveals that the comparison between the use of Problem Based Learning and Scaffolding methods in the context of understanding chemical concepts not only strengthens academic competence, but also forms the character of students who are passionate about knowledge and communicate effectively.
Copyright (c) 2026 Yusnidar Yusnidar, Dwi Agus Kurniawan, Miftahul Zannah Azzahra https://creativecommons.org/licenses/by/4.0
Evidence-Informed Policy Directions for Enhancing Research Productivity in Educational Institutions: A PRISMA-Guided Systematic Review
Purpose of the study: This study aimed to systematically review and synthesize existing literature on research productivity and the factors influencing efficiency in educational settings. Specifically, it sought to identify major themes and determinants affecting research productivity in educational institutions and provide evidence-based insights for enhancing scholarly output through institutional support, research culture, incentives, and individual development. Methodology: This study employed a qualitative systematic review design guided by the PRISMA framework. Relevant literature published between 2019 and 2026 was systematically searched across major electronic databases, including Google Scholar, Web of Science, Scopus, ERIC, Science Direct, and Semantic Scholar. Following rigorous screening and quality appraisal using the Mixed Methods Appraisal Tool (MMAT), a total of 31 articles representing 20 countries met the eligibility criteria and were subjected to thematic analysis to synthesize key findings and policy directions. Main Findings: The systematic review identified four major themes influencing research productivity in education: Institutional Support and Resources, Institutional Research Culture and Environment, Incentives and Recognition, and Individual Factors. Furthermore, the findings indicate that research productivity and efficiency are heavily shaped by organizational conditions, infrastructure access, and individual competencies. Key contributions to education policy include providing an empirical basis for: (1) establishing minimum institutional standards and dedicated funding for digital and physical research infrastructure, (2) implementing protected workload policies and structured faculty mentoring programs, (3) designing transparent and competitive incentive and recognition systems to boost publication output, and (4) embedding professional development initiatives into educational frameworks to sustain long-term research engagement. Novelty/Originality of this study: This paper provides an up-to-date, cross-national PRISMA systematic review of 31 investigations across 20 countries, capturing the evolving landscape of research productivity in education. By synthesizing diverse qualitative, quantitative, and mixed-methods findings, it bridges micro-level individual factors with macro-level institutional policies, offering concrete, evidence-based recommendations to strengthen research culture, funding structures, and faculty capacity worldwide.
Copyright (c) 2026 Anna Lynn P Nuyad https://creativecommons.org/licenses/by/4.0
Evaluating and Reconceptualizing the Pancasila Student Profile: A Critical Analysis of Value Alignment and Character Education in the Merdeka Curriculum
Purpose of the study: This study aims to evaluate the validity of the Pancasila Student Profile as a character assessment framework by examining its alignment with the foundational values of Pancasila. Methodology: This qualitative study employed library research and limited field inquiry. Data were collected through document analysis and semi-structured interviews. The evaluation was conducted using qualitative content analysis based on four indicators: philosophical consistency, value representation, conceptual coherence, and educational applicability. Triangulation was used to enhance the credibility of the findings. Main Findings: The evaluation revealed that several core values of Pancasila, particularly humanity, unity, and social justice, are not explicitly represented in the current six dimensions of the Pancasila Student Profile. The findings also indicate an overemphasis on project-based implementation. Based on these results, a five-value framework and an integrated character education model emphasizing internalization, habituation, and contextual application were developed. Novelty/Originality of this study: This study introduces a conceptual evaluation framework for assessing the alignment between educational value constructs and national philosophical foundations. It offers a reconceptualized Pancasila Student Profile rooted in the original five principles of Pancasila and proposes an integrated model that extends character education beyond project-based learning toward sustainable value formation and assessment practices.
Copyright (c) 2026 Miftakhul Arif https://creativecommons.org/licenses/by/4.0
Validating the Constructivist Instructional Practices Scale for Cambodian High School Teachers Context: Exploratory and Confirmatory Factor Analysis
Purpose of the study: This study aimed to develop and validate the constructivist instructional practices scale, grounded in constructivist learning theory, concentrated on three dimensions: teacher’s autonomy support, teacher’s support and feedback, and cooperative learning support. Methodology: 626 participants from 9 high schools across 4 provinces in Cambodia were selected conveniently. The data was analyzed by using an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Main Findings: The initial 18-item instrument was refined to a 15-item scale after removing three items with weak, cross, or negative loadings. The final model confirmed a three-factor structure: Teacher Autonomy Support (TAS), Teacher Support and Feedback (TSF), and Cooperative Learning (CL). The instrument demonstrated high internal consistency (Cronbach’s alpha > 0.80) and robust factorial validity (CFI > 0.95, RMSEA < 0.06), proving to be a reliable tool for measuring student-centered teaching behaviors. Novelty/Originality of this study: This research fills a critical gap by providing the first psychometrically validated scale for constructivist practices tailored to the Cambodian high school context. It contributes to educational assessment by offering a reliable framework for evaluating the shift toward student-centered pedagogy in Southeast Asian classrooms.
Copyright (c) 2026 Sam OL Nguon, Hart Bunhe, Meak Chantheng https://creativecommons.org/licenses/by/4.0
Evaluating Risks in an Outcome-Based Education Assessment Information System: A Qualitative Case Study in Higher Education
Purpose of the study: This study aims to identify, categorize, and prioritize risks in an Outcome-Based Education (OBE)-based assessment information system related to learning outcome evaluation, Program Learning Outcomes–Course Learning Outcomes assessment processes, and institutional quality assurance implementation in higher education. Methodology: This study used a qualitative case study approach with the Project Management Body of Knowledge® Guide Sixth Edition Project Risk Management framework, Risk Breakdown Structure (RBS), and qualitative probability–impact matrix. Data collection methods included document analysis, direct observation, semi-structured interviews, prototype system review, and Program Learning Outcomes–Course Learning Outcomes mapping validation. Main Findings: Eighteen risks were identified across technical, data-related, operational, human resource, curriculum-related, and infrastructure categories. High-priority risks involved inconsistencies in Program Learning Outcomes–Course Learning Outcomes mapping and assessment weighting structures. Extreme risks included system integration limitations, developer dependency, and infrastructure readiness issues affecting learning outcome evaluation and assessment consistency. Novelty/Originality of this study: This study presents a structured qualitative risk analysis framework for Outcome-Based Education (OBE)-based assessment information systems by integrating educational evaluation perspectives with project risk management approaches. The study highlights how organizational, operational, and data-related risks influence learning outcome assessment validity and institutional quality assurance processes.
Copyright (c) 2026 Olivia Wardhani, Pringgo Widyo Laksono https://creativecommons.org/licenses/by/4.0
Unveiling the Competence of BTLED and BTVTED Teachers Teaching Trainer’s Methodology II Across Mindanao, Philippines
Purpose of the study: This study aims to assess the competence of BTLED and BTVTED teachers teaching Trainer’s Methodology II across Mindanao, identifying their skills, challenges, and strategies while proposing reforms to enhance teacher capability, certification accessibility, and curriculum alignment with TESDA and industry standards. Methodology: An Explanatory Sequential Mixed-Method design was used, utilizing a validated survey questionnaire via Google Forms and in-depth interviews. Data were analyzed using both quantitative and qualitative approaches supported by SPSS 26.0. The study employed Vygotsky’s Constructivist Learning Theory and Anderson’s ACT-R Theory to frame data interpretation and analysis across selected Mindanao SUCs and LUCs. Main Findings: Results showed that most BTLED and BTVTED teachers are young professionals facing outdated TESDA modules, limited access to Trainer’s Methodology II assessment centers, and inadequate institutional support. Despite challenges, teachers exhibit adaptability through contextualized, project-based, and problem-based learning strategies. Peer mentoring and technology integration improve teaching effectiveness. However, excessive administrative workload, certification barriers, and unequal resource distribution hinder competence development. The study highlights the need for decentralized certification, updated training modules, and enhanced teacher support systems. Novelty/Originality of this study: This study is the first regional analysis of BTLED and BTVTED teacher competence in Trainer’s Methodology II across Mindanao. It introduces an evidence-based framework integrating social constructivism and cognitive automation to address gaps in certification and curriculum alignment. Its localized recommendations advance teacher training policy and technical-vocational education standards in Philippine higher education.
Copyright (c) 2026 Nolie C Guadalquiver Jr, Ariel C Balio Jr https://creativecommons.org/licenses/by/4.0
Environmental Education and Environmental Literacy of Students in Basic Education in Partido District, Camarines Sur, Philippines
Purpose of the Study: The primary purpose of this study was to determine how the level of curriculum integration of environmental problems and issues influence the level of knowledge and attitude of respondents. Methodology: The study used the descriptive-quantitative research deisgn. Primary data were gathered through a survey on the 284 SHS students enrolled in STEM track. Median and mode were used to determine the extent of integration in secondary education and the level of knowledge and attitude of the respondents on environmental problems and issues. Ordinal regression was used to determine the influence of curriculum integration on the level of knowledge and attitude of respondents. Results and Discussion: Results showed that the respondents are well aware that air pollution is their primary local environmental problem. Curriculum Integration of environmental problems was moderate. Both the knowledge and attitude of the respondents on environmental problems were fair. Results of Spearman correlation showed significant positive relationship between Integration of EE and attitude on environmental problems (r=0.161, p=0.007). There were also significant positive relationship between attitude and knowledge on Restoration of Environment (r=0.181, p=0.007) and highly significant positive relationship between attitude and knowledge on Status of Biodiversity (r=0.288, p=0.001). Ordinal regression showed that the integration of EE had significant influence at 1.69% variation on the attitude towards environmental problems (p-0.002). The test further revealed that integration of EE had no significant influence to the knowledge on restoration on environment and status of biodiversity. Originality/Novelty of the study: This study contributed knowledge on curriculum integration (CI) of environmental education in the STEM track of Senior High School. CI was found to be an important educational strategy to influence the attitude of learners. While CI did not influence the knowledge of learners, the influence on attitude is much more important because a positive attitude leads to responsible behaviors towards the environment.
Copyright (c) 2026 Mariel R Estrella https://creativecommons.org/licenses/by/4.0
Evaluating the Impact of Technological Infrastructure on Teaching, Learning, and Institutional Effectiveness in Technology Education Institutions
Purpose of the study: The study evaluates the integration of technological infrastructure in schools, highlighting its positive impact on engagement, accessibility, and administration. Despite benefits like efficiency and improved communication, challenges remain in network connectivity, support, and the digital divide. Findings aim to inform policy for more effective, equitable technology use in education. Methodology: The study uses a quantitative descriptive design to assess technological infrastructure integration in a rural elementary school. Complete enumeration of faculty and staff ensures accurate data. A validated self-made survey measures technology's impact on engagement, access, teaching efficiency, and performance. Descriptive statistics, including mean and standard deviation, analyze trends and the extent of technology's educational influence. Main Findings: The study found high technological integration in elementary schools, with hardware availability scoring highest, reflecting strong institutional support. However, technical support services scored lowest, indicating a need for better troubleshooting assistance. Technology significantly enhanced student engagement but had a moderate impact on academic performance. Literature supports these findings, emphasizing that while digital tools boost interaction, improving outcomes requires strong technical support and teacher training. Mateo Elementary School should invest in both areas to maximize the effectiveness of its technological infrastructure. Novelty/Originality of this study: The study advances existing knowledge by providing a holistic evaluation of technological infrastructure in elementary schools, focusing on both hardware/software integration and often-overlooked aspects like technical support and network connectivity. It highlights the disparity between high engagement and moderate performance gains, emphasizing the need for teacher training and equitable access. The findings offer actionable insights for policymakers and educators to optimize technology's role in education.
Copyright (c) 2026 Gladys Jean A Bandol, Maiko Rosed M Trojillo, Emilie S Estelloso https://creativecommons.org/licenses/by/4.0
A CIPP-Based Evaluation of ISO 9001: 2015 Implementation and It’s Impact on Higher Education
Purpose of the study: Using the CIPP Evaluation Model the study evaluated the implementation of ISO 9001:2015 in the academic processes by examining the level of manifestation of quality management principles of the process owners and faculty awareness of ISO-related academic processes. The quality management principles were satisfactority manifested (M=4.07), while faculty demonstrated a high level of awareness (M=2.02), indicating that ISO-related practices and academic processes are generally evident and understood within the institution. Methodology: The study employed a quantitative descriptive design guided by the CIPP and Goal-Free Evaluation frameworks. A total of 281 faculty members from a state university in the Cordillera region participated in the study. Data were collected using validated researcher-made questionnaires. Quantitative data were analyzed using descriptive statistics. Ethical principles of informed consent, confidentiality, and voluntary participation were strictly observed. Main Findings: The results demonstrate that ISO 9001:2015 implementation is stronger at the operational level than at the participatory or institution-wide level. Faculty members are highly aware of quality procedures that directly affect their teaching responsibilities, while awareness decreases as processes become more specialized, committee-based, or institution-wide. Similarly, the relatively lower and more variable manifestation of Engagement of People among process owners suggests that opportunities for personnel involvement may not be distributed uniformly. Thus, the findings point not to a weakness in ISO implementation itself, but to a potential gap in the breadth of participation and dissemination of quality knowledge. Novelty/Originality of this study: While institutions regularly assess conformity with ISO requirements through internal and external audits, relatively little attention has been given to the lived experiences of faculty members who interact with the system daily. Specifically, there remains a need to examine how ISO 9001:2015 principles are manifested in academic processes and the extent to which faculty members are aware of these processes.
Copyright (c) 2026 Johna Garin Belardo https://creativecommons.org/licenses/by/4.0
Artificial Intelligence for Science Learning: A Systematic Review of Self-Regulation and Conceptual Understanding
Purpose of the study: This study systematically reviews and synthesises the empirical literature on the role of Artificial Intelligence (AI) in science education, focusing specifically on how distinct AI features support the phases of students’ self-regulated learning (SRL) and the construction of conceptual understanding in science. Methodology: A qualitative systematic literature review reported in line with PRISMA principles was combined with bibliometric mapping. Peer-reviewed articles were retrieved from the Scopus and Sinta databases (2020–2026). Metadata and keyword co-occurrence were analysed using VOSviewer, followed by a thematic synthesis of 25 eligible articles structured around an AI-feature × SRL-phase × conceptual-understanding extraction matrix. Main Findings: AI research in science education has grown sharply since 2022. Intelligent tutoring systems, learning analytics, adaptive simulations, and generative AI predominantly scaffold the forethought and performance phases of SRL, enhance conceptual understanding, reduce misconceptions, and raise motivation through personalised interaction. Support for the self-reflection phase remains comparatively weak, evidence is concentrated in higher education, and longitudinal and developing-country studies are scarce. Novelty/Originality: The review advances an integrative framework that explicitly links specific AI affordances to individual SRL phases and to conceptual change in science, repositioning AI as a cognitive and metacognitive mediator rather than a content-delivery aid, and derives an evidence-based agenda that foregrounds the reflection phase, K–12 science, and Global South contexts.
Copyright (c) 2026 Riska Fitriani, Rayandra Ayshar, Asrial Asrial, Syaiful Syaiful https://creativecommons.org/licenses/by/4.0
Efforts to Increase Student Participation and Understanding through Interactive Learning Media and Classroom Assessment in Civics Learning
Purpose of the study: The low level of student engagement and comprehension in Civics (PPKn) learning among third-grade students at MI Nurur Rahman motivated this study. This research aims to enhance student participation and understanding by integrating interactive learning media and classroom assessment, with a particular focus on evaluating student engagement and improving learning outcomes. Methodology: This study employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, implementation, observation, and reflection. The research subjects were third-grade students. Data were collected using observation sheets, classroom assessment instruments, and learning outcome tests to evaluate student participation and academic achievement systematically. Main Findings: The results showed a significant improvement from Cycle I to Cycle II. In Cycle I, the average student score was 86.5, with teacher activity at 89.3 and student participation at 85.7. After improvements in Cycle II, student participation increased to 94.6, teacher activity to 96.4, and the average student score to 90.4. These findings indicate that the integration of interactive learning media and classroom assessment effectively enhances student engagement, supports better understanding, and improves measurable learning outcomes.. Novelty/Originality of this study: This study contributes to the development of learning practices by integrating interactive media with classroom assessment to evaluate and improve student engagement and learning outcomes in primary education. It provides a practical framework for teachers to design interactive and assessment-oriented learning. In practice, the findings suggest that the use of interactive learning media, combined with systematic classroom assessment, can improve instructional quality and support more accurate, data-driven evaluation of student learning.
Copyright (c) 2026 Zaenol Fajri, Mumammad Su’aidi Ali https://creativecommons.org/licenses/by/4.0
Academic Amotivation and School Absenteeism Among Automotive Servicing Learners: A Study on Predictive Dynamics and Policy Implications
Purpose of the study: This study examined the relationship between academic amotivation and school absenteeism among Grade 11 and 12 Automotive Servicing (ATS) learners and identified which dimensions of academic amotivation predict absenteeism. The study also sought to generate evidence for school-level assessment and policy interventions aimed at improving learner engagement and attendance. Methodology: A quantitative, non-experimental, descriptive-correlational design was employed among 200 Grade 11 and 12 ATS learners. Data were collected using validated adapted questionnaires measuring four dimensions of academic amotivation—value of task, ability beliefs, task characteristics, and effort beliefs—and indicators of school absenteeism. Descriptive statistics, Pearson product-moment correlation, and linear regression analysis were used to analyze the data. Ethical procedures, including informed consent, learner assent, confidentiality, and voluntary participation, were observed throughout the study. Main Findings: The learners demonstrated moderate academic amotivation (M = 3.15), with task characteristics obtaining the highest mean (M = 3.25), followed by ability beliefs (M = 3.18), effort beliefs (M = 3.18), and value of task (M = 2.97). School absenteeism was also moderate (M = 3.28), with performance anxiety recording the highest mean (M = 3.55). Academic amotivation was strongly and positively associated with school absenteeism (r = .820, p < .001), with the coefficient of determination indicating that 67.4% of the variance in absenteeism was associated with academic amotivation (R² = .674). Regression results further showed that all four dimensions significantly predicted absenteeism, with value of task demonstrating the strongest predictive contribution (B = .211, p < .001), followed by ability beliefs (B = .197, p = .002), effort beliefs (B = .188, p = .005), and task characteristics (B = .131, p = .039). Novelty/Originality of this study: This study provides context-specific evidence on academic amotivation as a multidimensional predictor of school absenteeism among senior high school ATS learners. By examining task value, ability beliefs, task characteristics, and effort beliefs simultaneously, it identifies motivational domains that can inform targeted assessment, school-based interventions, and education policy for improving learner engagement and attendance.
Copyright (c) 2026 Prima C Canillas, Cromwell F Gopo https://creativecommons.org/licenses/by/4.0
The Relationship Between Social Support and Academic Stress Among Migrant University Students in Jakarta
Purpose of the study: This study aimed to examine the relationship between perceived social support and academic stress among migrant university students in DKI Jakarta, Indonesia. Methodology: This study employed a quantitative correlational design involving 386 migrant university students selected through purposive sampling. Data were collected using the Student Life Stress Inventory (SLSI) and the Multidimensional Scale of Perceived Social Support (MSPSS). Validity and reliability tests were conducted, followed by normality testing using the Kolmogorov–Smirnov test. Because the data were not normally distributed, hypothesis testing was performed using Spearman’s rank correlation analysis. Main Findings: The results revealed a significant positive relationship between perceived social support and academic stress among migrant university students (r = 0.627, p < 0.05). The majority of respondents were categorized as having high levels of academic stress and high levels of perceived social support. The findings indicate that students reporting higher social support also tended to report higher academic stress. Novelty/Originality of this study: Previous studies generally reported that social support was associated with lower academic stress. In contrast, this study found a positive relationship between social support and academic stress among migrant university students in a metropolitan setting. The findings provide new insights into the psychosocial dynamics of migrant students and suggest that social support may coexist with heightened academic pressure in urban higher education environments.
Copyright (c) 2026 Franky Pabianus, Novendawati Wahyu Sitasari, Deny Surya Saputra https://creativecommons.org/licenses/by/4.0
Faculty Research Competence, Attitudes, and Challenges in Asean Heis: Toward Institutional Accountability
Purpose of the study: This research investigated the research competencies, attitudes, and challenges faced by faculty members in Higher Education Institutions (HEIs) located in Eastern Pangasinan, Philippines. The findings are contextualized within the frameworks of institutional accountability and ASEAN competitiveness. The Kirkpatrick Model of Evaluation was utilized to assess the interplay between individual capabilities and dispositions and organizational mechanisms, influencing overall productivity. Methodology: A descriptive quantitative approach was adopted, involving 200 faculty respondents selected at random. Data collection was conducted using a structured questionnaire, which was adapted from the Research Competencies Scale, the Attitudes Toward Research scale, and the Research Difficulty Questionnaire. Reliability testing indicated a high level of internal consistency (α = 0.95, 0.92, 0.87) Main Findings: The faculty exhibited moderate levels of competence (M = 2.63), showing strengths in dissemination and conceptualization, yet revealing weaknesses in research design. Their attitudes towards research were also moderate (M = 4.65), influenced by the pressures of workload, while the challenges encountered were consistently rated as difficult (M = 2.63), especially during the empirical and dissemination stages. Novelty/Originality of this study: In contrast to previous descriptive studies, this research uniquely combines competence, attitudes, and challenges into a unified evaluative framework through the application of the Kirkpatrick Model, providing practical insights for accreditation, quality assurance, and policies in ASEAN higher education.
Copyright (c) 2026 Rene L Toquero https://creativecommons.org/licenses/by/4.0
Graduate Perception-Based Evaluation of the Philippines Senior High School Science, Technology, Engineering, and Mathematics Curriculum Adequacy: Domain Analysis of Core, Specialized and Contextualized Subjects
Purpose of the study: This study aimed to determine the level of adequacy of the Senior High School Science,Technology, Engineering, and Mathematics curriculum in the Philippines by evaluating its three curricular domains: core subjects, specialized subjects, and contextualized subjects, based on the perceptions of college students who completed the Science, Technology, Engineering, and Mathematics strand. Methodology: A quantitative research design was employed using a structured survey questionnaire with a 4-point Likert scale, with reliability established through Cronbach’s alpha (α = 0.87). A total of 159 college Science, Technology, Engineering, and Mathematics students in Benguet, Philippines were selected through random sampling. Data were analyzed using weighted mean and standard deviation, while differences among curriculum domains were examined using the Friedman test, with post hoc pairwise comparisons conducted using the Wilcoxon signed-rank test with Bonferroni correction. Interpretation was guided by established curriculum evaluation frameworks. Main Findings: Core subjects were rated as adequate (M = 3.16, SD = 0.44), specialized subjects as highly adequate (M = 3.60, SD = 0.45), and contextualized subjects as adequate (M = 3.18, SD = 0.50). Mathematics and science-related subjects received higher ratings, whereas contextualized and humanities-related subjects showed greater variability in perceived relevance to Science,Technology,Engineering, and Mathematics preparation. The Friedman test revealed a statistically significant difference among the three domains (χ² = 75.77, p < 0.001), with specialized subjects rated significantly higher than both core and contextualized subjects. Novelty/Originality of this study: This study provides a domain-based evaluation of Science,Technology,Engineering, and Mathematics curriculum adequacy by separately examining core, specialized, and contextualized subjects through the perspective of college-level Science, Technology, Engineering, and Mathematics Senior High School graduates. It advances existing knowledge by offering empirical evidence on curriculum alignment and perceived preparedness, helping inform targeted curriculum refinement within the Philippine K–12 Science, Technology, Engineering, and Mathematics framework.
From Metrics to Sustainability: Internationalization Practices of Higher Education Institutions in Northern Luzon, Philippines
Purpose of the study: In response to an increasingly interconnected global landscape, Higher Education Institutions (HEIs) are continuously advancing their connections and responsiveness through pursuing internationalization. This study investigates the operationalization of internationalization practices within public and private HEIs in Northern Luzon, Philippines, focusing on the core dimensions that facilitate institutional resilience and global competitiveness. Methodology: Adopting exploratory multiple-case study design, this study investigated internationalization practices across seven purposively selected HEIs in Northern Luzon, Philippines. Data triangulation involved semi-structured key informant interviews with high-level administrators, specifically, vice presidents, directors and leads of International Relations Offices (IROs), and a comprehensive document review through Thematic Analysis. These institutions were selected based on their sustained performance and upward Global ranking trajectories, providing a high-performance context for analyzing best practices in global integration. Main Findings: The findings indicate that regional HEIs utilize a strategic selectivity approach, emphasizing high-impact international memberships and trust-based partnerships as the primary drivers for sustaining mobility, collaborative research, and transnational education. These practices are integrated into the fundamental structure of the institution through a decentralized soft infrastructure, which includes specialized international centers and virtual exchange platforms that add global standards to the local curriculum while preserving indigenous knowledge intact. This operational approach ultimately enables a shift from a focus on quantitative metrics to a socially responsible, resource-aligned framework that democratizes global competence for students. Novelty/Originality of this study: This study addresses a critical gap in internationalization literature by employing multi-case study research design to investigate underrepresented public and private HEIs in Northern Luzon, Philippines. Through this, the study captures diverse spectrum of internationalization practices offering evidence-based roadmap for regional HEIs to align capacity with global standards. It provides a novel methodological framework for understanding how localized institutions transition into active participants in global knowledge exchange.
Research Capability and Professional Development Needs of Public School Teachers in Action Research: A Profile-Based Analysis
Purpose of the study: This study aims to assess the professional development needs and research capability gaps of public elementary school teachers as a basis for developing targeted, evidence-informed interventions. Methodology: Quantitative research method was utilized in the study with 62 teacher-respondents using cross-sectional survey questionnaire to gather data in terms of profile and development needs in research within three weeks. Data were analyzed using descriptive and inferential statistics. Main Findings: The results revealed that teachers experience moderate to high research difficulty but are willing to engage in research capability training. They demonstrated a very high level of development needs in research across the six identified phases of the research program particularly the married teachers in conceptualization, production, and publication. Age, sex, and educational attainment do not significantly influence development needs, and research difficulty does not affect these needs, highlighting the necessity for targeted professional development. Novelty/Originality of this study: This study is novel in identifying elementary teachers’ specific research capability needs and using these insights to design a structured and contextualized training with mentoring support. By targeting skill gaps across all research phases, the program enhances teachers’ professional competence, contributes to human capital development, and strengthens a sustainable culture of research in the educational community.
Copyright (c) 2026 Jake M Laguador, John Rey SR Soverano
Transformation of Digital Animation Videos in Islamic Religious Education Learning to Improve Students' Understanding at MI Az-Zainiyah II
Purpose of the study: This study aims to analyze how Islamic Religious Education (IRE) learning has undergone a transformation in the digital era through the use of digital animated videos and its implications for student understanding at MI Az-Zainiyah II. The background of this research begins with digitalization, which encourages IRE teachers to utilize technology to improve the quality of learning processes and outcomes, in line with the Independent Curriculum. Methodology: This study uses a qualitative approach with a case study approach. Data were collected in the odd semester of 2025/2026 through participant observation, interviews with three key informants (the principal, curriculum department, and fiqh teacher) and students, documentation of teaching materials, and a literature review. Data validity was strengthened through triangulation of sources and techniques, as well as member checking with informants. Analysis was conducted through data reduction, presentation, and drawing conclusions. Main Findings: The research results show that this transformation is perceived positively because digital media innovations create engaging learning environments, reduce boredom, enrich interactions, and encourage imagination and practice. However, negative impacts were also identified, including the risk of assessment inaccuracy when devices are used in semester exams and a tendency for students to be reluctant to write. Therefore, madrasas are implementing digital adoption selectively and gradually. Novelty/Originality of this study: The novelty of this research lies in its analysis of the transformation of Islamic Religious Education (IRE) learning through digital animated videos based on constructivism and dual coding theory, which emphasizes active student involvement in constructing understanding. This research focuses not only on media effectiveness but also on institutional readiness, infrastructure limitations, and teacher competency in the context of elementary madrasahs.
Implementation of the Student Wellbeing Program and Its Implications for Improving Student Learning Motivation
Purpose of the study: This article aims to describe and critically analyze the implementation of the Student Wellbeing Program and its implications for improving students’ learning motivation at Madrasah Aliyah Miftahul Hasanah, Pakuniran, Probolinggo. Methodology: The study employed a qualitative research approach with a case study design and was conducted from September to December 2025. The research participants included the principal, vice principal for curriculum, subject teachers, guidance and counseling (BP/BK) teachers, administrative staff, and Grade XI students of Madrasah Aliyah Miftahul Hasanah. Informants were selected using a snowball sampling technique. Data were collected through in-depth interviews, participant observation, and document analysis, while data analysis followed the interactive model of Miles and Huberman, encompassing data reduction, data display, and conclusion drawing. Data trustworthiness was ensured through credibility, dependability, confirmability, and transferability techniques. Main Findings: The findings indicate that the implementation of the Student Wellbeing Program contributes significantly to improving students’ learning motivation through the habituation of religious activities as a means of strengthening self-regulation, controlled technology management that fosters a conducive learning climate, and responsive, humanistic counseling services. Furthermore, the program’s implications include increased student participation and learning engagement, improved discipline and learning focus, and reduced stress levels accompanied by enhanced learning readiness. Novelty/Originality of this study: The novelty of this study lies in framing the Student Wellbeing Program as a systemic, school-level educational intervention integrated with program evaluation. The study examines coherence among objectives, implementation mechanisms, and motivational outcomes, positioning wellbeing as a pedagogical and policy-oriented construct. This education evaluation-informed approach demonstrates how structured wellbeing initiatives operate as accountable, sustainable programs that strengthen students’ intrinsic learning motivation.
Copyright (c) 2026 Mistria Harmonis, Faridatul Mukarromah
Transforming Elementary Literacy: A Deep-Learning-Oriented FIVES Model for Mindful, Meaningful, and Joyful Learning
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.
Copyright (c) 2026 Fitri Indriyani, Sri Dewi Nirmala, Ryan Dwi Puspita
Extent of Utilization, Perceived Advantages and Disadvantages and Effect on Teacher Productivity of Generative AI Tools
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.
Enhancing Fiqih Learning Outcomes Through Renderforest Animated Video
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.
Copyright (c) 2026 Cecep Sobar Rochmat, Hanna Farida Haz
Fiqhul Wadih-Based Learning Innovation to Improve Madrasah Students' Understanding of Fiqh Content: A Qualitative Case Study at MI Riyadlus Sholihin
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.
Copyright (c) 2026 Zaenol Fajri, Lukmanul Hakim Efendi
Integrating Khan Academy as Video-Based Instruction: A Pre Experimental Action Research on Grade 7 Learners’ Achievement and Engagement
Purpose of the study: This action research examined whether integrating Khan Academy video lessons into Grade 7 mathematics classes would improve learners’ achievement and engagement levels, and documented students’ perceptions of the videos after a two-week classroom intervention. Methodology: A pre-experimental one-group pretest–posttest design was employed. Research instruments included a researcher-made 30-item Mathematics achievement test validated by three in-service teachers (reliability = 0.7742), a Mathematics Engagement Level Questionnaire using a 5-point Likert scale (Cronbach’s α = 0.857), and purposively selected Khan Academy video lessons. Data were analyzed using the Wilcoxon Signed-Rank Test, Spearman’s rho, and thematic analysis. Main Findings: Post-intervention achievement increased significantly, rising from a mean of 10.42 to 17.62, although most learners remained at the “Beginning” level. Engagement levels also improved after the intervention. The relationship between post-intervention achievement and engagement was weak and not statistically significant. Learners reported clearer understanding, increased enjoyment, and greater motivation, alongside some issues related to audio clarity and retention. Novelty/Originality of this study: This study contributes to educational research by demonstrating how short, teacher-guided integration of video-based instruction can simultaneously influence mathematics achievement and multidimensional learner engagement in secondary classrooms. By combining validated pre–post quantitative measures with learners’ thematic feedback, the study extends existing evidence on video-based learning by identifying both instructional benefits and implementation constraints (e.g., audio clarity, retention), thereby informing more effective and context-sensitive blending of video resources in mathematics instruction.
Copyright (c) 2026 Eric Lascoña, Douglas A Salazar
Station Rotation Model: Effects on the Achievement Level of Grade 10 Learners in Circles
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.
Copyright (c) 2026 Ferrylou Guadiario, Douglas Salazar
Evaluating Photomath as a Classroom Formative Assessment Intervention: Effects on Grade 9 Learners’ Achievement in Radicals
Purpose of the study: This study aims to evaluate Photomath application as a formative assessment intervention integrated into the classroom cycle to determine if it can improve Grade 9 learners’ achievement levels in solving radicals and to explore learners’ perceptions of the application as a formative assessment intervention. Methodology: The study used a one-group pretest–posttest design with qualitative support. Tools included a researcher-made 30-item achievement test, Photomath mobile application, and open-ended perception survey. The Wilcoxon Signed Ranks Test was applied for statistical analysis. Qualitative responses were examined through thematic analysis. Main Findings: Learners’ mean scores increased from 9.8 to 23.5, with all participants improving in the posttest. Most reached proficient or advanced levels. The Wilcoxon Signed Ranks Test showed a significant difference (p < 0.0001). Learners reported that the intervention helped in correcting errors and misconceptions, step-by-step understanding, and confidence in solving radicals. Novelty/Originality of this study: This study contributed to the classroom assessment policy by using Photomath specifically as a formative assessment mechanism, requiring learners to attempt solutions independently before checking the steps through the application. Findings imply that such use of Photomath helps improve learners’ achievement in radicals and enhances their understanding and confidence in solving mathematical problems.
Copyright (c) 2026 Roziel Anne Basa, Douglas A Salazar
Integrated Language Strategies for Teaching Sets to Grade 7 Learners in a Philippine Public School: A One-Group Pretest-Posttest Study
Purpose of the study: This study examined whether language strategies improve Grade 7 learners’ conceptual understanding of sets. It also explored how the learners perceived the use of these strategies in learning mathematics. Methodology: A one-group pre-test–post-test design was conducted with 27 low-performing Grade 7 learners from a public school in North Cotabato. The intervention usedocabulary building, composing with keywords, metacognitive prompts, defining formats for mathematical clarity, and a profile-and-frame approach in lessons on sets, subsets, union, and intersection. Quantitative data came from a researcher-made 40-item test, while qualitative data on learner perceptions were gathered through guided interviews. Main Findings: Learners’ mean scores increased from 12.93 (pre-test) to 20.04 (post-test), and the Wilcoxon Signed Rank Test indicated a statistically significant improvement in conceptual understanding (p = .001). Thematic analysis showed that language strategies supported clarity, retention, and engagement, though some learners experienced cognitive overload and language-related difficulties. Novelty/Originality of this study: This study demonstrates how the use of specific language strategies in teaching sets can enhance conceptual understanding of low-performing group of Grade 7 students. It also highlights the need to manage cognitive load and language demands, underscoring the importance of differentiated support when using language-rich approaches in mathematics instruction.
Copyright (c) 2026 Ashley Coleen S Ortiz, Douglas A Salazar
Validation of Problem-Based Learning Teaching Modules on Momentum and Impulse to Improve Students' Critical Thinking Skills
Purpose of the study: This study aims to validate a Problem-Based Learning (PBL) teaching module on Momentum and Impulse material to improve the critical thinking skills of Grade XI students. The validation ensures the module's feasibility before implementation in the classroom. Methodology: This research and development (R&D) study used the Four-D Model (Define, Design, Develop, Disseminate), limited to the development stage. Validation involved four experts who assessed the module using a validation questionnaire. Data were analyzed quantitatively based on content, construct, language, presentation, and assessment criteria. Main Findings: The module received an average validity score of 89%, categorized as "Valid" without revision. The highest scores were in learning construct/model (92%) and assessment (91%). All aspects is content, language, presentation, and graphics were deemed suitable for classroom use, supporting the module's readiness for implementation. Novelty/Originality of this study: This study offers a PBL-based teaching module specifically designed for the Merdeka Curriculum, integrating critical thinking indicators and Pancasila Student Profile values. It addresses the lack of contextual, structured physics teaching tools and provides a validated, practical resource for teachers to enhance students' critical thinking through real-world problems.
Copyright (c) 2026 Tresnane Suandti Sekarani, Hamdi Akhsan, Kistiono Kistiono
Impact of Non-Formal Education in the Development of Digital Literacy: A Mixed Method Research in the Khulna Region
Purpose of the study: The aim of the study is to determine the effectiveness of Non-Formal Education programs in enhancing digital literacy, the issues faced by learners, and the possibilities to reinforce NFE-based digital literacy programs. Methodology: The study used a mixed-methods explanatory sequential design that involved a combination of quantitative data (218 NFE participants who were sampled using a stratified random sample) and qualitative data (20 participants purposely sampled). Survey questionnaires and semi-structured interviews were used. Quantitative data were analyzed through descriptive statistics and qualitative data were analyzed through thematic analysis. Main Findings: Results show that NFE programs have a substantial positive effect on digital literacy, especially basic computer skills, internet navigation, and social media skills, and data analysis skills among a relatively small number of learners. The participants indicated increased employability and real-world digitalization consistent with the principles of experiential and transformative learning. Nevertheless, systemic challenges such as insufficient equipment, poor internet connectivity, the inconsistency of the teaching standards, and insufficient post-training care remain the obstacles to overall fair digital learning experiences. Novelty/Originality of this study: The present study incorporated mixed-method evidence to unveil the role of NFE as an effective avenue of digital inclusion among marginalized communities of Bangladesh It reveals gaps like a shortage of cybersecurity, social stigma, and post-training constraints and provides system-wide perspectives that contribute to current knowledge on digital literacy development in the non-formal education systems.