Indonesian Journal of Education Research (IJoER)

Teaching Strategies and Academic Performance of Students in Basic Science in Oyo State, Nigeria

Olugbenga Timothy Ajadi, Adesoji Emmanuel Ayanlowo — Wed, 13 Aug 2025 20:16:54 +0700

Purpose of the study: This study looks at the basic science teaching methods and academic achievement among junior secondary school students in Oyo State, Nigeria. It focuses on the different approaches used to teach the subject and how these methods affect students' overall academic performance.

Methodology: A quantitative approach was used to gather detailed understanding of the respondents on the variables of the study. A validated questionnaire was administered on 450 junior secondary school students by research assistants providing necessary guide when needed. For data analysis, simple percentage was used to identify the strategies for teaching basic science and Pearson Product Moment Correlation was used to establish the relationship between teaching strategies and academic performance of Basic Science students in the study area.

Main Findings: The study identified three major strategies that can be used to teach basic science: teacher-centered, interactive, and student-centered. In terms of engagement, teachers engaged the use of teacher-centered and interactive methods due to the prevalent of using these two major strategies but were not using student-centered method to deliver instruction to the students in basic science in the study area.

Novelty/Originality of this study: According to the study, teachers' use of instructional tactics can improve students' academic performance, which is a crucial predictor of educational outcomes. It offers insightful information on how basic science functions as a basis for senior secondary school core science courses. Additionally highlighted were the effects of instructional practices on basic science students' academic performance in Oyo State, Nigeria.

Majapahit Excursion: Field School for History Students in Mojokerto City and Regency

Mon, 25 Aug 2025 10:49:48 +0700

Purpose of the study: This research aims to study the Majapahit Excursion as a field school model for history students to enhance academic competence and practical skills through the exploration of historical remains in Mojokerto, while also fostering imagination, learning motivation, and integration of local-national history.

Methodology: This research uses a qualitative approach with a type of field study. The subjects of the study include students from Mojokerto. The research instruments consist of observation guidelines, interview guidelines, and documentation, while data collection techniques are conducted through participatory observation, in-depth interviews, and document analysis.

Main Findings: Research findings indicate that the Majapahit Excursion program is capable of enhancing students' understanding of the archaeological remains of Majapahit, developing skills in toponymy analysis and local historical interpretation, strengthening collaborative abilities in the field, as well as introducing the local wisdom of the Majapahit Kingdom and its relevance in modern life.

Novelty/Originality of this study: The novelty of this research lies in the formulation of a field school model based on the Majapahit heritage in Mojokerto, which not only focuses on strengthening historical theory but also on integrating students' empirical experiences with local history learning. This model can serve as a strategic alternative in the development of site-based history curriculum in Indonesia.

Examining Students’ Motivation Towards Learning Science and Their Subject Experiences in Earth Science

Daniel S. Fernando, Mary Grace B. Bangcaya — Mon, 25 Aug 2025 12:52:21 +0700

Purpose of the study: This study examined the motivation towards learning science and experience in the Earth Science subject among students when considered as a whole and grouped by sex and academic performance. Additionally, it examined the differences in motivation towards learning science and experience in the Earth Science subject when grouped by demographics.

Methodology: The study utilized a quantitative research design, particularly a descriptive comparative approach. The respondents were 115 randomly stratified sampled Grade 12 STEM students. A 35-item standardized questionnaire was used to assess students’ level of motivation and a 25-item adopted instrument was used to evaluate their subject experiences. Frequency count, percentages, Mean, Standard Deviation, Mann-Whitney U test, and Kruskal-Wallis H test were utilized.

Main Findings: Hence, the students demonstrated a high level of motivation towards learning science. Likewise, the students reported a high level of experience in Earth Science, indicating that most perceived themselves as having engaged substantially. Meanwhile, the analysis revealed no significant differences in terms of sex for most motivational dimensions, except for the achievement goal. In terms of academic performance, the results showed there was no significant difference in performance goals. Additionally, there were no significant differences in the level of experience in the Earth Science subject based on the demographics.

Novelty/Originality of this study: The study is novel as it may serve as valuable input for science teachers in enhancing Earth Science instruction. It may inform the development of more effective teaching strategies that foster students motivation and engagement in science learning.

Not My Choice: The Lived Experiences of Freshman Pre-service Teachers Enrolled in a Non-Preferred Program in Central Luzon, Philippines

Jeramie Bermudez Pediongco, Glenn Medallon Calaguas — Tue, 26 Aug 2025 00:00:00 +0700

Purpose of the study: Teachers play a crucial role in national development, with their passion and commitment being essential to student success. However, one of the necessary elements to become passionate and committed to the teaching profession is to enroll first in an undergraduate teacher education program because this leads to better preparation. Thus, this study sought an in-depth look into the program commitment and academic experiences of first-year preservice teachers enrolled in a non-preferred program.

Methodology: This phenomenological research explored the lived experiences of freshman pre-service teachers enrolled in a non-preferred program. The experiences of the nine informants were explored by conducting interviews focusing on realities that happen when enrolled in a non-preferred program. Particularly, conversational interviewing was used for an in-depth idea of thought processes and worldviews. Moreover, the Colaizzi’ method was followed.

Main Findings: Findings revealed that the informants faced disappointments, educational challenges, later appreciation of the program, motivation from support systems, and aspirations for a better future. These ranges of experiences can be further categorized into five themes: (a) recognizing educational aspirations, (b) transitioning to higher education, (c) embracing the current program, (d) achieving personal growth, and (e) traversing to the future.

Novelty/Originality of this study: This study offers an original contribution by closely examining how students in non-preferred academic programs develop academic commitment through adaptive processes over time. It highlights the importance of support systems, broad opportunities and positive academic experiences, and how these factors helps with students' internal coping strategies and identity reconstruction. The study reveals a nuanced, multi-phase progression—from initial disengagement to eventual integration—driven by institutional resources, peer interactions, and emerging self-agency. This progression addresses a gap in understanding how educational environments creates positive learning experiences and sustained commitment in misaligned academic placements.

Enhancing Students’ Interest in Poetry Writing Through the Culturally Responsive Teaching Approach at Vocational High School

Ida Nuraeni, Witri Wahyuni — Wed, 27 Aug 2025 00:00:00 +0700

Purpose of the study: This study aims to improve junior high school students’ interest in poetry writing through the integration of Culturally Responsive Teaching (CRT) and Problem-Based Learning (PBL) within a Classroom Action Research framework.

Methodology: The study employed Classroom Action Research (CAR) conducted in two cycles involving planning, implementation, observation, and reflection. Data were collected using a learning interest questionnaire, observation sheets, and student interviews. Quantitative data were analyzed descriptively with percentage gain, and qualitative data were analyzed thematically.

Main Findings: The average interest score increased from 59.2% in the pre-cycle to 83.0% in Cycle II, with an overall gain of +23.8%. All indicators—attention, perseverance, enjoyment, and activeness—showed improvement, with activeness having the highest gain (+25.8%). Qualitative data revealed enhanced motivation, confidence, and creativity in connecting cultural themes to poetry writing.

Novelty/Originality of this study: This study introduces a culturally contextualized, problem-based approach to poetry writing that merges CRT and PBL principles. It advances existing knowledge by demonstrating how integrating cultural relevance with collaborative problem-solving strategies can significantly increase student engagement and creativity in literary education.

Guided Inquiry Model to Enhance Science Literacy of Fifth Graders on the Circulatory System

Wafiq Indah Komaria, Mansur Mansur, Vidya Setyaningrum — Thu, 28 Aug 2025 00:00:00 +0700

Research Objective: This study aims to describe the science literacy offifth-grade students at Madrasah Ibtidaiyah Swasta Darussalam Pontianak and the application and influence of the guided inquiry model on improving science literacy in the subject of the human circulatory system, including its quantitative influence.

Methodology: This study applied a quantitative approach with an experimental method using a nonequivalent control group design. Classes VA and VB were selected as samples through total sampling technique. The instruments included multiple-choice tests, observation sheets, and documentation. Data analysis was performed through descriptive statistical tests, prerequisite tests, and hypothesis testing to examine the effectiveness of the model.

General Findings: The results showed that the application of the guided inquiry model had a positive impact on improving the science literacy of fifth-grade students at Madrasah Ibtidaiyah Swasta Darussalam Pontianak. This was indicated by an increase in posttest scores compared to pretest scores, as well as significant paired t-test results (0.000 < 0.05). Although the average N-Gain score was only 40.03% (less effective category), this model still contributed to helping students understand science concepts more actively and structurally.

Novelty/Originality of this Research: This study is unique because it examines the effectiveness of the guided inquiry model specifically on science literacy at the madrasah ibtidaiyah level, which has rarely been studied. The focus on the human circulatory system and the application of a quantitative approach in a local context makes this research valuable as an empirical contribution to the development of relevant and contextual science learning models.

From K-12 to MATATAG: A Systematic Review of the Factors Driving Curriculum Transition

Thu, 28 Aug 2025 00:00:00 +0700

Purpose of the study: This systematic review examines the shift of Philippine curriculum from K-12 to the MATATAG. It aims to identify the key factors that drive this curriculum change, analyze perceptions from different education stakeholders, and assess how the MATATAG curriculum addresses the limitations found in the previous system.

Methodology: Using the PRISMA framework, 25 relevant studies from 2020-2025 were analyzed thematically.

Main Findings: Results reveal that systemic challenges such as content overload, weak foundational skills, and inadequate teacher training prompted the shift. Stakeholders generally support MATATAG for its streamlined competencies and contextual relevance, although issues in the implementation persist.

Novelty/Originality of this study: Unlike earlier reviews that only describe the K-12 challenges or the policy intent of MATATAG, this study integrates both stakeholder perspectives and thematic analysis across multiple recent studies. By mapping how the MATATAG framework directly responds to previously documented limitations, it provides an evidence-based lens for anticipating long-term effects. This unique synthesis offers actionable insights for curriculum planners, policymakers, and teacher professional development programs seeking to align reforms with ground-level realities.

Flouting Conversational Maxims: A Study on Student Communication in Grade 9 Maroon

Hanina M. Ali, Herlen C. Namol, Donnie M. Tulud — Thu, 28 Aug 2025 00:00:00 +0700

Purpose of the study: To investigate students' communication habits, know the causes of maxim flouting, and offer practical suggestions for enhancing class conversations.

Methodology: This study used a qualitative research design, specifically discourse analysis, to investigate the flouting of conversational maxims in classroom interactions among Grade 9 Maroon students at Esperanza National High School. The study's participants comprised 30 Grade 9 students from Esperanza National High School's Maroon section. Purposive sampling was used and the data are collected through observation and audio recordings.

Main Findings: The study revealed that flouting conversational maxims is widespread in classroom settings, especially among Grade 9 Maroon students. During discussions, students flouted all conversational maxims. The Maxim of Relationship (Relevance) is the most flouted maxim.

Novelty/Originality of this study: This study contributes originality by examining the systematic flouting of Gricean maxims in real classroom interactions among Grade 9 students, a context underexplored in pragmatic research. Unlike previous studies focusing on teachers or digital platforms, it highlights how humor, indirectness, and over-explanation function as both challenges and learning opportunities, offering practical strategies to enhance classroom communication.

The Religious Habits Program's Implementation as an Attempt to Mould Students' Islamic Character

Zaenol Fajri, Samsul Hadi — Fri, 29 Aug 2025 00:00:00 +0700

Purpose of the study: Developing students' Islamic character is one of the primary objectives of religious-based education, yet religious habituation programs frequently struggle with implementation and consistency. This study examines the implementation of the religious habituation program at Nurul Hikmah Islamic Junior High School and its function in fostering students' Islamic character.

Methodology: The principal, homeroom teachers, Islamic education teachers, and a few chosen students served as informants in this descriptive qualitative study. Miles and Huberman's interactive approach, which consists of data reduction, data display, and conclusion drawing, was used to examine the data gathered through documentation, in-depth interviews, and observation. Triangulation of sources and methods was used to guarantee the veracity of the data.

Main Findings: The results demonstrate that organised practices, such as communal Dhuha prayer, Qur'anic recitation, group prayers, and disciplinary training, are used to practice religious habituation. These activities effectively uphold religious principles and aid in developing students' character. Limited facilities, the' lack of discipline among confident pupils, and differing parental support are among the difficulties. The school's institutional dedication, an intense religious atmosphere, and faculty involvement are all supporting aspects.

Novelty/Originality of this study: The study concludes that Islamic character is effectively shaped by religious habituation. It is innovative in that it maps the characteristics that facilitate and hinder the boarding school setting and provides a contextual approach to enhancing religious culture in Islamic secondary schools.

Integrated Schools Teachers’ Knowledge and Skills on Classroom-Based Action Research: Basis for Community Extension Program

Kimberly C. Rivera, Leandro T. Olubia, Normita M. Lugtu, Romeo T. Quintos — Fri, 29 Aug 2025 00:00:00 +0700

Purpose of the study. This study explored the competence and training needs of integrated school teachers in conducting Classroom-Based Action Research (CBAR), aiming to design a Community Extension Program that enhances their research capability.

Methodology. A Sequential Explanatory Mixed-Methods Design (QUAN → qual) was employed with 62 integrated school teachers from Balanga City, Bataan, Philippines. Data were gathered using a validated CBAR Competence and Training Needs Questionnaire, followed by semi-structured interviews with selected participants. Descriptive statistics, non-parametric tests, and thematic analysis were used to analyze the data.

Main Findings. Results showed that teachers demonstrated moderate competence in selecting a research focus (M≈2.64) and collecting data (M≈2.51), while they found analyzing and interpreting results (M≈2.39) and translating findings into action (M≈2.41) more challenging. Training needs were highest in statistical analysis (M≈3.57) and literature synthesis (M≈3.73). Teachers expressed strong willingness to conduct CBAR but identified areas where additional technical support, confidence-building, and institutional backing would be helpful.

Novelty/Originality of this study. Unlike most CBAR research in the Philippines that focuses on general public-school teachers, this study examines teachers from integrated schools in Balanga City, Bataan, Philippines, a unique context where educators handle multi-level and multi-subject responsibilities. This localized focus identifies the importance of strengthening research competence in schools with complex instructional settings. The study contributes by proposing a structured, year-long CBAR Capability-Building Program aligned with teachers’ identified needs.