IJORER : International Journal of Recent Educational Research

Ecolinguistic-Based Development of General Linguistics Materials Using Phonological and Lexical Variations of Angkola Batak

2026-04-15T09:15:00+07:00

Objective: This study develops ecolinguistics-oriented General Linguistics teaching materials grounded in Angkola Batak phonological and lexical variation to support contextualized learning and local language preservation in Indonesian universities. Method: Using an R&D approach with the ADDIE model (analysis, design, development, implementation, evaluation), the product was validated and tested with five expert validators, two General Linguistics lecturers, and 60 Indonesian Language and Literature Education students at Universitas Muhammadiyah Tapanuli Selatan. Instruments included expert validation sheets, lecturer and student practicality questionnaires, and pre–post achievement tests. Data were analyzed descriptively and inferentially using the Content Validity Index (CVI), Cronbach’s Alpha, N-Gain, and a paired-sample t-test. Results: The teaching material showed very high validity (CVI = 0.91), strong reliability (α = 0.86), and high practicality (overall practicality = 91%). Effectiveness results indicated a significant improvement in learning outcomes, with mean scores increasing from 70.27 (pre-test) to 88.56 (post-test) and an N-Gain of 0.60 (moderate–high; p < 0.05). The material enhanced students’ analytical skills in phonology and lexicon while fostering ecolinguistic awareness of regional linguistic diversity. Novelty: The study offers a replicable framework for operationalizing applied ecolinguistics in linguistic pedagogy through local language data.

Utilization of Digital Learning Media to Increase Students’ Learning Interest: A Qualitative Study in Grade III of Islamic Elementary School

2026-04-15T09:21:00+07:00

This study aims to analyze the role of digital learning media in increasing students' learning interest at the elementary school level, particularly in Islamic Elementary Schools (MI). The background of this study is based on the need to present a more interactive, engaging learning process that is in accordance with the developmental characteristics and life context of students. Theoretically, this study refers to the Multimedia Learning Theory proposed by Richard E. Mayer which emphasizes the importance of integrating visual and audio elements in improving learning comprehension, as well as the ARCS motivation model by John M. Keller which includes aspects of attention, relevance, confidence, and satisfaction in increasing students' learning motivation. This study uses a descriptive qualitative approach with data collection techniques through observations of the learning process in the classroom, interviews with teachers and students, and visual documentation as supporting data. Data analysis was conducted to describe in depth the impact of the use of digital learning media on students' learning interest and participation. The results of the study indicate that the use of digital learning media has several positive impacts, including increased student attention during the learning process, presentation of materials that are more contextual and easy to understand, increased student courage to actively participate in learning activities, and the growth of a sense of enjoyment and motivation to learn. Digital media such as animated videos, interactive quizzes, and educational games have been proven to create more engaging and participatory learning experiences. However, the implementation of digital learning media still faces several technical challenges, such as limited supporting devices and teacher competency in utilizing learning technology. Therefore, improving teacher competency through ongoing training and providing adequate facilities and infrastructure is necessary to ensure optimal and sustainable use of digital learning media to increase student learning interest.

The Effect of Differentiated Learning Approaches on Student Engagement and Self-Confidence in Social Studies Instruction among Elementary Teacher Education Students at Universitas Pahlawan Tuanku Tambusai

2026-04-15T22:26:45+07:00

Objective: This study aims to examine the effect of differentiated learning on the learning engagement and self-confidence of students enrolled in the Elementary Teacher Education Program (PGSD). Specifically, the study focuses on how differentiated instruction facilitates active participation, supports the development of interpersonal skills, and enhances the professional competencies of pre-service teachers. Research Method: This study employed a quasi-experimental design using a Pretest–Posttest Control Group Design. The sample consisted of 60 PGSD students, who were divided into an experimental group receiving differentiated learning instruction and a control group receiving conventional instruction. Data were collected through questionnaires measuring learning engagement and self-confidence. The data were analyzed using independent samples t-tests and Multivariate Analysis of Variance (MANOVA) to determine the effect of the instructional treatment on both dependent variables. Research Findings: The results indicate that the experimental group demonstrated a statistically significant improvement in both learning engagement and self-confidence compared to the control group. Learning engagement showed a substantial increase from pretest to posttest scores, as did self-confidence. These findings confirm the effectiveness of differentiated learning strategies in fostering student involvement, active participation, and confidence within the learning process. Novelty: This study highlights that differentiated learning is effective in higher education, particularly in Elementary Teacher Education programs. The findings show that differentiated instruction enhances social analysis skills, including identifying classroom diversity, analyzing student interactions, and proposing pedagogical solutions, while also fostering creativity and critical thinking to support the professional competence of pre-service teachers.

The Influence of the RME Learning Model on Mathematical Problem Solving and Communication Skills in Mathematics Learning in Students of SMP 1 Bangkinang City

2026-04-15T22:27:02+07:00

Objective: This study aims to examine the effect of implementing the Realistic Mathematics Education (RME) learning model on students’ mathematical problem-solving skills and mathematical communication abilities at SMP Negeri 1 Bangkinang Kota. The study emphasizes how context-based learning grounded in real-life situations can enhance students’ conceptual understanding, higher-order thinking skills, and their ability to communicate mathematical ideas systematically and effectively. Research Method: This study employed a quasi-experimental design using a Pretest–Posttest Control Group Design. The research sample consisted of 40 eighth-grade students of SMP Negeri 1 Bangkinang Kota, divided into two groups: an experimental group (20 students) taught using the RME model and a control group (20 students) taught using conventional mathematics instruction. Data were collected through a mathematical problem-solving test and a rubric-based assessment of mathematical communication skills. Data analysis was conducted using descriptive statistics and inferential statistics, specifically an independent samples t-test, after fulfilling the assumptions of normality and homogeneity. Research Findings: The results indicate a significant difference between the experimental and control groups in terms of mathematical problem-solving skills and mathematical communication abilities. The posttest scores of students in the experimental group were significantly higher than those of the control group. These findings demonstrate that the implementation of the RME model is effective in improving students’ mathematical problem-solving and communication skills. Novelty: This study clarifies the novelty of RME by explaining the classroom mechanism that integrates contextual problem exploration, group discussion, and student presentations. Through these processes, students simultaneously develop mathematical communication and problem-solving skills within collaborative and reflective learning activities.

The Impact of Deep Learning-Based Chatbot Intervention on Students' Cognitive Load and Narrative Writing Literacy in Indonesian Language Learning at SD 030 Bagan Jaya

2026-04-15T22:27:24+07:00

Objective: This study aims to analyze the effect of a deep learning-based chatbot intervention on narrative writing literacy and cognitive load among elementary school students. Specifically, the study focuses on how the use of the chatbot can enhance student engagement in the writing process, support the development of critical thinking skills, and reduce affective and cognitive barriers during learning. Research Method: This study employed a quasi-experimental design with a Pretest–Posttest Control Group approach. The sample consisted of 40 fourth-grade students from SD 030 Bagan Jaya, divided into an experimental group receiving the chatbot intervention and a control group receiving conventional writing instruction. Data were collected through narrative writing literacy tests and a cognitive load assessment rubric. Data analysis was conducted using an independent t-test to determine the effect of the intervention on both research variables. Research Findings: The results indicated that the experimental group experienced a significant improvement in narrative writing literacy and a reduction in cognitive load compared to the control group. The posttest mean scores for writing literacy increased substantially, while the standard deviation decreased, indicating more consistent student performance. The chatbot functioned as a digital tutor providing adaptive scaffolding, real-time feedback, and guidance that facilitated idea generation, text structuring, and revision skills. This intervention also enhanced student motivation and engagement, creating a safe and interactive learning environment. Novelty: This study emphasizes that the use of deep learning-based chatbots is not only relevant for secondary education but also effective at the elementary level. The findings contribute new insights by demonstrating that integrating AI into narrative writing instruction can serve as an innovative pedagogical strategy that simultaneously supports literacy development, critical thinking skills, and student motivation.

Internalization of Religious Moderation through Islamic Religious Education in the Era of Globalization

2026-05-02T16:05:03+07:00

This study aims to analyze the internalization of religious moderation at SMA Muhammadiyah 1 Gresik as a response to fostering a harmonious life and preventing division within the educational environment. This study uses a descriptive qualitative approach was used. The data were collected through interviews, observations, and documentation. Validity was ensured using source and technique triangulation. Data analysis was conducted in three stages, namely data collection, data presentation, and drawing conclusions based on the findings obtained in the field. The result of this study indicates that Internalization of religious moderation through Islamic Religious Education at SMA Muhammadiyah 1 Gresik aligns with the school's needs, as reflected in the nationally standardized indicators of religious moderation and the principles of Risalah Islam Berkemajuan, namely tolerance, non-violence, national commitment, adaptability to local culture, and dynamization. Internalization is carried out through three core processes: externalization, objectification, and subsequent internalization. The findings of this study also underscore the strategic role of private schools through their curricula, learning processes, and the exemplary conduct of educators in supporting government policies on the implementation of moderation in schools. The implementation of this research is the strategic formation identified in this study can serve as a reference for schools in internalizing religious moderation based on the indicators of religious moderation and the principles of Risalah Islam Berkemajuan which emphasizes a locally based approach, with the city of Gresik serving as a representative model of a multicultural city an approach that has not been widely adopted in previous studies.

Developing a Local Culture-Based Character Design Module Using the ADDIE Model

2026-04-29T20:34:26+07:00

The integration of local cultural values into visual design remains a challenge for many Indonesian creators, despite the growing global influence of comics, games, and animation. This gap highlights the need for structured educational resources that guide students in embedding cultural identity within contemporary visual narratives. The purpose of this study is to develop a local culture-based character design module that supports design education and creative industry practices. The method used in this study is the ADDIE instructional design model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. Data were collected through literature studies on cultural identity, visual semiotics, and mythology, complemented by in-depth interviews with local creators and design educators. The module was designed to balance aesthetic appeal with the representation of cultural values and symbolic meaning. The results of this study are a prototype module that integrates local cultural narratives and visual semiotic principles into character design processes. The prototype was validated through expert feedback and limited trials with design students, which demonstrated that the module is both pedagogically relevant and adaptable to diverse media contexts. The conclusion of this study is that the integration of cultural identity into design education through a structured module can enhance students’ creative sensitivity and cultural awareness, enabling them to create character designs that are not only visually appealing but also contextually meaningful and globally competitive.