IJORER : International Journal of Recent Educational Research

The Effect of The Baamboozle-Assisted Group Investigation (GI) Learning Model on Elementary School Students' Mathematical Understanding

2026-06-09T19:17:08+07:00

Objective: This research was motivated by the problem of the low mathematical understanding skills in elementary school students. The study aimed to analyze the influence and the effect of implementing the Group Investigation (GI) cooperative learning model assisted by baamboozle media on elementary school students' mathematical understanding abilities of elementary school students, specifically concerning the topic of standard unit volume. Method: The research targeted fourth-grade students at SDN 066 Halimun, Bandung City, as the research population. Class IV D was the experimental group and Class IV A the control, chosen by purposive sampling. A quasi-experimental research method with a nonequivalent control group design was employed. Data were collected through tests, observations, interviews, and documentation. For data analysis, IBM SPSS Statistics 29.0 software was used to conduct normality tests, homogeneity tests, hypothesis tests and and manually calculated effect size tests. Results: Based on the research findings, the mathematical understanding ability profile of students in the experimental group was better than that of the control group, and the experimental group's data was more consistent around the mean. The results of the Mann–Whitney U test showed a significance value (2-tailed) of < 0.001 (p < 0.05), indicating that the Baamboozle-assisted Group Investigation (GI) cooperative learning model had a significant effect on elementary school students' mathematical understanding ability. Furthermore, the effect size test yielded a value of 2.424 (> 0.5), indicating a large effect of the use of the GI learning model and Baamboozle media in improving students' mathematical understanding ability. Novelty: The novelty of this research lies in the strategic integration of the Group Investigation (GI) Cooperative Model with the Baamboozle gamification platform to enhance students' mathematical conceptual understanding.

School Principal Leadership Strategies in Improving the performance of Administrative Staff

2026-06-13T19:19:19+07:00

This study examines the leadership strategies of a school principal in improving the performance of administrative staff at MTsN 2 Bengkulu Tengah. While previous studies have highlighted the importance of principal leadership in educational settings, limited research has specifically explored how leadership strategies are enacted to address administrative performance challenges in the context of digital transformation in madrasah. This study adopts a qualitative case study approach. Data were collected through in-depth interviews, non-participant observation, and documentation involving the principal, administrative staff, vice principals, and teachers. The data were analyzed using the Miles and Huberman model, supported by triangulation. The findings reveal four key leadership strategies: (1) competency development through targeted training and mentoring, (2) motivation enhancement through recognition and a supportive work climate, (3) continuous supervision and feedback, and (4) integration of digital technology in administrative processes. These strategies contributed to improved discipline, task efficiency, technical skills, and service quality. However, challenges remain, particularly in digital competence gaps, workload distribution, and adaptation to administrative digitalization. This study highlights the novelty of an adaptive and participatory leadership approach that integrates human resource development with digital transformation in madrasah administration. The findings offer practical implications for school leaders in designing context-sensitive strategies to strengthen administrative performance.

Evaluating Hajj and Umrah Guide Certification as a Model of Da‘wah Education for Quality Assurance

2026-06-13T19:19:16+07:00

Objective: This study evaluates the effectiveness of the Professional Hajj and Umrah Guide Certification Education and Training Program as a quality assurance mechanism for manasik guidance in Indonesia. The research responds to the critical need to ensure that guides possess not only administrative qualifications but also professional, pedagogical, and spiritual competencies amid the increasing complexity of Hajj management. Using a descriptive quantitative approach, data were collected from 374 program alumni through questionnaires, interviews, document analysis, and pre- and post-tests. The study applies a comprehensive evaluation framework integrating the CIPPO (Context, Input, Process, Product, Outcome) model with Kirkpatrick’s four-level evaluation (Reaction, Learning, Behavior, Result). Data analysis employed descriptive statistics, paired sample t-tests, and qualitative triangulation. Results indicate high relevance and effectiveness across all evaluation aspects. A significant improvement in participants’ competencies was confirmed by the paired sample t-test ($t = -16.853$; $p < 0.05$), despite a modest score increase due to rigorous assessment standards. Overall, the program effectively enhances the scientific, spiritual, and professional competence of certified guides and strengthens national quality assurance for Hajj and Umrah guidance services. Novelty: This study establishes a novel approach to Islamic education evaluation by successfully integrating the macro-level CIPPO framework with the micro-level Kirkpatrick model to assess professional da‘wah training. Unlike previous studies that focus purely on the administrative or theological aspects of Hajj, this research offers a new, standardized quality assurance paradigm that redefines Hajj and Umrah certification as a structured, measurable model of professional da‘wah education.

Problem-Based Learning and Differentiated Instruction in Elementary Mathematics: A Systematic Literature Review of Students’ Problem-Solving

2026-06-12T19:19:13+07:00

Objective: This systematic literature review aims to analyze research trends related to the implementation of Problem-Based Learning (PBL) and Differentiated Instruction (DI) in elementary mathematics education, particularly in relation to students’ problem-solving abilities. Method: The review followed the PRISMA protocol by systematically searching the Scopus database. From 92 identified records, 24 empirical studies published between 2021 and 2024 met the inclusion criteria. The selected studies were analyzed based on research design, instructional approach, and problem-solving focus.. Results: The findings indicate that both PBL and DI independently contribute positively to students’ mathematical problem-solving skills, including reasoning, strategy development, and higher-order thinking. However, most studies examined PBL and DI separately, while only a limited number explicitly integrated both approaches within a single instructional framework. Novelty: This review highlights a significant research gap regarding the explicit integration of PBL and DI in elementary mathematics learning, emphasizing the need for instructional models that simultaneously address problem-centered learning and learner diversity.

Influence of PBL-Based LKPD with Wordwall on Fifth Graders’ Critical Thinking in Science

2026-06-13T19:19:15+07:00

This study examines the influence of a Problem-Based Learning (PBL)–based Student Worksheet (LKPD) assisted by Wordwall media on the critical thinking skills of fifth-grade students in science learning, focusing on the aspects of focus, reason, and inference. Employing a quantitative approach with a quasi-experimental design, the research involved an experimental group using PBL-based LKPD with Wordwall and a control group receiving conventional instruction. Data were collected through tests, observations, interviews, and documentation, while instrument validation included expert judgment, Aiken’s V analysis, reliability testing, empirical validation, item difficulty, and discrimination analysis. The prerequisite normality and homogeneity tests indicated non-normal and non-homogeneous data, leading to the use of nonparametric statistical analyses. The Mann–Whitney test results showed significant differences between the experimental and control groups across all three aspects of critical thinking, with Asymp. Sig (2-tailed) = 0.000 < 0.05. N-Gain scores demonstrated high effectiveness in the experimental group (Focus = 96.70%, Reason = 87.90%, Inference = 79.30%), whereas the control group showed only moderate improvement. Correlation analysis using Spearman’s rank test further revealed very strong correlations among the Focus, Reason, and Inference dimensions. The findings conclude that the PBL-based LKPD assisted by Wordwall media is effective in improving students’ critical thinking skills and supports more engaging, interactive, and student-centered science learning in elementary classrooms.

PBL-Oriented E-LKPD Assisted by Liveworksheet for Improving Cognitive Outcomes in Fifth-Grade IPAS Learning

2026-06-12T19:19:14+07:00

This study aims to develop an electronic student worksheet (E-LKPD) based on the Project-Based Learning (PBL) model assisted by Liveworksheet to improve the cognitive learning outcomes of fifth-grade elementary school students. The research employed a Research and Development (R&D) design using the ADDIE development model. The research subjects were fifth-grade students at SD Negeri 22 Rejang Lebong, with Class VA serving as the trial class and Class VB as the experimental class. Both qualitative and quantitative data were collected through observation, interviews, questionnaires, tests, and documentation. Data analysis involved qualitative and quantitative techniques. The findings show that: (a) the E-LKPD validation results by material, language, and graphic experts ranged from0.67 to 1.00, indicating valid to highly valid categories; (b) the test instrument validation results by material, language, and construction experts ranged from 0.72 to 0.90, also categorized as valid to highly valid; and (c) teacher and student responses were highly positive, with teacher response percentages ranging from 67% to 100% and student responses from 87% to 93%. The average N-gain score of the experimental class was 0.8 (80.9%), indicating a high level of effectiveness. Therefore, the PBL-based E-LKPD assisted by Liveworksheet is declared valid, feasible, and effective for use as an instructional material to improve students’cognitive learning outcomes in the ecosystem topic, particularly the food-chain subtopic.

Strengthening Organizational Resilience through Visionary Leadership and Trust: A Study of Private Universities in Indonesia

2026-06-12T19:19:16+07:00

Objective: This study aims to examine the strategic contribution of visionary leadership and trust to organizational resilience in Indonesian private higher education institutions. Specifically, it investigates the magnitude of influence these factors have on building institutional resilience amidst the VUCA (Volatility, Uncertainty, Complexity, Ambiguity) era challenges. Method: Employing a POP-SDM (Resource Strengthening Management) approach, this research utilizes path analysis and SITOREM methods. Data were collected through questionnaires, interviews, and document analysis from private universities across Indonesia. The study focuses on measuring the direct and indirect effects of visionary leadership and trust on organizational resilience. Results: The findings reveal that visionary leadership has a significant positive influence on organizational resilience, with trust serving as a crucial mediating factor. The magnitude of effect demonstrates that institutions with stronger visionary leadership and higher levels of trust exhibit substantially greater resilience capabilities. The integrated model explains a substantial proportion of variance in resilience outcomes, providing empirical evidence for the strategic importance of these factors. Novelty: This research introduces the POP-SDM approach adapted for higher education contexts, offering a comprehensive framework for strengthening organizational resilience. The study contributes to theoretical literature by integrating visionary leadership, trust, and resilience in the specific context of Indonesian private universities facing unique challenges in the VUCA era.

Enhancing Certified Vocational Teachers' Citizenship Behavior: The Interplay of Ethical Leadership, Workplace Spirituality, and Local Culture in Indonesian Private SMK Schools

2026-06-12T19:19:17+07:00

Objective: This study develops evidence-based strategies to enhance Organizational Citizenship Behavior (OCB) among certified teachers in Indonesian private vocational schools (SMK), examining the interplay between ethical leadership, workplace spirituality, and local cultural values (Soméah). Method: Using the POP-SDM methodology, this sequential exploratory mixed-methods research involved certified teachers from private SMK in Bogor Regency. Data collection included semi-structured interviews followed by surveys. Analysis employed SEM-PLS complemented by SITOREM for intervention development. Results: Significant relationships emerged between ethical leadership and OCB (β = 0.46, p < 0.001), with workplace spirituality as a key mediator. Soméah cultural values strongly influenced OCB (β = 0.51, p < 0.001). Psychological well-being, organizational trust, and work engagement showed interconnected effects, with the model explaining 72% of OCB variance. SITOREM prioritized ethical leadership development and cultural integration. Novelty: This research integrates Sundanese local wisdom (Soméah) into OCB frameworks for vocational education, simultaneously examining six variables through POP-SDM, offering culturally-grounded strategies for teacher behavior enhancement in Indonesian educational contexts.

Building Teacher Citizenship Behavior: The Role of Servant Leadership and Stress Management in Indonesian Elementary Schools

2026-06-09T19:17:12+07:00

Objective: This study aims to develop evidence-based strategies for enhancing Organizational Citizenship Behavior (OCB) among public elementary school teachers in Bogor Regency, Indonesia, by examining the roles of servant leadership, stress management, and local wisdom (Sauyunan). Method: Employing the POP-SDM (Modeling and Optimization of Human Resource Strengthening) methodology, this research integrates qualitative exploration with quantitative analysis. Data were collected from public elementary school teachers in Bogor Regency using structured questionnaires. The study applies Structural Equation Modeling (SEM) with Partial Least Squares (PLS) analysis to examine relationships between servant leadership, stress management, self-efficacy, Sauyunan local wisdom, work ethic, and OCB. The SITOREM method is utilized for intervention strategy development. Results: The findings reveal significant positive relationships between servant leadership and OCB (β = [value], p < 0.001), with stress management serving as a crucial mediating factor. Sauyunan local wisdom demonstrates substantial influence on OCB development, highlighting the importance of cultural context in teacher behavior. Self-efficacy and work ethic also contribute significantly to OCB enhancement. The SITOREM analysis identifies key intervention areas for optimizing OCB improvement strategies. Novelty: This research contributes novel insights by integrating Sundanese local wisdom (Sauyunan) into OCB theoretical frameworks within elementary education contexts. The application of POP-SDM methodology to teacher behavior optimization represents an innovative approach to educational management. The study provides culturally-relevant strategies for enhancing teacher citizenship behavior in Indonesian educational settings.

Strengthening Teacher Engagement through POP-SDM Modeling: A Study of Permanent Teachers in Bogor Educational Foundation

2026-06-20T19:27:26+07:00

Objective: This study aimed to develop and validate a comprehensive model for strengthening teacher engagement through the application of the POP-SDM (Modeling and Optimization of Human Resource Management) method among permanent teachers at Bogor Educational Foundation. Method: The research employed a mixed-methods approach combining qualitative exploratory methods with quantitative causal analysis. The study involved 30 permanent teachers selected through random sampling. The qualitative phase utilized in-depth interviews to identify dominant factors influencing teacher engagement, while the quantitative phase employed path analysis to examine relationships between identified variables. The POP-SDM method was implemented through systematic modeling and optimization processes, integrating local wisdom values with organizational support structures. Results: Preliminary survey analysis revealed significant gaps in teacher engagement dimensions: 39% of teachers showed deficiencies in vigor (energy and resilience), 52% in dedication (sense of meaning and purpose), 43% in absorption (focus and immersion), 27% in commitment to school, 38% in collaboration with colleagues, and 36% in self-development. Path analysis identified four dominant factors influencing teacher engagement: organizational leadership, professional development opportunities, work environment support, and integration of local cultural values. The developed model demonstrated strong predictive validity for engagement enhancement. Novelty: This study introduces the innovative application of the POP-SDM method in educational management contexts, specifically for teacher engagement optimization. It provides an integrated framework that combines quantitative modeling with qualitative exploration, addressing the complex interplay between organizational structures and cultural values in educational settings. The research contributes to both theoretical understanding and practical strategies for enhancing teacher professionalism in Indonesian educational institutions.

Clinical Learning Outcomes in Midwifery Education: Evaluating the Effectiveness of Structured Clinical Instructor Guidance

2026-06-23T19:33:30+07:00

Objective: This study aimed to evaluate the effectiveness of a structured clinical instructor guidance program on midwifery students' clinical learning outcomes and competency achievement. Method: A quasi-experimental design with pre-test and post-test control group was employed. The study involved 120 third-year midwifery students from two Indonesian institutions, randomly assigned to intervention (n=60) and control groups (n=60). The intervention group received a structured clinical instructor guidance program based on Training of Trainers (ToT) principles, including standardized mentoring protocols, competency assessment rubrics, and reflective practice sessions over 12 weeks. The control group continued with conventional clinical supervision. Data were collected using the Clinical Competency Assessment Tool (CCAT) and Clinical Learning Experience Questionnaire (CLEQ). Statistical analysis included independent t-tests, paired t-tests, and multiple regression to examine the intervention's effects. Results: The intervention group demonstrated significantly higher improvements in clinical competency scores compared to the control group (mean difference = 15.6 points, p < 0.001, Cohen's d = 1.24). Post-test scores showed 85% of intervention group students achieved "competent" level versus 45% in the control group. Regression analysis revealed that structured guidance accounted for 62% of variance in clinical competency (R² = 0.62, p < 0.001). Students in the intervention group also reported significantly higher satisfaction with clinical learning experiences (p < 0.01). Novelty: This study introduces and validates a structured clinical instructor guidance model specifically designed for midwifery education in resource-limited settings. It provides empirical evidence for integrating Training of Trainers (ToT) approaches into clinical supervision, addressing a critical gap in competency-based midwifery education. The developed assessment tools offer a standardized framework for evaluating clinical learning outcomes in health professional education.

Implementation Implementation of Positive Discipline in Learning Management at State Elementary School 4 Kaliaman, Kembang District, Jepara Regency

2026-07-02T19:42:21+07:00

Objective: This study aims to analyze the planning, implementation, and evaluation of positive discipline implementation in learning management at SD Negeri 4 Kaliaman, Kembang District, Jepara Regency. A positive discipline approach is important to be implemented to foster self-control, responsibility, and awareness of students without using physical or psychological punishment, while creating a conducive learning environment. Method: This study aims to analyze the planning, implementation, and evaluation of positive discipline implementation in learning management at SD Negeri 4 Kaliaman, Kembang District, Jepara Regency. A positive discipline approach is important to be implemented to foster self-control, responsibility, and awareness of students without using physical or psychological punishment, while creating a conducive learning environment. Results: The findings show that positive discipline was implemented systematically through structured planning, consistent implementation, and continuous evaluation. The program involved regular class meetings, teacher training, positive reinforcement, and collaborative participation among school members. The implementation of positive discipline improved students’ character competencies, particularly responsibility, self-discipline, cooperation, and respectful behavior. In addition, the program reduced disciplinary violations and created a more conducive and supportive learning environment. Novelty: The novelty of this research lies in the comprehensive analysis of the implementation of positive discipline in learning management in elementary schools that integrates the planning, implementation, and evaluation processes and is supported by the collaborative involvement of all school members.

Embodied Knowledge in NU Pesantren: Islamic Arts, Traditional Pedagogy, and Cultural Transmission in Tasikmalaya

2026-07-01T19:41:17+07:00

This study examines zapin, hadroh, and marawis as forms of embodied pedagogy within Nahdlatul Ulama (NU) pesantren in Tasikmalaya, Indonesia, based on a multi-sited ethnographic investigation involving 247 santri aged 12–24. Data were generated through 156 hours of participant observation, 42 video-documented rehearsal and performance sessions, and 18 semi-structured interviews with key pedagogical actors. Analysis identified five interconnected mechanisms shaping moral learning: somatic inscription through repetitive bodily practice, relational ensemble-based pedagogy, traditionalist epistemology as a generative constraint, gender-differentiated modes of ethical embodiment, and the longitudinal integration of learned dispositions into everyday behavior. Engagement in Islamic arts was associated with substantial gains in motor competence (70-126%), higher moral development among art-intensive cohorts (d = 0.78, p < 0.012), and sustained reductions in behavioral infractions over 24 months (62–89%, p < 0.001). The findings demonstrate that embodied artistic practice enables Islamic moral knowledge to be internalized as durable bodily habit rather than abstract instruction.

The Effectiveness of Long-Term Use of Interactive Media on Learning Achievement and Motivation of Elementary School Students in Rural Indonesia

2026-07-08T19:47:03+07:00

Objective: This study aims to evaluate the longitudinal effectiveness of interactive learning media on academic achievement and learning motivation among elementary school students in rural Indonesia. The research specifically examines how sustained exposure to digital interactive tools influences learning outcomes over one academic year in contexts with limited technological infrastructure. Method: Employing an explanatory sequential mixed-methods design, the study was conducted at SDN 5 Limboto, Gorontalo, involving 120 students (aged 9-11) across experimental and control groups. Quantitative data were collected through standardized achievement tests (pretest, midtest, posttest, follow-up) and a validated motivation scale, analyzed using ANCOVA and repeated-measures ANOVA. Qualitative data from semi-structured interviews with six teachers were analyzed thematically to provide contextual insights. Results: Findings indicate that long-term use of interactive media significantly improves students' academic performance (F = 12.43, p < 0.01, η² = 0.34) and motivation scores (F = 9.82, p < 0.05, η² = 0.29). Teachers reported enhanced classroom engagement, increased self-directed learning behaviors, and development of curiosity and confidence among students. Despite infrastructure limitations, interactive media demonstrated adaptability and pedagogical value in rural educational settings. Novelty: This research provides empirical evidence on the sustained effectiveness of technology-mediated learning in rural education contexts, contributing to discussions on digital equity and context-sensitive pedagogy. The study uniquely combines longitudinal quantitative assessment with qualitative teacher perspectives, offering holistic insights into how interactive media can be effectively integrated in resource-constrained environments.