IJORER : International Journal of Recent Educational Research

Do Active Learning Models Differ? Examining of PBL, Cooperative Learning and Critical Thinking on Social Studies Outcomes

2026-08-16T20:18:17+07:00

Objective: This study ams to analyse variations in students’ learning outcomes based on the learning models employed Problem-Based Learning (PBL) and Cooperative Learning and their levels of critical thinking. Method: This study employed a quasi-experimental approach with a 2 × 3 factorial design to examine the effects of instructional models and students’ critical thinking levels on learning outcomes. A total of 100 students participated in the study, with 50 students assigned to each instructional group. The participants were proportionally assigned to the groups using cluster random sampling. Results: The study produced three man findings: (1) there were differences in learning outcomes between students taught using PBL and those taught using Cooperative Learning; (2) learning outcomes varied among students with high, moderate, and low levels of critical thinking; and (3) there was an interaction effect between the instructional models and students’ critical thinking levels on their learning outcomes. Novelty: This study makes several important contributions to the existing literature. First, it directly compares two prominent active learning models, namely PBL and Cooperative Learning, within the same analytical framework rather than examining them separately. Second, it positions critical thinking not merely as an independent predictor of achievement but as a moderating variable that may influence the effectiveness of instructional models in improving social studies learning outcomes. Third, the study employs a factorial design that enables the simultaneous examination of both man and interaction effects. This approach provides a more comprehensive explanation of the relationship between learner characteristics and instructional models and contributes to the development of constructivist and social cognitive perspectives in social studies instruction.

EFL Learners’ English Engagement in LinkedIn-Based Professional Digital Practices: Exploring Career-Oriented Motivation

2026-08-16T20:18:19+07:00

Objective: Many students today consider English as an essential requirement for entering the workforce, especially because professional activities are increasingly conducted in the digital realm. Platforms like LinkedIn are more frequently exposing students to the use of English in real professional contexts, ranging from preparing for the job application process to the demands of professional communication in English. This situation encourages students to pay more attention to learning English through various digital media outside the classroom. The purpose of this research is to examine the relationship between career-oriented motivation and EFL learners’ engagement in learning English on LinkedIn as a professional digital space. Method: This research uses a mixed-method approach with a sequential explanatory design and involves 28 advanced students from English education programs at two universities in Probolinggo. Data were collected using two main instruments: questionnaires and daily reflection journals. Quantitative data were analyzed using descriptive statistics and Chi-square tests, while qualitative data were analyzed thematically. Findings: The study’s findings indicate that LinkedIn provides a digital professional space that familiarizes students with English-language communication practices in the workplace. This exposure is linked to students’ growing awareness that English is a crucial component of professional development. Although motivation levels did not show a significant correlation with the frequency of LinkedIn use, students with stronger professional motivation tended to practice professional English communication more actively in the digital space. Novelty: This study expands research on informal digital English learning (IDLE) by demonstrating that professional digital platforms such as LinkedIn help shape EFL learners’ perceptions of the importance of English in the workplace and encourage them to engage more actively in English learning through various digital practices outside the formal education setting.

From Supervision to Filtering: Parental Monitoring and Regulatory Practices in Children’s Digital Use

2026-08-16T20:18:16+07:00

Objective: This qualitative study examines parental monitoring and regulatory practices concerning the everyday family contexts of young children’s digital media usage. Method: Using a qualitative case study design, data collection involved semi-structured interviews with parents of young children, which were analysed using thematic analysis. Results: The findings reveal that parental monitoring operates as a layered and progressive process rather than a singular strategy. Three interrelated dimensions emerged: presence-based monitoring, activity inspection practices, and content restriction and digital filtering. Presence-based monitoring was enacted through physical supervision and real-time accompaniment during children’s digital engagement. Activity inspection involved reviewing digital traces such as viewing histories and application usage to evaluate appropriateness and interests. Content restriction was implemented through time limits, password protection, parental control applications, account blocking, and curated content selection. These practices demonstrate how parents operate as digital gatekeepers who both shape and control children’s digital environments. Novelty: The study contributes to the digital parenting by theorizing monitoring as a continuum that ranges from embodied supervision to trace-based inspection and system-based control. The findings highlight the relational and structural aspects of parental authority in digitally mediated childhood. It also underscores the need for a contextualized understanding of digital governance within families.

Mapping Critical and Creative Thinking Skills: Evidence from Elementary School Students

2026-08-19T20:18:40+07:00

Objective: This study aims to map the profile of critical and creative thinking skills and analyze the relationship between the two. Method: The method used was quantitative descriptive correlational involving 112 students as a sample. Data was collected through test instruments that included various indicators of critical and creative thinking, then analyzed using the Spearman's rho correlation test. Results: The results showed that the critical thinking profile of students was in the medium category, with the highest achievement in the interpretation aspect but weak in strategy formulation. Meanwhile, the creative thinking profile showed high scores in the fluency aspect, but low in the flexibility and originality aspects. The results of the correlation test showed a significant positive relationship between critical and creative thinking skills. Novelty: This indicates that strengthening critical reasoning is an important foundation in producing innovative creative solutions. This research recommends the need for a learning model that challenges students' strategic abilities and originality.

Mapping Sustainable Bilingual Digital Innovation through University–Local Government Collaboration in Tourism Education

2026-08-18T20:18:35+07:00

Objective: The rapid development of digital technology in the tourism sector needs to be balanced with the provision of globally accessible information by bilingual languages, particularly Indonesian and English. This study aims to examine the importance of sustainable bilingual digital information in tourism education, supported by collaboration between universities and local governments. Method : This study uses a mixed-method with convergent parallel design.Data collection techniques in the form of observation and semi-structured interviews. The research subjects consisted of 62 respondents, including government officials staff, language lecturers, teachers, and the community of bilingual digital applications user . Results: The results show 83% respondens stated that bilingual digital applications, such as Tangerang Gemilang application contributes significantly to increase the effectiveness of tourism promotion and expand access to information for users. In addition, collabora-tion between universities and tourism agencies is considered crucial in supporting comprehensive and internationally oriented local tourism development. Novelty: This study confirms that sustainable bilingual digi-tal innovation, through institutional synergy, has a strategic role in strengthening tourism education and the competitiveness of tourist destinations.

Large-Scale Trial of Question Web Learning in Physics to Enhance Students’ Scientific Questioning Skills

2026-08-17T20:18:33+07:00

Objective: Students’ scientific questioning skills are essential in inquiry-oriented physics learning. However, many high school students still hesitate to ask questions and experience difficulty formulating testable scientific questions. This study aimed to examine a large-scale trial of the Question Web Learning model in physics learning to enhance students’ scientific questioning skills. Method: This study was part of educational design research and employed a one-group pretest-posttest design during the assessment phase. The participants were 93 grade XI science students from 3 public senior high schools in Banda Aceh, Indonesia. Data were collected through classroom observations, a written scientific questioning skills test, field notes, and student response questionnaires. The data were analyzed descriptively using implementation categories, question-quality categories, normalized gain, and response percentages. Results: he findings showed that the Question Web Learning model was implemented in good to very good categories across five meetings in the three schools. Students’ written test scores increased from the scientific category before learning to the very scientific category after learning, with high normalized gain in all schools. Classroom observations also showed an increase in the number and quality of students’ questions, with no non-scientific questions recorded. Novelty: This study provides empirical evidence from a large-scale trial that Question Web Learning is a practical and effective for supporting students’ scientific questioning skills in high school physics learning.