https://journal.ia-education.com/index.php/ijorer <p style="text-align: justify;">IJORER is an i<span style="text-align: justify;">nternational journal (double-blind peer review) that focuses on Recent Educational Research. The journal concerns Recent Educational Research accepts articles in the field of Education: instruction, learning, teaching, curriculum development, l</span><span style="text-align: justify;">earning environments, teacher education, educational technology, educational psychology, educational conseling guidence, nonformal education and educational developments. IJORER is an internationally recognized journal in the field of education and is published six times a year (in <strong>January, March, May, July, September &amp; November</strong>). Studies may relate to any age level - from infants to adults. All manuscripts sent to IJORER will be read and reviewed with a confidential identity (double-blind peer review) by at least 2 </span><span style="text-align: justify;">peer reviewers who are experts in their fields. Depending on the evaluation reports of the members of the Editorial Board and peer reviewer, articles are published or not.&nbsp; The authors are responsible for the errors, if any, in their published articles. The articles need to be not published elsewhere previously.</span></p> Faculty of Teacher Training and Education Muhammadiyah University of Makassar en-US IJORER : International Journal of Recent Educational Research 2721-852X https://journal.ia-education.com/index.php/ijorer/article/view/1618 <p style="text-align: justify;"><strong>Objective</strong>:&nbsp;This study aimed to examine the effectiveness of an integrated project-based learning and inquiry model in improving mathematics achievement among elementary school students. Conventional mathematics instruction in Indonesian elementary schools remains predominantly teacher-centered and procedurally focused, despite curricular mandates promoting student-centered approaches.&nbsp;<strong>Method</strong>:&nbsp;A quasi-experimental pretest-posttest control group design was employed. A total of 76 fifth-grade students from two public elementary schools in Ende, Indonesia, participated in the study, with 38 students assigned to the experimental group and 38 to the control group. The experimental group received instruction using the integrated PBL-inquiry model, while the control group received conventional instruction. The mathematical topic covered was fractions. Mathematics achievement was measured using a 20-item multiple-choice test. Data were analyzed using independent samples t-test on gain scores and ANCOVA with pretest scores as the covariate.&nbsp;<strong>Results</strong>:&nbsp;The experimental group achieved a significantly higher mean gain score (M = 28.42, SD = 8.76) than the control group (M = 19.63, SD = 7.41), with t(74) = 4.73, p &lt; 0.001, and a large effect size (Cohen's d = 1.08). ANCOVA confirmed the significant effect of the integrated model, F(1, 73) = 22.18, p &lt; 0.001, partial eta squared = 0.233.&nbsp;<strong>Novelty</strong>:&nbsp;This study provides empirical evidence on the effectiveness of integrating PBL and inquiry within a single instructional framework for elementary mathematics, an approach that remains underexplored in Indonesian primary education research.</p> Marselina Wali Agnes Remi Rando Copyright (c) 2026 Marselina Wali (Author) https://creativecommons.org/licenses/by-sa/4.0 2026-09-30 2026-09-30 1485 1495 https://journal.ia-education.com/index.php/ijorer/article/view/1582 <p style="text-align: justify;"><strong><span lang="EN-US">Objective: </span></strong><span lang="EN-US">This study aims to assess the effectiveness of using virtual reality in fostering an understanding of the role of the nuclear family and to develop virtual reality-based teaching materials using educational games at TK Negeri Pembina Surian, Sumedang<strong>.</strong>&nbsp;<strong>Method:</strong>&nbsp;This study used a pretest-posttest quasi-experimental design and involved only one class, specifically one experimental group. Data were collected through observation, pretest, and posttest. <strong>Results: </strong>&nbsp;Significance results were 0.002 for the pretest scores and 0.039 for the posttest scores. The p-values from the normality tests for both sets of data were smaller than the significance level, and the Wilcoxon Signed-Rank Test revealed that the entire sample showed a significant increase.&nbsp; <strong>Novelty: </strong>Early childhood education students involved in the study demonstrated an understanding of the role of the nuclear family. This study also serves as an empirical reference for the effectiveness of using virtual reality technology to foster an understanding of the role of the nuclear family in early childhood. These findings can guide all those involved in early childhood education to develop effective and enjoyable teaching materials for early childhood.</span></p> Gina Nurhasanah Asep Kurnia Jayadinata Gia Nikawanti Dhea Ardiyanti Copyright (c) 2026 Gina Nurhasanah, Asep Kurnia Jayadinata, Gia Nikawanti, Dhea Ardiyanti (Author) https://creativecommons.org/licenses/by-sa/4.0 2026-10-08 2026-10-08 1496 1508 10.46245/ijorer.vi.1582 https://journal.ia-education.com/index.php/ijorer/article/view/1572 <p style="text-align: justify;">This research aims to develop and validate a Higher-Order Thinking Skills (HOTS) assessment instrument based on the RADEC-ESD (Read, Answer, Discuss, Explain, and Create - Education for Sustainable Development) learning model to measure the disaster resilience competencies of elementary school teacher candidates. Employing the Plomp development model, the study progressed through preliminary research, prototyping, and assessment phases. The instrument consists of 10 validated essay items evaluated by three expert judges (assessment, model, and education experts). Content validity was analyzed using Aiken’s V formula, while empirical validity and reliability were tested through a trial involving student respondents. The results demonstrate that the developed instrument possesses high content validity (with Aiken’s V values exceeding the critical threshold) and reliable psychometric properties, confirming its suitability for assessing complex cognitive levels and disaster resilience literacy. This instrument provides a robust evaluative framework for teacher education programs to prepare educators capable of fostering disaster-resilient students.</p> Atep Sujana Dewi Rachmatin Dety Amelia Karlina Regina Lichteria Panjaitan Silfa Dwi Nurani Lula Dwi Kemaliah Copyright (c) 2026 Silfa Dwi Nurani, Atep Sujana, Dewi Rachmatin, Dety Amelia Karlina, Regina Lichteria Panjaitan, Lula Dwi Kemaliah (Author) https://creativecommons.org/licenses/by-sa/4.0 2026-10-21 2026-10-21 10.46245/ijorer.vi.1572