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/980 <p style="text-align: justify;"><strong><span lang="EN-US">Objective: </span></strong><span lang="EN-US">This study explores the potential of Augmented Reality (AR) can be used as a learning tool to help college students learn more about Srimulat, a traditional Indonesian comedy troupe that younger generations are losing interest in. As students who grew up with digital media become less interested in local performing arts, it becomes more important to include heritage content in interactive media. To fix this, an AR app was made using user-centered design principles, which focus on the needs and habits of students, and multimedia learning theory, which says that using pictures and narration together can help people understand better. The app used 3D models, voice narration, and interactive posters to show Srimulat characters. The program was used in a university exhibition and involved 68 students who took pre-test and post-test to see how much they had learned. The results showed a big increase in knowledge, with post-test scores going up by an average of 24.1 points. Additionally, 94% of participants reported enjoyment, while 91% claimed to have a better understanding of the cultural aspect. Although these statistics are positive, the study took place at a single school, and it only examined short term learning effects. Future research, in order to further support of its role in cultural education, should examine long-term learning effects, cross-cultural comparisons, and methods for integrating AR, in formal educational contexts.</span></p> Marina Wardaya Quina Reivaldi Limantara Pandu Rukmi Utomo Copyright (c) 2025 Marina Wardaya, Quina Reivaldi Limantara, Pandu Rukmi Utomo (Author) https://creativecommons.org/licenses/by-sa/4.0 2025-11-29 2025-11-29 6 6 1795 1808 10.46245/ijorer.v6i6.980 https://journal.ia-education.com/index.php/ijorer/article/view/958 <p style="text-align: justify;"><strong><span lang="EN-US">Objective:</span></strong><span lang="EN-US"> This study aims to explore the experiences of local educators teaching Indonesian as a Foreign Language (BIPA) in Timor-Leste, specifically at two educational institutions: Escola Secundaria Geral (ESG) and Escola Técnica Vocacional (ESTV). Using a reflective qualitative approach with a collective case study design, the research involved six active teachers as key participants. Data were gathered through classroom observations, semi-structured interviews, open-ended questionnaires, and analysis of instructional documents, then examined using thematic coding and narrative reflection. The findings show that teachers developed task-based learning strategies, culturally relevant media, and contextual approaches despite facing structural limitations. Lesson plans generally demonstrated moderate alignment with Graduate Competency Standards (SKL), though they need improvement in goal setting, cultural integration, and rubric-based assessment. This study emphasizes teachers’ voices as essential sources of curricular knowledge, shifting focus from macro-level policy to reflective classroom practice. Consequently, BIPA is seen not just as a language teaching initiative but as a form of soft diplomacy that strengthens bilateral relations between Indonesia and Timor-Leste through intercultural education.</span></p> Rodolfo Soares Soares Diah Latifah Nuny Sulistiany Idris Copyright (c) 2025 Rodolfo Soares Soares (Author) https://creativecommons.org/licenses/by-sa/4.0 2025-11-29 2025-11-29 6 6 1779 1794 10.46245/ijorer.v6i6.958