Indonesian Journal on Learning and Advanced Education (IJOLAE)
type: channel
description: Indonesian Journal on Learning and Advanced Education (IJOLAE) invites all potential authors from universities and various organisations to submit papers in the area of learning and advanced education (Ijolae)
publisher: Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia
language: en-US
publication name: Indonesian Journal on Learning and Advanced Education (IJOLAE)
issn: 2655-920X
items: Gender-Neutral Pathways to Positive Behavior: Investigating the Role of Self-Actualisation and Academic Achievement in Secondary Education
items: Metacognitive Reading Strategies and Their Impact on Comprehension: Insights from Rural EFL Learners
items: Steinbuch’s Epistemological Model and the Reality of Particles: A Philosophical Perspective for Chemistry Education
items: Educational Impact and Challenges of Online Return Demonstrations in Nursing Education: A Descriptive-Correlational Study
items: Development of Circulatory System Learning Video Based on Bleeding Stop Activity Test
items: Conceptualising Inclusive Education: Insights from South African Primary School Principals
items: Pilot Study of Digital Competency Mapping of Indonesian Preservice Teachers: Rasch Model Analysis
items: Analysis of students' problem-solving abilities in solving contextual problems of Linear Equations with Three Variables in terms of Habits of Mind
items: Exploring the Intersection of TPACK and Professional Competence: A Study on Differentiated Instruction Development within Indonesia’s Merdeka Curriculum
items: Understanding High School Students’ Errors in solving Mathematics Problems: A Phenomenological Research
items: Mental Health Challenges in Children: A Cross-Sectional Study Using the Strengths and Difficulties Questionnaire
items: A Transdisciplinary Approach to Character Development: Islamic Teachings and Pancasila Values in Shaping Global and Faithful Students

Gender-Neutral Pathways to Positive Behavior: Investigating the Role of Self-Actualisation and Academic Achievement in Secondary Education
type: item
description: Self-actualisation and positive behaviour play a principal role in life, especially among students, enabling them to overcome challenges. This study aimed to explore the comparison of self-actualisation between genders and the relationship between self-actualisation scores and academic achievement in producing positive behaviour. A total of 259 secondary-level students, comprising 125 males and 134 females, participated in this quantitative study. Questionnaires were distributed to collect data, and correlation and t-test analyses were conducted. The findings indicated that there was no significant difference in self-actualisation between genders and academic achievement in producing positive behaviour. This indicates that the self-development programs and psychological interventions in schools are important for creating an environment that supports personal growth without gender bias. Similarly, the lack of a significant difference between academic achievement and self-actualization suggests that academic factors are not the only ones influencing students' positive behavior. Instead, other elements, such as emotional support, social involvement, and extracurricular experiences, may play a greater role in shaping students' behavior.
creator: Gamal Abdul Nasir Zakaria
creator: Desfa Yusmaliana
creator: Zaimah Hj Abdullah
creator: Mussa Saidi Abubakari
creator: Ibrahem Narongrakshakhet
creator: Barot Amonov
rights: Copyright (c) 2024 Gamal Abdul Nasir Zakaria, Desfa Yusmaliana, Zaimah Hj Abdullah, Mussa Saidi Abubakari, Ibrahem Narongrakshakhet, Barot Amonov https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2024-10-21
publication date: 2024-10-21
volume: 7
number: 1
starting page: 1
ending page: 17
doi: 10.23917/ijolae.v7i1.23679

Metacognitive Reading Strategies and Their Impact on Comprehension: Insights from Rural EFL Learners
type: item
description: The need for more understanding and implementation regarding the importance of metacognitive reading strategies has constrained reading skills learning among EFL learners. While these strategies improve reading comprehension, learners must still utilize them effectively, reducing their performance in reading texts critically and independently. This study examines the influence of metacognitive awareness reading strategies on reading comprehension among rural EFL learners. This study exploited cross-sectional design, one of two major designs of survey methods. This study employed 114 EFL learners of the English Department in Indonesia. This study employed two instruments, namely a questionnaire to measure EFL learners’ metacognitive awareness reading strategies from MARSI-R by Mokhtari et al. (2018) and documentation obtained from the scores of the reading courses in the third semester. This study used quantitative statistical analysis, descriptive statistics to analyze the ability level of EFL learners to read comprehension, and inferential statistics to determine the influence of metacognitive awareness reading strategies on reading comprehension among EFL learners. The result of this study revealed that reading comprehension among EFL learners is at a moderate level. EFL learners are highly aware of metacognitive reading strategies, especially problem-solving strategies. These subscales also strongly correlate with each other and metacognitive awareness reading strategies for improving readers’ metacognitive ability to understand texts. Then, metacognitive reading strategies have a significant relationship but a weak impact on reading comprehension, explaining only slight variability. Regularly employing metacognitive strategies can improve reading performance and effectiveness, making learners more strategic and skilled in planning, monitoring, and evaluating their reading comprehension.
creator: Novri Pahrizal
creator: Aridem Vintoni
creator: Rimajon Sotlikova
creator: Hajah Zurinah Haji Ya'akub
rights: Copyright (c) 2024 Novri Pahrizal, Aridem Vintoni, Rimajon Sotlikova, Hajah Zurinah Haji Ya'akub https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2024-10-21
publication date: 2024-10-21
volume: 7
number: 1
starting page: 18
ending page: 36
doi: 10.23917/ijolae.v7i1.23908

Steinbuch’s Epistemological Model and the Reality of Particles: A Philosophical Perspective for Chemistry Education
type: item
description: Atoms are considered entities that independently originate from human thought and perception based on a materialist perspective. In terms of the scientific model concept, Steinbuch (1977) created a scheme to indicate the epistemological process in science called “thinking in model terms.” This scheme is the basis for understanding matter as reality. The purpose of the study is to explain the philosophical review of the study of the concept of particles as matter. This review can make students and teachers aware of the importance of a thinking model for understanding science. The implementation of the study used “reviewing the literature” with theoretical interventions from various literatures through five stages, namely identifying vital terms, locating literature, critically evaluating and selecting the literature for your review, organizing the literature, and writing a literature review. The study results show that a philosophical review of the understanding of particles as matter that is real is an essential component of holistically understanding science. Understanding based on Steinbuch's scheme, “thinking in model terms,” significantly impacts civilization, including chemistry education. The scheme's application also trains participants' representational abilities, especially at the particulate level, so that the chemistry knowledge obtained is meaningful to participants.
creator: Almubarak Almubarak
creator: Nahadi Nahadi
creator: Galuh Yuliani
creator: Corrienna Abdul Talib
creator: Dini Noor Arini
rights: Copyright (c) 2024 Almubarak Almubarak, Nahadi Nahadi, Galuh Yuliani, Corrienna Abdul Talib, Dini Noor Arini https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2024-10-25
publication date: 2024-10-25
volume: 7
number: 1
starting page: 37
ending page: 51
doi: 10.23917/ijolae.v7i1.23911

Educational Impact and Challenges of Online Return Demonstrations in Nursing Education: A Descriptive-Correlational Study
type: item
description: Traditionally, return demonstrations of clinical procedures in nursing education were conducted face-to-face, providing students with hands-on experience crucial for clinical practice. However, due to COVID-19 restrictions, these demonstrations have been shifted to an online or virtual mode. This study explores nursing students' perceptions of performing online return demonstrations, focusing on their educational impact and the challenges encountered. Using a descriptive-correlational design, the study involved 94 purposively selected level three and four students from Mindanao State University – Buug Campus. Data were collected through validity and reliability-tested questionnaires and analyzed using Pearson correlation. Results indicate that while students viewed online return demonstrations positively in terms of content comprehension, they faced significant challenges, including lack of equipment, environmental distractions, suboptimal devices, and time-consuming resource searches. Additionally, insufficient student-teacher interaction and individual assessment further impeded students' performance. A significant correlation (p-value < 0.05) between educational impact and the student’s year level was identified, highlighting that the student’s academic standing influenced perceptions of educational effectiveness. While return demonstrations are now resuming on a face-to-face basis, future crises may necessitate a return to online methods. Therefore, it is crucial to strengthen online teaching-learning approaches to ensure better transfer of learning in similar situations.
creator: Marjorie D. Coronel
creator: Riena D. Conde
creator: Hezil M. Cagandahan
creator: Fatma D. Datumama
creator: Randy Ian Ferenal Gallego
rights: Copyright (c) 2024 Marjorie D. Coronel, Riena D. Conde, Hezil M. Cagandahan, Fatma D. Datumama, Randy Ian Ferenal Gallego https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2024-11-08
publication date: 2024-11-08
volume: 7
number: 1
starting page: 52
ending page: 68
doi: 10.23917/ijolae.v7i1.23990

Development of Circulatory System Learning Video Based on Bleeding Stop Activity Test
type: item
description: The rapid advancement of technology enables the development of technology-based learning media that can visualize concepts clearly, such as learning videos. These videos can be developed based on various sources, including research findings. Therefore, this study aims to develop a learning video on the topic of the circulatory system for high school students in the eleventh grade, based on the hemostatic activity test of sungkai leaves extract (Peronema canescens Jack.). The development process follows the Research and Development (R&D) approach, which includes analyzing potential issues, gathering information, designing the product, validating the design, making improvements, and producing the final product. The video contains nine learning objectives organized into five sessions. The validity of the learning video is assessed based on four aspects: format, content, linguistic, and presentation. According to the validation results from the validators, all aspects received a very valid rating, with average scores of 0.96 for format, 0.95 for content, 0.93 for linguistic, and 0.95 for presentation. Overall, the average score for all four aspects is 0.95, indicating a very valid rating. This suggests that the developed video is suitable for use as a learning media.
creator: Irma Naura Rifanka
creator: Ruqiah Ganda Putri Panjaitan
creator: Andi Besse Tenriawaru
creator: Liangyue Li
rights: Copyright (c) 2024 Irma Naura Rifanka, Ruqiah Ganda Putri Panjaitan, Andi Besse Tenriawaru, Liangyue Li https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2024-11-09
publication date: 2024-11-09
volume: 7
number: 1
starting page: 69
ending page: 87
doi: 10.23917/ijolae.v7i1.23749

Conceptualising Inclusive Education: Insights from South African Primary School Principals
type: item
description: This study explores the understanding of inclusive education by principals in South African primary schools. It draws on in-depth research and reflective engagements over the past 30 years on the implementation of inclusive education in South African schools. Although the South African government introduced and adopted various policies, understanding the concept of inclusive education in the education sector remains contentious. This research focusses on understanding the principles and practices of inclusive education in schools, ensuring that all students have equal access to learning opportunities. Research objectives have been sharpened to investigate the implementation of inclusive education, accommodating different types of learners, and strategies used to promote a supportive learning environment. A qualitative case study design was used in the six primary schools in the uMgungundlovu district, South Africa, to encourage a deeper understanding of inclusive education as a concept within general education. The data collected were analyzed using content analysis. By examining various aspects of inclusive education, this study uncovers the essential role of educators in fostering an inclusive classroom culture that satisfies the diverse needs of all learners. The study concludes that inclusive education involves holistically teaching all learners by implementing differentiated instruction with adequate support for diverse learners. The findings of the study have practical implications for the education sector, as they highlight the need for intensive training in higher education institutions to bridge the gap in understanding and practice of inclusive education, underlining its urgency and importance.
creator: Zakhele Dennis Nzuza
creator: Jamiu Temitope Sulaimon
rights: Copyright (c) 2024 Zakhele Dennis Nzuza, Jamiu Temitope Sulaimon https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2024-11-12
publication date: 2024-11-12
volume: 7
number: 1
starting page: 88
ending page: 99
doi: 10.23917/ijolae.v7i1.23615

Pilot Study of Digital Competency Mapping of Indonesian Preservice Teachers: Rasch Model Analysis
type: item
description: Typically, biology students pursue natural sciences. As the world becomes increasingly interconnected and reliant on digital technologies and platforms, it is essential to evaluate their technological preparedness. This study aims to validate a mapping instrument of the digital competence of pre-service Biology teachers in a leading private university in Indonesia. The analysis used the Rasch model to measure the validity and reliability of questionnaire instrument utilizing the Logit Value of Item (LVI). The Digital competency (Digcom) questionnaire contains 36 statements in the Indonesian language (Bahasa). This questionnaire aims to record respondents' answers to digital skills for preservice teachers. The statement is adapted from the digital competence area for EU citizens combined with the Digital Literacy guidelines of the Indonesian Ministry of Communication and Information. The result of the retranslation has been validated to remove the ambiguity of each item of the statement by English language experts. The pilot research was conducted on preservice teachers from different backgrounds (gender, department, and year of study) in a private University (n=261). The findings indicated that all the items were deemed acceptable as they met the criteria for the PTMEA-CORR range, MNSQ outfit, and ZSTD outfit. This study is among the few that have explored the digital competency framework of preservice teacher students in Indonesia, specifically in relation to the difficulty level of each competency area.
creator: Muhammad Luthfi Hidayat
creator: Shemsu Gupta Abdurrahman
creator: Dwi Setyo Astuti
creator: Ratna Prabawati
creator: Sofyan Anif
creator: Hariyatmi Hariyatmi
creator: Fathul Zannah
rights: Copyright (c) 2025 Muhammad Luthfi Hidayat, Shemsu Gulta Abdurahman, Dwi Setyo Astuti, Ratna Prabawati, Sofyan Anif, Hariyatmi, Fathul Zannah https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2024-11-12
publication date: 2024-11-12
volume: 7
number: 1
starting page: 100
ending page: 116
doi: 10.23917/ijolae.v7i1.23935

Analysis of students' problem-solving abilities in solving contextual problems of Linear Equations with Three Variables in terms of Habits of Mind
type: item
description: Students' problem-solving abilities and habits of mind need to be developed in mathematics learning. This research aims to describe the problem-solving abilities and habits of mind of class X MA Muhammadiyah 2 Al-Furqan students in solving contextual problems in online learning. This research is qualitative research with descriptive methods. The subjects of this research were 3 students of class X Science MA Muhammadiyah 2 Al-Furqan who came from ability groups: high, medium, and low. These students take part in mathematics learning using blended learning. The research results show that problem-solving abilities and habits of mind are interrelated and support each other. Students with high Habits of mind have high problem-solving abilities, students with medium Habits of mind have medium problem-solving abilities, and students with low Habits of mind have low problem-solving abilities. Students' problem-solving abilities are classified as high on the indicator of understanding the problem and low on the indicators of making plans and implementing plans. Students' habits of mind are classified as medium to high on the indicator of persisting or never giving up medium to low on the indicator of being enthusiastic in responding, and the indicator of being brave enough to take responsibility and face risks.
creator: Rahmatya Nurmeidina
creator: Nafisa Nur Zaqiyah
creator: Arif Ganda Nugroho
creator: Andini Andini
creator: Nuqthy Faiziyah
creator: Mazlini Binti Adnan
creator: Ahmad Syar’i
rights: Copyright (c) 2025 Rahmatya Nurmeidina, Nafisa Nur Zaqiyah2, Arif Ganda Nugroho, Andini, Nuqthy Faiziyah, Mazlini Binti Adnan, Ahmad Syar’i https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2024-11-18
publication date: 2024-11-18
volume: 7
number: 1
starting page: 117
ending page: 135
doi: 10.23917/ijolae.v7i1.23550

Exploring the Intersection of TPACK and Professional Competence: A Study on Differentiated Instruction Development within Indonesia’s Merdeka Curriculum
type: item
description: Despite the growing emphasis on differentiated instruction in modern education, there remains a noticeable gap in research examining the integration of Technological, Pedagogical, and Content Knowledge (TPACK) with professional competence, particularly within the context of Indonesia's Merdeka Curriculum. This study aims to assess teachers' levels of TPACK and professional competence in developing differentiated instruction in Yogyakarta, Indonesia, while exploring the correlation between these two variables. Adopting a quantitative correlational research design, the study employed stratified random sampling to select a sample of 84 teachers from eight elementary schools currently implementing the Merdeka Curriculum (Independent Learning Curriculum). Descriptive statistics and hypothesis testing, using the Spearman-Brown formula, were utilized for data analysis. The findings indicate that the participating teachers exhibit moderate levels of both TPACK and professional competence in developing differentiated instruction. Moreover, hypothesis testing revealed a strong and significant correlation between teachers' TPACK and their professional competence in designing differentiated instruction. This research highlights the importance for teacher training institutions to prioritize the development of TPACK, enabling educators to effectively adapt to evolving educational policies.
creator: Varisa Tri Utari
creator: Ika Maryani
creator: Enung Hasanah
creator: Suyatno Suyatno
creator: Asih Mardati
creator: Norma Bastian
creator: Amir Karimi
creator: Mark Angelo C Reotutor
rights: Copyright (c) 2025 Varisa Tri Utari, Ika Maryani, Enung Hasanah, Suyatno, Asih Mardati, Norma Bastian, Amir Karimi, Mark Angelo C Reotutor https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2024-11-26
publication date: 2024-11-26
volume: 7
number: 1
starting page: 136
ending page: 153
doi: 10.23917/ijolae.v7i1.23450

Understanding High School Students’ Errors in solving Mathematics Problems: A Phenomenological Research
type: item
description: This research aims to understand a phenomenon regarding high school students’ errors in solving mathematics problems using a qualitative approach with phenomenology as the analysis framework. Data were collected through tests, classroom observations, documentation (students’ answer sheets, list of attendees, and students’ score lists), and unstructured phenomenological interviews with four purposively selected participants who met the selection criteria. The researchers used the mathematical problem-solving (MPS) model by Rott-Specht-Knipping and Aguas’ phenomenological data analysis steps using the NVIVO 12 software to analyze the students’ MPS process and identify their errors and the factors contributing to these errors. Errors were predominantly found in problems solved without engaging in the exploration phase. Analysis errors were the most common, while errors due to carelessness were the rarest. Factors contributing to these errors were identified across five domains: MPS Ability (MPSA), cognition, affection, motivation, and self-awareness. This research provides valuable insights into student errors in MPS for researchers and educators, particularly teachers, and provides recommendations for mathematics education policies and future research.
creator: Ahmad Naufal Aljura
creator: Heri Retnawati
creator: Hutkemri Zulnaidi
creator: Vianney Mbazumutima
rights: Copyright (c) 2025 Ahmad Naufal Aljura, Heri Retnawati, Hutkemri Zulnaidi, Vianney Mbazumutima https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2024-11-26
publication date: 2024-11-26
volume: 7
number: 1
starting page: 154
ending page: 178
doi: 10.23917/ijolae.v7i1.24005

Mental Health Challenges in Children: A Cross-Sectional Study Using the Strengths and Difficulties Questionnaire
type: item
description: Mental health of elementary school students is an important issue that needs attention in efforts to improve individual well-being and development. This study aims to identify the mental health profile of elementary school students in West Java through the use of the Strengths and Difficulties Questionnaire (SDQ). The study employs a cross-sectional design involving 889 elementary school students as research subjects. Data were collected through the distribution of the SDQ questionnaire both online and offline. Data analysis was conducted using descriptive statistics to describe the distribution of scores on each SDQ subscale. The analysis results of the instrument reveal the prevalence of emotional symptoms, conduct problems, hyperactivity, peer relationship problems, and prosocial behavior in elementary school students. The findings of this study are expected to serve as a foundation for policymakers, educators, and parents in designing more effective programs to improve students' mental health and prevent the emergence of more serious psychological issues.
creator: Ipah Saripah
creator: Lucky Angkawidjaja Roring
creator: Rifqy Muhammad Hamzah
creator: Tb. Moh. Irma Ari Irawan
creator: Dody Hartanto
creator: Nadia Aulia Nadhirah
creator: Diana Lea Baranovich
creator: Hoeur Sethul
rights: Copyright (c) 2025 Ipah Saripah, Lucky Angkawidjaja Roring, Rifqy Muhammad Hamzah, Tb. Moh. Irma Ari Irawan, Dody Hartanto, Nadia Aulia Nadhirah https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2024-12-12
publication date: 2024-12-12
volume: 7
number: 1
starting page: 179
ending page: 197
doi: 10.23917/ijolae.v7i1.24139

A Transdisciplinary Approach to Character Development: Islamic Teachings and Pancasila Values in Shaping Global and Faithful Students
type: item
description: Islam as a religion covers various aspects of human life, but research on Islam is often limited to theological or historical perspectives. This research aims to develop a methodological framework that integrates multidisciplinary, interdisciplinary, and transdisciplinary approaches to understand Islam as a comprehensive way of life in the context of the Pancasila Student Profile Strengthening Project (P5). P5 aims to develop the character of students who are faithful and devoted to God Almighty, have a global outlook, cooperate, be self-reliant, and think critically, and creatively. To achieve this goal, a Systematic Literature Review (SLR) was conducted using methodologies and tools that support systematic thinking, identification, feasibility testing, and meta-analysis through journal articles, books, research reports, and other sources published in the last 10 years. Literature Selection and Quality Assessment consists of Inclusion Literature that discusses about Multidisciplinary approaches are used to combine perspectives from sociology, anthropology, psychology, and economics. The interdisciplinary approach integrates theories and methods from different disciplines to create a deeper understanding of how Islamic teachings can support the character development of Pancasila learners. The transdisciplinary approach involves collaboration between academics and practitioners from different fields to produce practical solutions based on academic research from Google Scholar, Semantic Scholar, Eric, Crossref, and Science Direct databases. The research findings show that Islamic teachings influence public policy and governance, and interact with local culture in daily religious practices. The integration of Islamic teachings with Pancasila values can teach students about the importance of social justice, collective responsibility, and mental health.
creator: Adiyono Adiyono
creator: Sri Nurhayati
creator: Mohammad Shahidul Islam
creator: Habib Al-Badawi
creator: Zohaib Hassan Sain
creator: Hasan Abdul Wafi
creator: K.J Vargheese
rights: Copyright (c) 2024 Adiyono, Sri Nurhayati, Mohammad Shahidul Islam, Habib Al-Badawi, Zohaib Hassan Sain, Hasan Abdul Wafi, K.J Vargheese https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2024-12-30
publication date: 2024-12-30
volume: 7
number: 1
starting page: 198
ending page: 217
doi: 10.23917/ijolae.v7i1.24017