Indonesian Journal Of Educational Research and Review <hr /><table class="data" width="100%"><tbody><tr valign="top"><td width="20%">Journal title</td><td width="80%"><strong>Indonesian Journal Of Educational Research and Review</strong></td></tr><tr valign="top"><td width="20%">Initials</td><td width="80%"><strong>IJERR</strong></td></tr><tr valign="top"><td width="20%">Abbreviation</td><td width="80%"><strong>Indonesian j. of Educational res. and rev.</strong></td></tr><tr valign="top"><td width="20%">Frequency</td><td width="80%"><strong>Three issues per year </strong></td></tr><tr valign="top"><td width="20%">DOI</td><td width="80%"><strong>prefix 10.23887/ijerr</strong><strong><br /></strong></td></tr><tr valign="top"><td width="20%">Print ISSN</td><td width="80%"><strong><a href="" target="_blank">2621-4792</a></strong></td></tr><tr valign="top"><td width="20%">Online ISSN</td><td width="80%"><strong><a href="" target="_blank">2621-8984</a></strong></td></tr><tr valign="top"><td width="20%">Editor-in-chief</td><td width="80%"><a href="" target="_blank"><strong>I Wayan Widiana</strong></a></td></tr><tr valign="top"><td width="20%">Publisher</td><td width="80%"><a href=""><strong>Universitas Pendidikan Ganesha</strong></a></td></tr><tr valign="top"><td width="20%">Organizer</td><td width="80%"><strong>LPPM - Undiksha</strong></td></tr></tbody></table><hr /><p><strong>Indonesian Journal of Educational Research and Review</strong> is an international journal which provides a forum for publishing research or review articles related to education and instruction. IJERR is published by Universitas Pendidikan Ganesha tri-annually: April, July, and October. Authors are required to register prior to submitting articles. </p><p><strong>p-ISSN : <a href="" target="_blank">2621-4792</a> e-ISSN : <a href="" target="_blank">2621-8984</a></strong></p> Universitas Pendidikan Ganesha en-US Indonesian Journal Of Educational Research and Review 2621-4792 <p>Authors who publish with the Indonesian Journal of Educational Research and Review (IJERR)<strong> </strong>agree to the following terms:</p><ol><li>Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a <a href="">Creative Commons Attribution License (CC BY-SA 4.0)</a> that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. </li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See <a href="">The Effect of Open Access</a>)</li></ol> Assessment of Problem-Based Learning: Poster Presentation as a Tool of Assessment <p>Bilwal Medical College (BMC) for Boys, a constituent medical college of Liaquat University of Medical and Health Sciences (LUMHS) Jamshoro, Sindh, Pakistan has incorporated PBL as one of the teaching learning methods in 2021 in its revised curriculum which is Integrated Module-Based Hybrid Curriculum. There are five modules in first year undergraduate medical (MBBS) curriculum; students are exposed to one Problem-Based Learning (PBL) session during each module. The objective of this study was to assess the performance of the students’ groups who participated in PBL for poster preparation and presentation based on criterion-reference. Assessment was done for all ten students’ groups on each of three aspects of assessment: designing poster; subject content of each individual poster from the course covered in PBL; and oral (verbal) presentation of the poster by the students’ groups on explicit criteria. Half of the students’ groups (five out of ten) scored less than 50% (less than 5.0 out 10.00) on designing poster. On “subject content of each individual poster from the course covered in PBL”, 2 groups got more than 9 score (out of ten) 6 groups more than 8 (out of ten) and 2 groups 7 (out of ten). The seven groups obtained 4.25 score or above (out of 5) and three groups between 3 and 4 (out of 5) for oral (verbal) presentation of posters. Students’ groups performance was below par on “designing poster”; excellent on “subject content” and outstanding for oral (verbal) presentation of posters.</p> Rano Mal Piryani Suneel Piryani Nudrat Zeba Aamir Hussain Copyright (c) 2022 Rano Mal Piryani, Suneel Piryani, Nudrat Zeba, Aamir Hussain 2022-07-20 2022-07-20 5 2 10.23887/ijerr.v5i2.47468 Spatial Ability and Digital Literacy Profiles: Preceding Survey on the Need of Augmented Reality Media in Chemistry Instruction <p>Students are demanded to be equipped with a sufficient level of multiliteracy to perform 21st Century Skills which include spatial ability and digital literacy. Spatial ability is needed to solve problems in chemistry lessons. In addition to spatial ability, digital literacy is also required to face industry 4.0. This research is aimed to analyze both spatial ability and digital literacy skills along with the media that could help develop the two skills. This survey was carried out on 922 senior high school students from four schools and 35 teachers. Purdue Spatial Visualization Test (PSVT), Likert-scale questionnaire, and closed-ended questionnaire were used as the instruments. The results indicate that 98% of the students are of low category in spatial ability while those showing mid and high category each only consists of 1%. However, in terms of the digital literacy index, the students generally score mediocre. The results from the media need a questionnaire on chemistry instruction to indicate that Augmented Reality-based media is needed both by teachers and students. Therefore, to help improve the students’ spatial ability and digital literacy, a teaching media that visualizes both abstract and concrete objects is needed.</p> Yuyun Yulianti Indarini Dwi Pursitasari Irvan Permana Copyright (c) 2022 Yuyun Yulianti, Indarini Dwi Pursitasari, Irvan Permana 2022-07-20 2022-07-20 5 2 10.23887/ijerr.v5i2.49030 Foreign Language Speaking Anxiety: A Study of English Language Learning <p>Speaking is the act of conveying information or expressing ideas and feelings in spoken English. This study examines students' speaking anxiety in English. This research used quantitative research methods. Researchers selected class B of third semester consisting of 40 English Language Education students taken with purpossive sampling. Research instrument are used to obtain data from questionnaire. Meanwhile, the data collected by using google form. The total number of questions consists of 18 statements using the Likert Scale. According to the results of the questionnaire, the students have anxiety about speaking English, as evidenced by the percentage of responses in the question, which indicated that students had anxiety about speaking English at the time of wanting to speak while the teaching and learning process was in progress. Researchers discovered numerous findings from the anxiety of speaking English after analyzing the data. First, researchers discovered that the following cause contribute to anxiety in English-speaking students: fear self-prediction, irrational faith, sensitivity to dangers, sensitivity to anxiety, attribution of incorrect body signals, and inadequate self-efficacy. Second, the causes of students' speech anxiety are that students are not confident to speaking English, are afraid to make mistakes when speaking, anxious when teachers are asked to speaking, and embarrassed to perform in front of the class.</p> Silvia Rahmadani Fauzul Etfita Copyright (c) 2022 Silvia Rahmadani, Fauzul Etfita 2022-07-20 2022-07-20 5 2 10.23887/ijerr.v5i2.50284 Social Science Print Comic Media with Contextual Approach and Its Effect on Literacy Ability of Left-handed Students <p>The learning process for left-handed students still uses printed learning media designed for non-handed people. This causes students to be less comfortable in learning. This study aims to develop social studies learning media in the form of printed comics designed for left-handed students. This research is Research and Development with Hannafin and Peck model. Subjects included content, design and learning media experts, as well as 15 left-handed students. The assessment of content, design and instructional media experts, respectively, obtained percentages of 98.21%, 95.83%, and 92.50% with very good qualifications. Student trials, namely individual trials, small group trials and field trials, each obtained a percentage of 92.50%, 91.67% and 91.17% with very good qualifications. The results of the effectiveness test were conducted (pre-test) with an average score of 78.9 and (post-test) with an average score of 84.3. The results of hypothesis testing with dependent t-test showed that the value of tcount (8.4371) was greater than ttable (2.475) at N=15, with a significance level of 5% (0.005). This means that H0 is rejected and H1 is accepted, so that printed comics based on a contextual approach are effective in improving the literacy skills of fourth-grade</p> Ni Wayan Nik Sri Artini I Wayan Sujana Copyright (c) 2022 Ni Wayan Nik Sri Artini, I Wayan Sujana 2022-07-20 2022-07-20 5 2 10.23887/ijerr.v5i2.46626 The Use of Song in Improving Students’ Listening Skill <p>Listening skill is one of the skills that should be mastered. Because this listening skill is related to the other skills. However, many students have difficulty at the listening sessions, especially in understanding what the speaker is saying. It is because they have lack of background knowledge to support their listening. To improve their listening skill, a suitable strategy is needed. The use of songs in the listening classroom can increase students’ interest. Therefore, this study aimed at finding information on the use of song in improving students’ listening skill and this article used library research. The finding of this study was gathered after reading and analyzing articles in online media. This article provides some findings such as the information about how to implement songs, and the other findings are the students’ listening scores improved after implementing song and students can expand their vocabularies. Using song as a medium can be a good strategy to motivate students to practice their listening.</p> Ni Luh Eka Yuliarini Copyright (c) 2022 Ni Luh Eka Yuliarini 2022-07-20 2022-07-20 5 2 10.23887/ijerr.v5i2.48760 Development of Assessment Instruments of STEM Project-Based Learning on Statistical Materials <p>The purpose of this study was to determine the feasibility, practicality, and effectiveness of the STEM project-based learning assessment instrument. The subjects of this research are students of class VIII A SMP Al Inayah Purwosari who will be doing a limited field test and Class VIII B which will be doing a broad field test. The data collected consists of two kinds, namely: a) Qualitative, namely data in the form of input or suggestions from a team of experts and students during product testing and data development processes. b) Quantitative, namely data from the questionnaire results of the expert team and students during product trials, both small group trials and large group trials. Based on the research that has been done, it can be concluded that 1) The STEM Project Based Learning-based learning assessment instrument developed by the researcher was declared "very feasible" by obtaining a percentage of 82% which was included in the "Very feasible" category. 2) The STEM project based learning assessment instrument developed by the researcher obtained results at the small group trial stage for 9 students of class VIII A showing a percentage of 86% which was included in the "Very Practical" category and the percentage of gain on the large group test questionnaire score for 27 students of class VIIIB by 85% were included in the "Very Practical" category. 3) The STEM Project-Based Learning assessment instrument developed by the researchers obtained the results of small group trials, namely 9 students from class VIII A obtained completeness of 77% and included in the category " Very Effective". A large group trial was conducted on 27 class VIII B students, obtaining a completeness of 92%, including in the "Very Effective" category..</p> Rosita Dwi Ferdiani Copyright (c) 2022 Rosita Dwi Ferdiani 2022-07-21 2022-07-21 5 2 Development of Mixed Learning with a Project Based Learning (PjBL) approach in Raid Planning Execution (RPE) Training Courses <p>The rapid development of technology demands a system that is fast, easy, cheap, effective and efficient and can be accessed anytime and anywhere, including in the world of education and training. This study aims to produce online learning plans with a Project Based Learning (PjBL) approach and online learning media that can be used in Raid Planning Execution (RPE) training courses. This study uses the Research and Development (R n D) method with the Integrative Learning Design Framework (ILDF) development model and the PEDATI development design model (Learn, Learn, Apply and Evaluation). The results of this study indicate that online learning plans with a project based learning approach and online learning media are appropriate for use in Raid Planning Execution (RPE) training courses.</p> Dita Hendrani Eveline Siregar Suyitno Muslim Copyright (c) 2022 Dita Hendrani, Eveline Siregar, Suyitno Muslim 2022-07-30 2022-07-30 5 2 Parental Involvement and Self-Regulation of School Juvenile Delinquency <p>The phenomenon of promiscuity at this time is very rife and quite familiar to us, especially currently that has developed. This study aims to examine parental involvement effect with also self-regulation on juvenile delinquency in Senior High School students. This research method uses a quantitative approach. Students were the one that being subject with 108 Senior High School who were selected using probability sampling techniques with random sampling. Data collection methods used were juvenile delinquency scale, parental involvement, and self-regulation. SPSS software is used (with inferential statistical approaches and descriptive) for analyzing data’s that are collected. The results showed that: there was a significant effect of parental involvement and self-regulation on juvenile delinquency in Senior High School students, with a value of F count = 48.828 &gt; F table = 3.08 and p value = 0.000 and had an influence contribution (R2) of 48.2%; (2) there is a significant effect of parental involvement on juvenile delinquency in Senior High School students with the beta coefficient (β) = -0.301, t count = -2.912 &gt; t table = 1.983, and p value = 0.004 (p &lt; 0.05); (3) there is a significant effect self-regulation on juvenile delinquency in Senior High School students with the beta coefficient (β) = -0.443, t count = -4.292 &gt; t table = 1.983, and p value = 0.000 (p &lt; 0.05).</p> Miranti Rasyid Niecen Normillah Copyright (c) 2022 Miranti Rasyid, Niecen Normillah 2022-07-20 2022-07-20 5 2 10.23887/ijerr.v5i2.47955 Factors Affecting Entrepreneurship Behavior: Variance-Based Structural Equation Modeling <p>Entrepreneurship is widely recognized as one of the important elements for achieving success in today’s society because of its important contribution to economic growth, job creation, and technological advancement. This study aims to analyze empirically the effect of the interaction between entrepreneurial intentions (EI) and entrepreneurial behaviour (EB), which is influenced by determinants such as competitive nature, keen attention to entrepreneurship, and proactive personality. This study used a quantitative approach with a cross-sectional survey design. A total of 2322 students who were about to graduate were involved in this study. PLS-SEM was used at the stage of model measurement and hypothesis testing. The results of the study inform that the four hypotheses of the antecedent variable directly influence entrepreneurial intentions and behaviour. Still, there is no moderation in the competitive trait and proactive personality variables in the two hypotheses. Students’ awareness of the need for achievement and the personality characteristics required for entrepreneurship can change when they are brought into direct experience with entrepreneurs who can be role models</p> Firman Firman Firscilla Wulan Tersta Felicia Ayu Sekonda Hidayatul Arief Budi Setiawan Copyright (c) 2022 Firman Firman, Firscilla Wulan Tersta, Felicia Ayu Sekonda, Hidayatul Arief; Budi Setiawan 2022-07-20 2022-07-20 5 2 10.23887/ijerr.v5i2.49046 Developing Self-Study Competence of Students Through Experiential Activities in The Digital Environment <p>Digital Technologies including Big Data, Artificial Intelligence (AI), Data Mining have created a revolution in education: switching from traditional teaching method to self-teaching method, which can maximize the self-study competence of learners to meet changes in digital technologies. The paper presents the scientific basis for developing self-study competence through experiential activities in the digital environment. We propose strategies for organization of experiential activities in the digital environment to develop self-study abilities of students: experiential activities through doing homework and practices to achieve new knowledge. The proposed method will be applied to 02 contents of the Embedded System Design subject in the education program for undergraduate students in the Electrical Engineering field. The research aims to develop methods of for organizing experiential teaching in order to maximize the self-learning abilities of students in the digital environment and meet the development of advanced science and technology. This research used mixed which qualitative and quantitative methods to analysis and assessment. The research has presented the scientific basis for developing self-study competence through experiential activities in the digital environment and proposed two strategies to organize experiential activities in the digital environment to develop students' self-efficacy.</p> Thanh Tu Ngo Nhung Kim Thi Vu Thanh Chi Phan Copyright (c) 2022 Thanh Tu Ngo, Nhung Kim Thi Vu, Thanh Chi Phan 2022-07-20 2022-07-20 5 2 10.23887/ijerr.v5i2.50359 Mathematics Learning Video Media for Grade VI Elementary School <p>Lacked use of instructional media in primary school had an impact on the quality of students learning outcomes. Based on the problem, this study is aimed to developed media in developing mathematics learning video media based on a contextual approach to improve learning outcomes of elementary school students. This video media were developed by using ASSURE is consisted of 6 stages, namely: Analyze, State, Select, Utilize, Require, Evaluate. The data that had been collected are qualitative and quantitative data. Data were collected by using the method of observation, interviews, document recording, and questionnaires. The validity of video media has been carried out through testing content experts, instructional design experts, instructional media experts, and individual trials. The results of the study show that: (a) the results of the review of the learning content experts have very good qualifications with a percentage (91.66%), the results of the reviews of learning design experts have very good qualifications with a percentage (92.50%), (c) the results of expert reviews learning media showed that video media was good with a percentage (93.33%), and (d) individual test results showed that video media was very good with a percentage (93.17%). Based on the results of this study can be concluded that developing mathematics learning video media based on a contextual approach to improve learning outcomes by using ASSURE model on the subject of surface area and volume of class VI blocks, shows very good qualifications and is suitable for use in elementary schools.</p> Ni Luh Putu Putri Priantini Dewi Gusti Ngurah Sastra Agustika Copyright (c) 2022 Ni Luh Putu Putri Priantini Dewi, Gusti Ngurah Sastra Agustika 2022-07-20 2022-07-20 5 2 10.23887/ijerr.v5i2.42423 Assessment of Language Education Lecturers’ Computer and Digital Literacy Skills towards E-Learning <p>This study determined assessment of language education lecturers’ computer and digital literacy skills towards e-learning<strong>.</strong> The study adopted descriptive research of the survey type. The population for the study consisted all lecturers in the department of Language Education Lecturers. Eight language lecturers were purposefully selected for the study. The instrument for data collection was an adapted questionnaire. Descriptive statistics were used to answer the research question with the aid of stastistical product and service solution (SPSS) version 20.0 at 0.05 level of significant . The findings indicated that some of these language education lecturers, though had some knowledge and skills in computers and digital literacy but their depth of applications of computer and digital knowledge and skills was limited or unsophisticated, and therefore did not meet the required computer and digital literacy skill competencies for language teaching and learning in the twenty-first century. This study concluded that computer, digital literacy and communication skills are compulsory requirements for twenty-first century education and job opportunities and Limited knowledge, skills and confidence in certain applications of some tools that are necessary and very relevant for effective use of them in teaching and learning. The study recommends that training in computer-assisted language learning should be included in language teacher education for both pre-service and in-service teachers.</p> Sunday Adejimola Amuseghan Falakemi Oyeyemi Adeniyi Egbeola Cyril Abioye Charles Olowoyeye Copyright (c) 2022 Sunday Adejimola Amuseghan, Falakemi Oyeyemi Adeniyi Egbeola, Cyril Abioye Charles Olowoyeye 2022-07-20 2022-07-20 5 2 10.23887/ijerr.v5i2.47466 Interactive Learning Multimedia Containing Balinese Traditional Games in Thematic Learning <p>The lack of availability of interactive learning multimedia based on Android applications containing local wisdom that can be used in learning causes the use of technology-based learning media to be less than optimal. This study aims to produce Interactive Learning Multimedia Containing Local Wisdom Balinese Traditional Games in Thematic Learning for Grade V Elementary School. This study uses the ADDIE development model. The research subjects are lecturers who are experts in learning media and content experts for elementary thematic learning, practitioners (teachers) and fifth grade elementary school students. The research instruments were in the form of questionnaires and tests. Data analysis used quantitative descriptive analysis and inferential statistics. The results of the research are Interactive Learning Multimedia Loaded with Local Wisdom of Balinese Traditional Games in the Thematic Learning for Grade V Elementary School, with a validity of 95.79% from learning media experts, and 93.85% from elementary thematic learning content experts. The level of practicality is 97.33% of practitioners and 98.33% of students. The results of the effectiveness test with the correlated sample t-test showed an average pre-test score of 11.52 and an average post-test score of 15.89. It was concluded that the Interactive Learning Multimedia with Local Wisdom in Traditional Balinese Games was effective in improving students' thematic learning outcomes. Interactive learning multimedia makes learning more interesting and has an impact on better student learning outcomes.</p> Putu Sandhita Prayoga Desak Putu Parmiti I Gede Margunayasa Copyright (c) 2022 Putu Sandhita Prayoga, Desak Putu Parmiti, I Gede Margunayasa 2022-07-20 2022-07-20 5 2 10.23887/ijerr.v5i2.48802 Barriers in Technology Integration: EFL Lecturers and Students’ Experience in English Learning and Instruction Amidst Covid-19 Pandemic Disruption <p>Since Covid-19 Pandemic outbreak all schools and universities in Indonesia were closed and teaching-learning activities were shifted to online learning mode. Learning from home trend started to dominate classroom instruction in all level of education. In university, this phenomenon certainly affected lecturers and students’ enthusiasm in teaching-learning activities since they need to make necessary adaptations in many aspects including the use of technology to support learning. Online learning requires technology to apply the digital tools or media. This study was aimed at finding out the barriers that lecturers and students faced in integrating the technology in teaching during the midst of Covid-19 Pandemic disruption. This study used qualitative research method in a case study design. The data were collected using observation and interview with the participants in one of public university in Palembang. The data were analyzed using thematic analysis. The findings of the study showed that there were two barriers faced by the lecturers and students in integrating the technology in online learning such as extrinsic barriers and intrinsic barriers. In extrinsic barriers there was resources barrier and in intrinsic barriers there were improve the students’ knowledge and skills in online learning barrier, the barrier to control the student’s attitude while online learning and the assessment barrier in integration the technology.</p> Rana Taneta Putri Sofendi Soni Mirizon Copyright (c) 2022 Rana Taneta Putri, Sofendi, Soni Mirizon 2022-07-20 2022-07-20 5 2 10.23887/ijerr.v5i2.50274 Effect of Modelling Clay on The Performance of Field-Dependent and Field-Independent Senior School Students in Cell Division <p>Cell division has been identified in literature as a hard-to-learn biology process due to poor instructional strategies and students’ inability to delineate between mitosis and meiosis. Hence, there is need to explore alternative strategy such as modelling clay for the concretization of cell division processes. Therefore, this study, investigates the effects of modelling clay on the performance of field-dependent and field-independent senior school students’ in cell division. The study is an experimental research. Data was collected using observations, adopted and researchers designed tests. Qualitative and quantitative techniques were used for data analysis. The research subject was modelling clay used by 97 intact class students for learning cell division. The findings revealed that there was no significant difference in the performance of field-dependent and field-independent students. Also, there was no interaction between treatment and students’ cognitive styles. Therefore, it was concluded that modelling clay facilitated students learning of cell division irrespective of cognitive styles. The pedagogical implication is that modelling clay can enhance students’ understanding of the life processes taking place in the cell and by extension other biological processes.</p> Gabriel Ademakinwa Adeoye Ganiyu Bello Isaac Olakanmi Abimbola Copyright (c) 2022 Gabriel Ademakinwa Adeoye, Ganiyu Bello, Isaac Olakanmi Abimbola 2022-07-20 2022-07-20 5 2 10.23887/ijerr.v5i2.46575 One-Minute Paper (OMP) as a Formative Assessment <p>This action research employed a quasi-experimental pre/post-test design to determine the effectiveness of a One-Minute Paper (OMP) as a formative assessment contribute meaningfully to increasing the scores of ninth grade Sapphire students of Kabunga-an Integrated School on their summative assessment. There were fourteen students who were classified as experimental group who participated in the teacher-led discussion with the integration of one-minute paper as their formative assessment. They were given an open-ended question adapted from CELT Tip Sheets Somerville, MA; feedback-giving on the next day of class were done as part of the intervention. And a comparison group with fourteen students who were classified as control group had done the traditional way of formative assessment – the quiz. Both groups fall in the accepted region at 5% level of significance with mean gains of 9 and 6, respectively. It was revealed that the two methods were effective in increasing the scores of the students due to their higher mean scores. However, the experimental group’s mean gain score and mean percentage score (MPS) were significantly higher than the comparison group; thus, one-minute paper is more effective than quiz as a formative assessment.</p> Fritz Stephen Dadula Solamo Copyright (c) 2022 Fritz Stephen Dadula Solamo 2022-07-20 2022-07-20 5 2 10.23887/ijerr.v5i2.48248 Digital Fairy Tales: Children's Literacy Development During the Covid-19 Pandemic <p>Digital technology has become a part of most children's everyday experiences. In kindergarten, they tend to have many encounters with various forms of digital communication. The application of digital literacy in early childhood education is currently in the form of developing digital books and digital fairy tales. The purpose of this study is to describe and analyze the practice of developing digital fairy tales carried out in schools. This research uses case study research method. The subjects of this study were 10 early childhood education teachers who became facilitators of digital fairy tale development. The selection of this subject was based on purposive sampling, with the consideration that the abilities and contributions of the informants could contribute to the understanding of the phenomenon under study. The results of this study illustrate that the implementation of digital fairy tales and their development tends to lead to the application of digital fairy tale videos, without direct interaction with early childhood. This application is not in accordance with the concepts and theories of digital literacy and digital fairy tales for early childhood. Then, the development of digital literacy through video storytelling is also carried out outside of the concept of digital literacy. Digital literacy, in this case digital fairy tales developed, is more directed to the development of learning videos containing fairy tales. Thus, it is hoped that the development of digital fairy tales will take the point of view of the need for an important and more meaningful stimulus in early childhood without eliminating the interactions that are the core of storytelling activities.</p> Ni Putu Sinta Dewi Sugito Copyright (c) 2022 Ni Putu Sinta Dewi, Sugito 2022-07-20 2022-07-20 5 2 10.23887/ijerr.v5i2.49066 EFL Students’ Self-Regulation in Online Interactions with Lecturers and Peers <p>Online learning is definitely advantageous in this current situation. Due to the technology, the teaching and learning process can continue despite the students and instructor/lecturer located in different places. This study aims to understand student’s self-regulation in online learning particularly for interactions with their lecturer and their peers. To answer the research objectives, qualitative method with narrative approach was applied. The data were collected through open-ended questionnaire focused on self-regulation in online interactions with lecturers and peers. The participants in this study were 12 students from English Education Study Program. The data were analyzed by using thematic analysis. The results revealed that students did not notice a significant difference between face-to-face learning and online learning. They regularly interacted with their lecturer and their peers during synchronous and asynchronous learning. They actively initiated the interactions with their lecturer by asking or answering questions and giving opinions. They also actively interacted with peers by discussing academic projects and assignments. Regardless of the type of interactions (student-lecturer and student-student), most of the students showed their active efforts in regulating their interactions with lecturer and peers in online learning.</p> Nurvira Wardayani Machdalena Vianty Sofendi Zahra Alwi Didi Suhendi Copyright (c) 2022 Nurvira Wardayani, Machdalena Vianty, Sofendi, Zahra Alwi, Didi Suhendi 2022-07-20 2022-07-20 5 2 10.23887/ijerr.v5i2.50396 Learn Number Lines with Interactive Video Learning Media <p>This research is motivated by the difficulties of the teacher in implementing online learning which makes students less enthusiastic and less able to understand the material in online learning so that the development of interactive video media is needed. This study aims to produce interactive video media for grade three elementary school number line material that has been tested for validity. The development model used in this study is the ADDIE model. The subjects in this study were experts consisting of 1 teacher and 4 dose experts who were experts in their fields as media experts and material experts and 12 students consisting of 3 people as individual tests and 9 students as small group tests. The method of data collection in this study is the method of questionnaires / questionnaires and interviews. The data generated in this study are qualitative and quantitative. The data obtained were then analyzed using the mean formula to determine the average validation of interactive video media. The development of interactive video media was declared valid based on the assessments of media experts, design experts, material experts, individual test students, and small group students with an average range of 4.01 &lt; X 5, with the qualification "very good". Thus, it can be indicated that the interactive video product is declared valid.</p> I Komang Aditya Sadewa I Ketut Dibia Ndara Tanggu Renda Copyright (c) 2022 I Komang Aditya Sadewa, I Ketut Dibia, Ndara Tanggu Renda 2022-07-20 2022-07-20 5 2 10.23887/ijerr.v5i2.42427 Intention of Basic Technology Teachers on The Use of ICT for Teaching in Ilorin Metropolis <p>Educational systems around the world are becoming increasingly pressured to apply the new ICT tools to their curriculum to provide students with the knowledge and skills that they need in the 21st century. This study investigated the intention of Basic Technology teachers on the use of ICT for teaching in Ilorin metropolis. The study was a descriptive of survey type. A total no of 270 respondents in Ilorin metropolis constituted the sample for the study. Data were collected using structured questionnaire. Descriptive statistics was used to answer the research questions; hypothesis was tested with independent t-test. The findings of the study were that; Basic Technology teachers agreed to all the items raised on their intention to use ICT for teaching and there is no significant difference between male and female Basic Technology teachers on the intention to use ICT tools for teaching in Ilorin metropolis. The study concluded that Basic Technology teachers’ intention to use ICT for teaching were positive and there is no significant difference between male and female Basic Technology teachers on the intention to use ICT tools for teaching in Ilorin metropolis. The study recommends that Basic Technology teachers should endeavor to give the students activities that will involves the use of ICT since they have positive intention to use ICT.</p> Kehinde Muritala Nuhu Gboyega Ayodeji Aladesusi Copyright (c) 2022 Kehinde Muritala Nuhu, Gboyega Ayodeji Aladesusi 2022-04-07 2022-04-07 5 2 10.23887/ijerr.v5i1.46160