Basic and Applied Education Research Journal https://baerjournal.org/index.php/baerj <p>Basic and Applied Education Research Journal (e-ISSN: <a href="https://issn.brin.go.id/terbit/detail/1604656715">2747-142X</a>) is a peer-reviewed journal published by<strong> <a href="https://futuresciencepress.com/journal-list">Future Science</a></strong>, BAERJ published two times a year (June and December) that publishes full-length papers, open access journal that provides rapid publication of articles in all areas of educational research.</p> <p>The goal of Basic and Applied Educational Research Journal (BAERJ) is to provide a platform for scientists and academicians all over the world to promote, share, and discuss various new issues and developments in different areas of educational research in the Global South Countries.</p> <p>Subject areas include, but are not limited to the following fields:&nbsp;</p> <p>Curriculum, Teaching and Learning, Textbook and Media for Education, Educational Evaluation, Collaborative learning,&nbsp; Developmental Education, Educational technology, Educational philosophies, Educational psychology, Humanistic education, Language education, Learning Community, Online learning community, Islamic Education</p> <p>BAERJ publishes original research work either as a Full Research Paper or as a Short Communication. Review Articles on a current topic in the said fields are also considered for publication by the Journal.</p> <p>Basic and Applied Education Research Journal (BAERJ) has been indexed by <a href="https://journals.indexcopernicus.com/search/details?id=69633" target="_blank" rel="noopener"><strong>COPERNICUS</strong></a></p> Future Science en-US Basic and Applied Education Research Journal 2747-142X <p>Authors who publish with this journal agree to the following terms:</p> <p>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a&nbsp;<a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" rel="noopener"><em>Creative Commons Attribution</em></a> License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</p> <p>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 acknowledgement of its initial publication in this journal.</p> <p>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 (<a href="http://opcit.eprints.org/oacitation-biblio.html" target="_blank" rel="noopener"><em>See the Effect of Open Access</em></a>).</p> Development of E-Modul Assisted with Software Unity on Trade Receivables Materials for Class XI AKL at SMKN 1 Jember https://baerjournal.org/index.php/baerj/article/view/115 <p>Digital technology is experiencing very rapid development in all aspects of life, including the educational aspect. This means that teachers must be able to keep up with technological advances. One thing teachers can do is develop and adapt learning materials, for example by developing teaching materials that are integrated with digital technology. However, in reality teachers often experience obstacles in developing teaching materials. One of them, like the phenomenon at SMKN 1 Jember, is that teachers have limi-tations in developing technology-integrated teaching materials. XI AKL 1 students still use text-based textbooks which are still too monotonous and the textbook material is no longer relevant to the learning objectives. So other alternative teaching materials are needed to support learning. The aim of this research is to produce a product in the form of a financial ac-counting e-module assisted by Unity software on accounts receivable ma-terial that is appropriate in terms of content/material, presentation and graphics for class XI AKL at SMKN 1 Jember. This development research uses the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model. The research trial subjects consisted of expert validators and the trial targets, namely class XI AKL 1 students. The data collection technique used a questionnaire which was then analyzed using a Likert scale. The results of the analysis from validating the feasibil-ity of the e-module showed that the feasibility of the content/material was 96. 6 % and the validation of the feasibility of presentation and graphics was 86%. Then the analysis results from the student response test ob-tained a score of 95%. From these results, the e-module is very suitable for use as an alternative teaching material in financial accounting learning ac-tivities. The conclusion from this development research is that the e-module product developed is very suitable for use in learning, the e-module makes it easier for students to understand the material, increases stu-dents' enthusiasm in reading learning material, and raises students' enthu-siasm for learning.</p> Devi Damayanti Retna Ngesti Sedyati Dwi Herlindawati Copyright (c) 2024 Devi Damayanti Devi Damayanti (Author) https://creativecommons.org/licenses/by/4.0 2024-12-08 2024-12-08 5 2 78 88 10.11594/baerj.05.02.03 Inclusive Instructional Design for Neurodiverse Learners https://baerjournal.org/index.php/baerj/article/view/122 <p>The variations in the cognitive processes through which neuro-diverse learners perceive, acquire knowledge, and engage with their surroundings are construed as inherent cognitive diversity, analogous to the biodiversity observed in the natural ecosystem. These variations are a mix of distinctive abilities and difficulties for learners. Consequently, there is a need for interventions aimed at establishing inclusive learning environments through instructional design that will help neurodivergent learners excel in learning envi-ronments. Inclusion and equity in education may remain mere statements if it fails to focus on infusing teaching with support and resources to a broad spectrum of learners which includes neurodi-vergent learners. Neurodiversity refers to the natural variation in human brain function and the resulting differences in how individ-uals learn, process information, and interact with the world. This spectrum encompasses a wide range of conditions, each with its own unique set of strengths and needs. This paper explores how instructional design can be inclusive and aligned to create a sup-portive learning environment for neurodiverse learners to foster equity in education. This literature-based approach adopts Vygot-sky Social Constructionist Theory, which envision an inclusive model for special learners. The study concludes that by recognizing and accommodating the unique differences of these learners, adopting inclusive instructional design can help unlock the poten-tial of neurodiverse learners and create a more inclusive learning environment.</p> Chukwuma Victoria Azuka Calvin Ronchen Wei Unegbu Lasbrey Ikechukwu Emmanuel Lucas Nwachukwu Copyright (c) 2024 Chukwuma Victoria Azuka, Calvin Ronchen Wei, Unegbu Lasbrey Ikechukwu, Emmanuel Lucas Nwachukwu (Author) https://creativecommons.org/licenses/by/4.0 2024-12-08 2024-12-08 5 2 59 67 10.11594/baer.05.02.01 Affective Determinants of Mathematics Learning: A Literature Review https://baerjournal.org/index.php/baerj/article/view/127 <p>This study examined scientific articles as the basis for a literature review on affective determinants of mathematics learning. These af-fective determinants are the affective factors that are shown to affect mathematics learning, performance and achievements. The study used qualitative method using literature review that applies the con-tent of scientific articles from reputable databases such as ERIC, Web of Science, and PsycINFO. The findings indicate that students’ attitude towards mathematics, goal setting, motivation, self-concept, self-efficacy, self-regulated learning, and study habits significantly impact their mathematical performance and achievement, thereby influenc-ing their mathematics learning. However, the complex and bidirec-tional relationship between these factors and their influence on vari-ous factors, such as parental influences and teaching methods, remain unexplored. The study highlights the need for future research to in-vestigate these research gaps, providing a more comprehensive un-derstanding of the interplay between affective determinants and their impact on mathematics learning in diverse educational settings. Through addressing these gaps, researchers and educators can devel-op targeted interventions and strategies to enhance students’ math-ematical performance, achievement and overall learning experience.</p> Arnel S. Travero Genaro V. Japos Copyright (c) 2024 Arnel Travero (Author) https://creativecommons.org/licenses/by/4.0 2024-12-08 2024-12-08 5 2 68 77 10.11594/baerj.05.02.02