https://journal.jcopublishing.com/index.php/ijcer <table class="data" width="100%" bgcolor="#f0f0f0"> <tbody> <tr valign="top"> <td width="20%">Journal title</td> <td width="80%"><strong>International Journal Corner of Educational Research</strong></td> </tr> <tr valign="top"> <td width="20%">Initials</td> <td width="80%"><strong>IJCER</strong></td> </tr> <tr valign="top"> <td width="20%">Frequency</td> <td width="80%"><strong>3 issues per year | July, November, March</strong></td> </tr> <tr valign="top"> <td width="20%">DOI</td> <td width="80%"><strong><img src="http://172.10.15.33/public/site/images/dyoyo/CROSREFF_Kecil2.png" alt="" />Prefix 10.54012</strong></td> </tr> <tr valign="top"> <td width="20%">ISSN</td> <td width="80%"><strong>ISSN <a href="https://portal.issn.org/resource/ISSN/2962-8237" target="_blank" rel="noopener">2962-8237</a> (print) | <a href="https://portal.issn.org/resource/ISSN/2962-164X" target="_blank" rel="noopener">2962-164X</a> (online)</strong></td> </tr> <tr valign="top"> <td width="20%">Editor-in-chief</td> <td width="80%"><strong><a href="https://scholar.google.co.id/citations?user=LgZsC8YAAAAJ&amp;hl=id">Dr. Sigit Apriyanto, S.Pd., M.Pd., C.PSE., C.PW</a></strong></td> </tr> <tr valign="top"> <td width="20%">Publisher</td> <td width="80%"><a href="https://jcopublishing.com/" target="_blank" rel="noopener"><strong>CV. Tripe Konsultan</strong></a></td> </tr> <tr valign="top"> <td width="20%">Citation Analysis</td> <td width="80%"><a href="https://scholar.google.com/citations?hl=id&amp;view_op=list_works&amp;gmla=AJsN-F7lYa2LMUQokKqLJ7uPyzgIwBns8kW2VYgOPMV_bvAirl2nYKXsXYaO_Ep2gbYyIgXKh9KjHewEVR6K98z_kpvBs4f7uYtqgeNfYx4lPp1j426jWYE&amp;user=XEx3gTYAAAAJ"><strong>Google Scholar</strong></a> | <a href="https://garuda.kemdikbud.go.id/journal/view/27320"><strong>Garuda</strong></a> | <a href="https://app.dimensions.ai/discover/publication?search_mode=content&amp;and_facet_journal=jour.1301001&amp;and_facet_source_title=jour.1447325" target="_blank" rel="noopener"><strong>Dimesions</strong></a></td> </tr> </tbody> </table> <p>International Journal Corner of Educational Research (E-ISSN 2962-164X, P-ISSN 2962-8237) is a peer review of national journals published by CV. Tripe Konsultan, which was first published in 2022. Papers for publication in this journal are selected through precise peer-review to ensure quality, originality, appropriateness, significance and readability. The journal encompasses a variety of topics of education and learning, including but not limited to child development, curriculum, reading comprehension, philosophies of education, STEM education, instructional technology, technology education, inquiry-based learning, project-based learning, problem-based learning, simulation-based learning, pedagogic and educational approaches, learning management, language teaching researches, teaching and learning at all levels of schooling and institutions of higher learning, the education of special groups, gender and education, theories of education, educational research and methodologies, educational psychology (emotional, social, and cognitive learning processes), e-learning, Computer supported collaborative Work, emerging technologies in education, educational software &amp; serious games, e-content management and development, general issues in education and learning, contributions to current debates in teacher education throughout the world, generally or on specific issues, etc.</p> <p>International Journal Corner of Educational Research has become a Crossref Member since year 2022. Therefore, all articles published by <strong><em>CV. Tripe Konsultan </em></strong>will have a unique DOI (Digital Object Identifier) number.</p> CV. Tripe Konsultan en-US International Journal Corner of Educational Research 2962-8237 https://journal.jcopublishing.com/index.php/ijcer/article/view/705 <p>Creative thinking is the process of coming up with original, adaptable, and visually appealing solutions to problems. Creative thinking is the continuous process of thinking about and creating creative things in order to achieve objectives. Students find the project-based learning approach and the learning process to be interesting experiences. Student learning experiences with the upcoming project serve as the focus of the instructional materials. Students learn more and feel more motivated to complete assigned projects when they are given real-world experience in the learning process. Students learn more and feel more motivated to complete the assigned project when they are given real-world experience in the learning process. Creative thinking is the process of coming up with original, adaptable, and visually appealing solutions to problems. This study looked into how collaboration between groups improved collaborative learning groups' performance on project-based learning tasks and the co-construction of knowledge. The findings of two case studies, one on between-group mentoring and one on between-group project review, revealed that both strategies were viewed favorably by the students and had a positive impact on all students' project performance, particularly in the less effective groups, as well as the knowledge revealed through their online dialogue. The findings shed some light on how students in higher education engage in computer-supported collaborative learning.</p> Samsi Samsi Disman Disman Eeng Ahman A Sobandi Hari Mulyadi Copyright (c) 2026 Samsi, Disman, Eeng Ahman, A Sobandi, Hari Mulyadi https://creativecommons.org/licenses/by-sa/4.0 2026-02-21 2026-02-21 4 3 127 138 10.54012/ijcer.v4i3.705 https://journal.jcopublishing.com/index.php/ijcer/article/view/699 <p>Understanding the role of professional development in shaping teachers’ workplace attitudes is essential for improving school performance and organizational effectiveness. In this context, the present study used a quantitative ex post facto approach to investigate how teacher competency development affects teacher loyalty, work discipline, and work motivation in 14 MTsN schools across Tasikmalaya Regency. The analysis shows that competency development has a positive and statistically significant impact on teacher loyalty and work motivation, indicating that improvements in pedagogical, professional, social, and personal competencies are linked to stronger institutional commitment and higher enthusiasm in performing teaching duties. The findings also reveal a significant relationship between competency development and work discipline, although the strength of this effect is comparatively weaker than its influence on loyalty and motivation. This relatively smaller effect may be explained by the complex nature of work discipline, which is shaped not only by competency enhancement but also by broader organizational factors such as school culture, leadership practices, and institutional rules and policies.</p> Adang Hambali Asep Abdullah Sally Badriyati Copyright (c) 2026 Adang Hambali, Asep Abdullah, Sally Badriyati https://creativecommons.org/licenses/by-sa/4.0 2026-02-26 2026-02-26 4 3 139 150