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All Journal Language Circle : Journal of Language and Literature International Journal of Education Indonesian JELT IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of Foreign Language Teaching and Learning International Journal of Humanity Studies (IJHS) IJIET (International Journal of Indonesian Education and Teaching) Journal Of English Language and Education LLT Journal: A Journal on Language and Language Teaching Indonesian Journal of Information System ELS Journal on Interdisciplinary Studies in Humanities Lectura : Jurnal Pendidikan Journal of Educational Research and Evaluation JETL (Journal Of Education, Teaching and Learning) PROJECT (Professional Journal of English Education) Paramasastra: Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya ELTR Journal Journal of Education Research Abdimas Altruis: Jurnal Pengabdian Kepada Masyarakat Academic Journal Perspective : Education, Language, and Literature JEELS (Journal of English Education and Linguistics Studies) Language Circle : Journal of Language and Literature Journey: Journal of English Language and Pedagogy
Markus Budiraharjo
Universitas Sanata Dharma
Aerospace Engineering Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Post-Modernist Eksperimental Mangunan School in Democratic Curriculum and Post-Pandemic Era: Is It Relevant? Natalie, Regina Yoantika; Markus Budiraharjo
Journal of Education Research Vol. 5 No. 3 (2024)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v5i3.1494

Abstract

The Merdeka Belajar Curriculum is the national curriculum currently in use. However, alternative curricula can also develop in Indonesia. One of the schools that implements this alternative curriculum is Eksperimental Mangunan JHS, Yogyakarta, which has Mangunan pedagogy. Due to COVID-19, post-modernist schools must implement distance learning and have learning experiences with technology. A qualitative method with a semi-structured interview approach to related parties was used to obtain the required data. The Merdeka Belajar and Mangunan Pedagogy curricula are based on democratic education; the difference is that Mangunan schools provide character and environmental education. Besides, the use of technology is carried out in this school following the post-pandemic situation. However, this school does not digitalize education but continues to acclimate to the context of students' educational needs.
ASSESSING VOCATIONAL HIGH SCHOOL EFL TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE IN ONLINE LEARNING Happy Indriyono; Markus Budiraharjo; Barli Bram
Journey: Journal of English Language and Pedagogy Vol. 5 No. 2 (2022): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v5i2.580

Abstract

During the Covid-19 pandemic, classroom activities are mostly conducted online using Information and Communication Technology (ICT). This situation requires teachers to be literate in technology for teaching. Some pedagogical methods and platforms are available to support learning activities and a number of constraints need resolving. This study aimed to investigate the empirical data of teachers’ readiness for English education in vocational high school considering the technology integration in teaching and to uncover the obstacles. Teachers’ readiness was assessed using Mishra and Koehler’s (2006) Technological Pedagogical Content Knowledge (TPACK) framework. Descriptive quantitative research was conducted to the members of the forum of vocational high school English teachers located in Surakarta. It was predicted that a number of English teachers participating in this research were not ready for technology integration in the future in spite of their strong desire to learn the technology. Based on the participants’ responses, it was also crucial to have supports from educational institutions where teachers worked to provide relevant devices and encouraging atmosphere to enable technology-enhanced learning. It was predicted that students’ primary impediments to learning with technology were the facilities and the teacher’s pedagogical methods.
Co-Authors Agnes Maria Polina Agustinus Triwinanta Albertus Yordhana Arsanto Aletheia Ajeng Priskananda Ali Djamhuri Anastasia Nelladia Cendra Arima Renny Dayu Putri Bram, Barli Erina Andriani Happy Indriyono Happy Indriyono Hapsari, Anita Galuh Sri Hari Suparwito Kartikasari, Anita Ke Lomi, Aplonia Nelci Kresnawaty, Novy Mawarni, Angelina Kusuma Jelita Natalie, Regina Yoantika Nernere, Regina Putri Ouda Teda Ena Putri, Maria Nirmala Rahmadhani, Devy Yuniastuti Ratri, Ayu Septiana Purwani, Ratna Sutono, Aditya Agung Teofanne Nurinik Wea Viska Violita Wahyuni, Hanna Irma Yulius Nahak Zheng , Maogui