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All Journal IJEE (Indonesian Journal of English Education) Journal of Educational Research and Evaluation International Journal of Educational Research and Social Sciences (IJERSC)
Xaixanith, Toby
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Exploring Multicultural Education: A Case Study of Singkawang Buwono, Sri; Queiroz, Carla; Karolina, Venny; Xaixanith, Toby
International Journal of Educational Research & Social Sciences Vol. 4 No. 6 (2023): December 2023 (Indonesia - Morocco - Angola)
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v4i6.747

Abstract

This article investigates multicultural education in Singkawang, Indonesia, where diverse ethnicities coexist. Rapid social changes often trigger ethnic migration, leading to a convergence of cultures. Ethnocentrism can impede inter-ethnic communication, fostering stereotypes and ethnic conflicts. Multicultural education, emphasizing democratic, humanistic, and pluralistic values, is proposed to address these issues. Singkawang, recognized for its ethnic diversity, serves as a unique case study. The research method involves qualitative analysis with interviews from students, teachers, and parents from various ethnic backgrounds. Findings revealed the city's friendly atmosphere, preserved harmony, and respectful behavior, especially among students. "Ngopi bareng" (coffee gathering) is identified as a key practice among adult localsstated by parents of students in maintaining multiculturalism. Schools also actively promote tolerance through democratic practices, curriculum diversity, and inclusive instructional strategies. The article concludes that multicultural education is vital in fostering acceptance, understanding, and appreciation of diversity, emphasizing the dynamic nature of this approach in shaping open-minded individuals in a diverse society. Further research is recommended to explore this topic's nuances.
GENDER AND SOCIOECONOMIC DIFFERENCES IN BURNOUT AMONG EFL LEARNERS Karolina, Venny; Buwono, Sri; Wiyono, Hadi; Septiana, Dita; Querioz, Carla; Xaixanith, Toby; Farhan, Firda Islamaya
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 2 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i2.41752

Abstract

This study examined burnout differences by gender and socioeconomic status among EFL university students in Indonesia (n=231,53.3%) , Laos (n=85, 19.5%), and Angola (n=117, 27%). Data from 433 students (females, n= 268, 61.89%, males, n=165, 38.11%) were collected using a cross-sectional survey, with participants recruited via WhatsApp groups shared by English lecturers. Burnout levels were measured using the Maslach Burnout Inventory-Student Survey (Schaufeli et al., 2002). The Mann-Whitney U Test showed that females (78.0%, median = 23.0) reported significantly higher burnout than males (67.3%, median = 22.0) (U = 18448, p = 0.004). This indicated that female students experienced more burnout than male students during their EFL learning. Regarding SES, similar percentages of students experienced moderate level of burnout: 75.6% from middle-to-upper and 72.1% from lower socioeconomic backgrounds. The Mann-Whitney U Test revealed no significant difference between these groups (U = 23389, p = 0.993, median for both groups= 22.0), indicating that burnout is common across socioeconomic statuses. To reduce burnout in EFL students, universities should offer engaging programs, like interactive games and stress-relief activities, focusing on the gender group with higher burnout, while incorporating fun English practice and time management tips.
Indonesian EFL Learners Responses to Using ChatGPT: An Analysis Based on The TAM Model Karolina, Venny; Querioz, Carla; Xaixanith, Toby; Farhan, Firda Islamaya
Journal of Education Reseach and Evaluation Vol 9 No 2 (2025): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i2.91799

Abstract

AI-powered tools are increasingly used in English language learning. Still, few studies have validated the Technology Acceptance Model (TAM) in assessing Indonesian students' responses to ChatGPT and the influence of academic level. This study aimed to evaluate the validity and reliability of a TAM-based questionnaire and examine the role of academic level in these responses. This study utilized a quantitative survey design. The research subjects consisted of 448 university students in West Kalimantan through stratified random sampling. The data collection method was an online survey administered through Google Forms. Confirmatory Factor Analysis (CFA) confirmed the construct validity and reliability of the TAM components. Statistical analysis showed that academic level significantly influenced Perceived Ease of Use (PEU), Perceived Usefulness (PU), Attitude Toward Use (ATU), and Behavioral Intention (BI), although with a small effect size. Senior students reported higher perceived usefulness and intention to use ChatGPT, while first-year students showed lower engagement, indicating that academic progression influences AI adoption. These findings highlight the need for structured AI literacy programs, especially rapid writing skills training, to increase student engagement.
GENDER AND SOCIOECONOMIC DIFFERENCES IN BURNOUT AMONG EFL LEARNERS Karolina, Venny; Buwono, Sri; Wiyono, Hadi; Septiana, Dita; Querioz, Carla; Xaixanith, Toby; Farhan, Firda Islamaya
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 2 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i2.41752

Abstract

This study examined burnout differences by gender and socioeconomic status among EFL university students in Indonesia (n=231,53.3%) , Laos (n=85, 19.5%), and Angola (n=117, 27%). Data from 433 students (females, n= 268, 61.89%, males, n=165, 38.11%) were collected using a cross-sectional survey, with participants recruited via WhatsApp groups shared by English lecturers. Burnout levels were measured using the Maslach Burnout Inventory-Student Survey (Schaufeli et al., 2002). The Mann-Whitney U Test showed that females (78.0%, median = 23.0) reported significantly higher burnout than males (67.3%, median = 22.0) (U = 18448, p = 0.004). This indicated that female students experienced more burnout than male students during their EFL learning. Regarding SES, similar percentages of students experienced moderate level of burnout: 75.6% from middle-to-upper and 72.1% from lower socioeconomic backgrounds. The Mann-Whitney U Test revealed no significant difference between these groups (U = 23389, p = 0.993, median for both groups= 22.0), indicating that burnout is common across socioeconomic statuses. To reduce burnout in EFL students, universities should offer engaging programs, like interactive games and stress-relief activities, focusing on the gender group with higher burnout, while incorporating fun English practice and time management tips.
Co-Authors Dita septiana Farhan, Firda Islamaya Hadi Wiyono Karolina, Venny Queiroz, Carla Querioz, Carla Sri Buwono . Venny Karolina