Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
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All Journal Mahakarya: Students' Journal of Cultural Sciences Indonesian Journal of Education and Pedagogy
Bernadetha Haule, Daigo
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

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HOW CULTURAL VALUES CONTRIBUTE TO STUDENT PERFORMANCE IN THE SCHOOL CONTEXT: A CASE OF NJOMBE REGION, TANZANIA Bernadetha Haule, Daigo; Shaker, Thanaa; Haule Lyengeru, Jackob
Mahakarya: Jurnal Mahasiswa Ilmu Budaya Vol. 5 No. 2 (2024)
Publisher : IAIN Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/msjcs.v5i2.10284

Abstract

This study examines the relationship between cultural values and student performance in the school setting. It addresses how cultural values shape students’ academic achievements and overall educational success. While previous research has explored the role of cultural values in education, there has been limited analysis of their direct effect on student performance in specific contexts, such as Njombe. This research implemented behaviourism theory and adopted a mixed- method case study approach. Data were collected using questionnaires and interviews with 42 individuals, including students, teachers, and educational administrators from public or governmental schools in the Njombe region, southern Tanzania. The findings indicate that cultural values substantially impact student's academic success, with most participants acknowledging this influence. However, perceptions vary, revealing challenges and opportunities in integrating cultural factors into education. The insights provided by this study underscore the importance of incorporating cultural considerations into educational practices and interventions to enhance student achievement.
Assessing the influence of multimedia instruction on knowledge transfer in higher education: Multimodal learning experiences Bernadetha Haule, Daigo; Shaker, Thanaa; Nkwera, Godfrey Yohanes
Indonesian Journal of Education and Pedagogy Vol. 1 No. 3 (2024): December
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v1i3.77

Abstract

This study investigates the impact of multimedia instruction on knowledge transfer in higher education. Focused on the evolution from traditional lecture-based methods to interactive approaches, the research conducted at the Indonesian International Islamic University with postgraduate students highlights live demonstrations as the preferred multimedia tool, perfectly aligning with the practical nature of postgraduate education. The key findings underscore the integral role of technological infrastructure and teacher training in ensuring successful multimedia integration. Notwithstanding challenges such as curriculum misalignment and resistance to change, the study emphasizes the overwhelmingly positive impact of multimedia on learning outcomes. This insight offers crucial considerations for refining postgraduate curricula, strategically investing in technology, and promoting faculty development initiatives. The intricate interplay among technological infrastructure, teacher expertise, and curriculum alignment stresses the imperative of a holistic strategy. Implications extend to aligning multimedia content with student preferences, investing in robust institutional support, and recognizing the potential for personalized learning through multimedia tools. The study advocates for the strategic integration of visual and interactive elements in education, urging universities to embrace multimedia for optimal instructional outcomes and preparing students for modern world complexities, offering valuable insights for educators, instructional designers, and policymakers.
Understanding well-being in varied students of inclusive classrooms Bernadetha Haule, Daigo; Husseni Barantota, Siraju; Amirrachman, R. Alpha; Sanga, Amitile Pius
Indonesian Journal of Education and Pedagogy Vol. 2 No. 1 (2025): April
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v2i1.128

Abstract

This qualitative case study establishes an investigation into the psychosocial welfare of students with learning differences who receive education in the inclusive classrooms of Madania School located in Bogor, Indonesia. The study evaluates inclusive practice mechanisms through PERMA and Maslow's hierarchy of needs to understand their impact on students' emotional, social, and academic welfare. The researchers conducted in-person interviews as well as direct observations with students, faculty staff and administrative officials during their data collection stage. The results reveal that students at Madania School experience social inclusion with healthy emotional development and psychological security because of their favourable classrooms, caring teacher actions, and efficient bullying prevention strategies. The mentioned factors minimize negative elements while helping students reach their objectives of self-actualization.
Co-Authors Amirrachman, R. Alpha Haule Lyengeru, Jackob Husseni Barantota, Siraju Nkwera, Godfrey Yohanes Sanga, Amitile Pius Shaker, Thanaa