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<![CDATA[SOCIAL NETWORK FOR LEARNING: AL-HIKMAH UNIVERSITY UNDERGRADUATE STUDENTS’ PERSPECTIVE ]]>
<![CDATA[Makinde, Semiu Olawale]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 4, No 2 (2020): July 2020 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v4i2.2430
<![CDATA[This study was carried out to investigate the awareness and utilization of social network for learning among undergraduate students at Al-hikmah University, Ilorin, Nigeria. Gender, technology background, age, level, and area of specialization are the variables involved. The descriptive survey research design was employed to draw responses with the use of a self-structured questionnaire. All Al-hikmah university students are the population of the study while the target population are 200leve to 400level students from which a sample size of 400 undergraduate students was selected via random sampling techniques from six out of seven faculties available. The instrument was validated by experts and the reliability co-efficient using a split-half test was 0.86. Four research questions and one hypothesis were used for the study. Frequency distribution, charts, and t-test were the statistical tools used to analyse the data. The findings indicated that social network is used for educational purposes with improved engagement, better understanding of the subject matter as it helps to reinforce learning with technology because 80.0% of learners were digital native. Despite the benefits, the social network can interrupt personal study, distract the conventional classroom learning, loss of privacy and exposure to cybercrimes as indicated by the respondents with 82%, 68%, and 55% respectively. Hence, Tertiary Institutions should organize series of seminars, workshops, conferences to update, enlighten and encourage students and lecturers on the good and not forgetting the not too-good and disadvantages attached with the use of the social network as a tool for learning and interaction.  Corresponding author: Semiu Olawale MakindeDOI: 10.24071/ijiet.2020.040204]]>
<![CDATA[THE COMPLEXITIES OF TEACHING SKILLS IMPROVEMENT PROGRAM IN INDONESIA ]]>
<![CDATA[Aritonang, Mangasa]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 4, No 2 (2020): July 2020 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v4i2.2488
<![CDATA[This study investigates the complexities of a teacher training course designed by the Ministry of Education and Culture as a program to improve the teaching skills of teachers. A teacher training program, called Teaching Competency Improvement Program, was conducted as a part of continuing professional development for Indonesian teachers. This training program involved teachers as the facilitators who had attended a one-week training of trainers (ToT) prior to their duties as facilitators. Only those who passed the post test in the ToT were entitled to act as training facilitators. Each facilitator facilitated ten to twenty teacher colleagues in their respective zones following IN1-IN2-ON1-IN3-ON2-IN4-ON3-IN5 pattern for duration of 82 contact hours. This study involved 89 facilitators as respondents to an online survey. Data was gathered and analyzed using qualitative descriptive method. The finding of the study includes problems in the technological tools used in the training program, the time management, the content of the training, coordination problem among parties, and the effectiveness of the training program. Corresponding author: Mangasa AritonangDOI: 10.24071/ijiet.2020.040206]]>
<![CDATA[EVALUATING MATHEMATICS LEARNING EXPERIENCE OF GRADE 7 STUDENTS OF BATO SCHOOL OF FISHERIES ]]>
<![CDATA[Casinillo, Leomarich F.]]>;
<![CDATA[Galenzoga, Rechin S.]]>;
<![CDATA[Raagas, Darwin L.]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 4, No 2 (2020): July 2020 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v4i2.2513
<![CDATA[A positive learning experience stems from active engagement with the lesson and greater interaction in learning activities. This study investigated the types of learning experience of students in Bato School of Fisheries, Leyte, Philippines such as Hands-on, Minds-on and Authentic Learning. Also, the study analyzed the students’ level of achievement in learning mathematics under each type of learning experience. The study employed a random of 25% of the grade 7 students for experimental design that involves qualitative and quantitative approach. Result shows that the Hands-on learning experience of students is in beginning level which needs a proper guidance of the mathematics teacher. It is shown that students are more capable of Hands-on group activities in mathematics. For Minds-on learning experience, students are also in beginning level, however, it is found out that they are good in critical thinking processes which create and recreate mathematics concepts for the core topics. Furthermore, authentic learning experience is in beginning level, lowest among the 3 types of learning experience. This means that students must develop their problem solving skills in mathematics with the aid of suitable teaching strategies. Anyhow, it is found out that these students have a proficient level in mathematics achievement probably by their past knowledge. Hence, a good level of achievement in mathematics can be maintain or improve through enhancing the 3 types of learning experience especially the authentic aspect. Corresponding author: Leomarich F. CasinilloDOI: 10.24071/ijiet.2020.040203]]>
<![CDATA[THE USE OF ICT IN THE PROFESSIONAL DEVELOPMENT OF TECHNICAL AND VOCATIONAL EDUCATION INSTRUCTORS IN SUDAN AND EGYPT ]]>
<![CDATA[El-Sabagh, Hassan A.]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 4, No 2 (2020): July 2020 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v4i2.2401
<![CDATA[This paper provides an initial attempt to study and investigate the interactive relationship between vocational and technical education instructors and using information and communications technology (ICT) and its impact of the professionalism of their work. The paper compares the ICTs usage in vocational and technical instructors in Sudan and Egypt as important countries in Africa. This paper explores two contexts ''environments'' that initially appeared a little bit different. It presents results of a survey administered to several instructors in Sudan (95) and in Egypt (120) which show that, excepting a few tasks, vocational instructors in both countries. Instructors from both countries responded similarly about (a) where they learned about ICT (for example, computers and Internet) and (b) the usefulness of ICT for technical and vocational centers in both countries. They also indicated feeling minimal concern when using technology. Furthermore, differences were in evidence in both countries where desire to use technology was concerned. Overall, Sudanese instructors showed a greater features and range in their choices when given the option to traditional teaching methods preferable than technology use to complete various tasks, whereas Egyptian clarified more attitudes toward technology compared to other context.Corresponding author: Hassan A. El-SabaghDOI: 10.24071/ijiet.2020.040202]]>
<![CDATA[TEACHERS' VIEWS ON THE INTEGRATION OF TECHNOLOGY IN EFL CLASSROOM ]]>
<![CDATA[Tanjung, Firima Zona]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 4, No 2 (2020): July 2020 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v4i2.2344
<![CDATA[In many study results, technology integration has been indicated to contribute regularly on the development of students’ 21st century skills ultimately in this digital era. This condition particularly creates new challenges for language teachers, e.g. being digitally literate, being adaptable with rapid technological changes, finding alternatives to stimulate the students to learn, and creating conducive class atmosphere. Considering previous points, this paper presents teachers’ view on the integration of technology in their EFL classroom. Qualitative method was utilized in which the data were in the form of comments dealing with technology use and teachers’ views on technology integration in their classroom. The compiled data was then analyzed by applying interactive model. The finding shows that teachers have positive views on the integration of technology in EFL classroom. Stated benefits of technology integration on enabling the development of students’ 21st century skills, teachers are highly demanded to encourage students’ active participation by engaging them through meaningful learning activities and use of technology simultaneously. Therefore, teachers should put high attention on the process of selecting, preparing, integrating, assessing, and evaluating types of technology being employed in classroom instruction.       Corresponding author: Firima Zona TanjungDOI: 10.24071/ijiet.2020.040204 ]]>
<![CDATA[DISTRACTION IN LEARNING: A CASE-STUDY OF MISDEMEANOUR FACTORS AMONG VOCATIONAL STUDENTS FROM TEACHER PERSPECTIVES ]]>
<![CDATA[Hashim, Suhaizal]]>;
<![CDATA[Masek, Alias]]>;
<![CDATA[Ismail, Affero]]>;
<![CDATA[Priyanto, Sutarto Hadi]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 4, No 2 (2020): July 2020 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v4i2.2050
<![CDATA[Previous studies reported that disciplinary problems that occur amongst school students from teacher perspective; while some studies reported that this problem becomes increasingly serious and widespread, but both retract students from learning. Henceforth, this survey was conducted to investigate how far the problem occurred among vocational college students especially catering students. An interview session was conducted with several catering teachers in two vocational colleges in Southern Region of Malaysia, which focuses on three types of problems namely bullying, truancy and stealing. Data were analysed using thematic analysis using deductive approach. Result indicated that these discipline problems occur among catering students is at alarming level. Peers and students’ background contributed to students’ misdemeanours. Thus, these factors can be a starting point for further mitigating the cases and more focuses should be given on students’ learning. Corresponding author: Alias MasekDOI: 10.24071/ijiet.2020.040205]]>
<![CDATA[THE EFFECTIVENESS OF GROUP GUIDANCE SERVICES WITH FISHBOWL METHOD TO IMPROVE FURTHER STUDY DECISION MAKING FOR VOCATIONAL SCHOOL COUNSELOR ]]>
<![CDATA[Athiyah, Ibnu]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 4, No 2 (2020): July 2020 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v4i2.2670
<![CDATA[This study aimed  to examine the effectiveness of group counseling services using the fishbowl method to improve decision making for further study in vocational school counselor. This research was an experiment study with one group pretest-posttets design. The subject of vocational counseling guidance teachers (school counselors) research in East Jakarta. The population in this study were 32 vocational school counselors. The sampling technique used was purposive sampling of 15 people. The research instrument used was the scale of the decision made by the researchers themselves, with a validity of 0.304 (Pearson Product Moment) and reliability of 0.894 (Alpha Cronbach), data normality test with the Shapiro-Wilk test (0.567> 0.05). Data analysis techniques using parametric statistics with paired sample t-test with (t =.-18.263, p <0.05). The results of the study provide an understanding that group guidance services with the fishbowl method were effective in increasing further study decision making in vocational school counselors. Corresponding author: Ibnu AthiyahDOI: 10.24071/ijiet.2020.040211]]>
<![CDATA[OER AWARENESS AND USAGE AMONG OPEN AND DISTANCE LEARNING STUDENTS IN SOUTH-WESTERN NIGERIA ]]>
<![CDATA[Itasanmi, Sunday Abidemi]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 4, No 2 (2020): July 2020 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v4i2.2643
<![CDATA[This study assessed Open Educational Resources (OER) awareness level and usage among Open and Distance Learning (ODL) students in South-western Nigeria. A descriptive research design was adopted for the study. Three ODL institutions (University of Ibadan Distance Learning Centre, National Open University of Nigeria, Ibadan Study centre and University of Lagos Distance Learning Institute) were purposively selected. A structured questionnaire titled "OER awareness and usage Questionnaire" with a Cronbach alpha coefficient of .954 was used as data collection instrument. Data collected were analysed using frequency count, simple percentages, mean, standard deviation and Pearson Product Moment Correlation. Results of the study revealed that OER awareness among ODL students was on the average while OER usage was high. Lack of orientation on the availability and use of OER and insufficient ICT facilities in the school to access OER materials, amongst others were challenges ODL students faced using OER. It was, therefore, recommended that there should be conscious efforts by ODL institutions to devise means to increase the level of OER awareness among students and sensitise them on the inherent benefits in OER usage.Corresponding author:Â Sunday Abidemi ItasanmiDOI: 10.24071/ijiet.2020.040216]]>
<![CDATA[HOW DO STUDENTS BEHAVE WITHIN THE FINAL EXAMS? ]]>
<![CDATA[Halili, Halili]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 4, No 2 (2020): July 2020 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v4i2.2725
<![CDATA[This study explores the attitudes and behaviors of Yogyakarta State University students within final exams as well as to analyze the factors that influence their attitudes and behaviors in taking those exams. This qualitative research employs a descriptive-analytic approach. The data are collected by observation on 740 students participating in the final exams and interviews with 20 people of them. Data gathering techniques used are observation, in-depth interview, and documentation. The result shows that the attitudes and behaviors of observed students within attending the final exams are categorized into the level of maximum-positive (65.7%), while 24.9% of them perform attitudes and behaviors that can be classified into the category of minimum-positive. On the other hand, the minority of them (8.4%) can be grouped into minimum-negative, and the rest (1%) is in the category of maximum-negative. Many factors are influencing the attitudes and behaviors of the maximum and minimum positive, namely: a) stances of preparation, b) spirituality and strong character, c) mental stand of ‘nothing to lose'. Meanwhile, the factors influencing attitudes and behaviors of minimum and maximum negative categories are a) unpreparedness for exams, b) a sense of pseudo-collectivism and prejudice, and c) circumstance of opportunities. Corresponding author: Halili HaliliDOI: 10.24071/ijiet.2020.040208]]>
<![CDATA[STUDENTS’ TARDINESS HABIT TO ATTEND THE CLASS AT THE STUDENTS OF STIE MUHAMMADIYAH MAMUJU ]]>
<![CDATA[RH, Hamzar Acha]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 4, No 2 (2020): July 2020 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v4i2.2573
<![CDATA[This article aims at providing a description of students’ tardiness habit to attend the class at the very students of STIE Muhammadiyah Mamuju. This research employed qualitative research. The participants constituted nine students, three lecturers, and three administrators. The instruments were involvement observation, in-depth interview sheet, focus group discussion sheet, and additional questionnaire. The data were transcribed, reduced, and analyzed descriptively. It discovered that there were lots of students’ internal tardiness inhibitions and external tardiness inhibitions which impeded the students to be puctual to attend the lectures. Students’ tardiness shared profoundly negative impacts on themselves, lecturers, and other punctual students. It is eligible not to allow the tardy students to attend the class if they are late for 1 minute. However, tardiness policy for 15 minutes is given only for unavoidable lateness as long as there is a confirmation to the lecturers or even administrators via phone before the class. Corresponding author: Hamzar Acha RHDOI: 10.24071/ijiet.2020.040213]]>
