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INDONESIA
IJIET (International Journal of Indonesian Education and Teaching)
Published by Universitas Sanata Dharma
ISSN : 25488422     EISSN : 25488430     DOI : https://doi.org/10.24071/ijiet
Core Subject : Education,
Education
Arjuna Subject : -
Articles 323 Documents
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ACTION RESEARCH ON MATHEMATICS PHOBIA AMONG SECONDARY SCHOOL STUDENTS. Das, Kaushik
International Journal of Indonesian Education and Teaching (IJIET) Vol 4, No 2 (2020): July 2020
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (491.674 KB) | DOI: 10.24071/ijiet.v4i2.2610

Abstract

The purpose of this study is to find out the causes of fear in the mathematics of eleventh-grade students and to find a solution. Action research is a method that has proven to be valuable as a problem-solving tool. It can provide opportunities for reflection, improvement, transformation, and solutions to learning. The idea for this project began as a discussion among the Mathematics Phobia at Secondary school in West Bengal followed by WBCHSE Curriculum. The researchers investigate several dimensions of Mathematics Phobia. Several research questions stand out: a) Find out how much is an error in the curriculum? b) Finding students' lack of interest in learning mathematics? c) Find out how students' attitudes toward teaching methods and d) Find out Error in the learning process. The idea for this project began as a discussion among the Mathematics Phobia at Secondary school in West Bengal followed by WBCHSE Curriculum. The researchers selected 50 students from the 11th-grade class, of which 32 were male and 18 are female. Researchers formulated 12 questions and four Hypotheses. The methodology of the study is a mixed type involving interpretative, analytical study of documents, interview, survey questionnaire, observation, qualitative and quantitative data analysis, and study secondary sources, like books, university news, expert opinion, articles, journals, thesis and websites, etc. This study researcher using statistical method percentage & bar-graph & finally, meaningful suggestions are offered. Corresponding author: Kaushik DasDOI: 10.24071/ijiet.2020.040207 
JOB SATISFACTION AND INTERPERSONAL RELATION: A DETERMINANT OF JOB PERFORMANCE OF ACADEMIC STAFF OF COLLEGES OF EDUCATION IN LAGOS STATE, NIGERIA Lewis, Modupe Bosede; Olowo, Busuyi Francis; Okotoni, Comfort Abosede
International Journal of Indonesian Education and Teaching (IJIET) Vol 4, No 2 (2020): July 2020
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (79.192 KB) | DOI: 10.24071/ijiet.v4i2.2605

Abstract

This study investigated the influence of job satisfaction and interpersonal relations on job performance of academic staff of colleges of education in Lagos State. A quantitative approach with survey design was used for the study. Population for the study comprised 516 academic staff and 6042 students of all the colleges of education in Lagos State. Sample for the study comprised 51 lecturers and 604 students. The sample was selected using multistage sampling procedure. Two research instruments were used for the study. Data were analysed using percentage and ANOVA statistics at 0.05level of significance. The results showed that there was a high level of job satisfaction among the academic staff of the colleges of education in Lagos State (58%). The results also showed that there was a moderate level of interpersonal relations between the academic staff and the students (69.7%) and there was a moderate level of interpersonal relations between the staff and management of the institutions (48%). The study further showed that job satisfaction (F=3.026, df=20, 29, P > 0.05) and interpersonal relations (F=3.026, df = 20, 29, P > 0.05) had a positive significant influence on job performance of academic staff.  The study concluded that job satisfaction and interpersonal relations positively influenced job performance of academic staff of colleges of education in Lagos State.Corresponding author: Busuyi Francis OlowoDOI: 10.24071/ijiet.2020.040214
RESEARCH-BASED LEARNING: EFFECTS ON THE METACOGNITIVE AWARENESS OF SENIOR HIGH SCHOOL STUDENTS Mamon, Mark Anthony Catedral; Esperanza, Alejandro Galban; Vital, Julie Anne Tapit
International Journal of Indonesian Education and Teaching (IJIET) Vol 4, No 2 (2020): July 2020
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (294.067 KB) | DOI: 10.24071/ijiet.v4i2.2540

Abstract

This research study assessed the effects of research-based learning (RBL) on the metacognitive awareness of senior high school (SHS) students, specifically metacognitive knowledge and metacognitive regulation, and the correlation between their subcomponents. Fifty-six (56) Grade 12 students who have taken research subjects were obtained as respondents using purposive sampling. The respondents answered a 52-item metacognitive awareness inventory (MAI) with 17 items on metacognitive knowledge and 35 items on metacognitive regulation. Findings show that RBL developed a high level of conditional, procedural, and declarative knowledge among SHS students. The learning approach also developed a very high level of debugging strategies, and a high level of planning, information management system, evaluation, and comprehension monitoring. Furthermore, there is a weak or a moderately significant positive correlation between some subcomponents of metacognitive knowledge and metacognitive regulation as the effect of RBL. In conclusion, RBL has a considerable impact on the metacognitive awareness subcomponents of Grade 12 students. Corresponding author: Mark Anthony Catedral MamonDOI: 10.24071/ijiet.2020.040210
THE USE OF QUIZIZZ AND KAHOOT! IN THE TRAINING FOR MILLENNIAL GENERATION Suharsono, Agus
International Journal of Indonesian Education and Teaching (IJIET) Vol 4, No 2 (2020): July 2020
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (462.785 KB) | DOI: 10.24071/ijiet.v4i2.2399

Abstract

Digital transformation marked with internet and information technology use has entered into government apparatus learning, particularly the new employees constituting millennial generation inherent to gadget. Kahoot! and Quizizz are online quiz application that can be the choice to make the learning attractive and joyful. This research employed a quasi-experimental method only on the studied group, and the data was collected using questionnaire, observation, and documentation. Data was analyzed using logico-inductive method encompassing thee stages: coding, describing main characteristics and interpreting data. The result of research showed that Quizizz is more preferable to Kahoot! to the participants because in Quizizz question and answer appear on cell phone/laptop screen of individual participants so that they should not see the screen before the class just like that in Kahoot!; the answer in Kahoot! constitutes symbols while in Quizizz the real answer constitutes word, number, or figure; after the quiz has been completed, the questions answered can be checked in order to find out the ones answered incorrectly and mastered poorly by the participants. Corresponding author: Agus SuharsonoDOI: 10.24071/ijiet.2020.040215
TEACHERS' VIEWS ON THE INTEGRATION OF TECHNOLOGY IN EFL CLASSROOM Firima Zona Tanjung
IJIET (International Journal of Indonesian Education and Teaching) Vol 4, No 2 (2020): July 2020
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v4i2.2344

Abstract

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’ views on the integration of technology in their EFL classroom. A 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 were then analyzed by applying an interactive model. The findings showed 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.
A STUDY OF INTRODUCTION TO COLLEGE ENGLISH TEACHERS BELIEFS IN THEIR TEACHING ROLES Adaninggar Septi Subekti
IJIET (International Journal of Indonesian Education and Teaching) Vol 3, No 1 (2019): January 2019
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v3i1.731

Abstract

The study investigated Introduction to College Englishs teachers beliefs about their roles as teachers. The participants of the study were thirteen teachers. It used their reflection papers as the source of data and secondary data, as the reflections were not originally written for the purpose of this study. The study used thematic analysis of the secondary data and it produced four themes or categories regarding the teacher participants beliefs about their roles. First, they believed they should design various activities that promoted learning. Secondly, they needed to monitor their students' progress and conduct appropriate assessments. They also believed that they should always have alternative plans whenever their original plans were not successful, and the last, they believed that they needed to show learners their attention and care. Based on the results of the study and the limitations, some suggestions for future studies are also presented.DOI: doi.org/10.24071/ijiet.2019.030103
CROSSCUTTING RELIGIOUS EDUCATION FOR A BETTER SELF-UNDERSTANDING AS A RESPONSE TO RELIGIOUS EXTREMISM Setyawan Andreas
IJIET (International Journal of Indonesian Education and Teaching) Vol 1, No 2 (2017): July 2017
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v1i2.624

Abstract

Interreligious education has been recognized as alternative for mono-religious and multi-religious education in the Western World since 1990’s. This model underscores plurality both as a part of departure and as a possible result of religious education and at the same time it avoids a purely objective approach to the multitude of religions. However, there has been hardly any trace of interreligious education in Indonesia and in fact, even some people agree to abolish mono-religious education in the schools, which is considered to be vulnerable to favouritism and communal tensions. This study proposes a certain way of learning called cross-cutting religious education which may be applied within mono-religious model. The main concern is the following research questions: To what extent can crosscutting religious education lead to moderation and how can it provide cognitive, affective, and attitudinal dimensions which are required to restrain the tendency of religious extremism? The author argues that a crosscutting religious education in high schools through religious literature provides a better self-understanding which in the long term reduces the tendency of religious extremism. Thus, the study shows a method of hermeneutics which results in a better self-understanding of certain religious tradition based on the reading of different religious tradition texts.
LECTURERS’ ENGAGEMENT OF OPEN SOURCE SOFTWARE (OSS) FOR LEARNING IN UNIVERSITY OF ILORIN, ILORIN, NIGERIA Ayotunde Atanda Falade; Moridiyah Omolola Ibrahim; Olubunmi Michael Odewumi
IJIET (International Journal of Indonesian Education and Teaching) Vol 5, No 1 (2021): January 2021
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v5i1.2927

Abstract

The growth and development of education is associated primarily with the use of ICT, whereas, the evolution of the Information and Communication Technology (ICT) gives birth to Open Source Software (OSS), a product of instructional delivery. The research was of descriptive research of the survey type and the population for the study consisted of 300 with 125 male and 175 female lecturers in university of Ilorin, Ilorin, Nigeria.  The research instrument was researchers’ designed questionnaire titled lecturers perceived ease of use of Open Source Software. The validation of the instrument was done by researchers’ colleagues and two lecturers in faculty of education, University of Ibadan. While, the reliability, was pilot-tested on 20 lecturers at the Obafemi Awolowo University, Ile – Ife, Nigeria with Cronbach’s Alpha and the values were 0.73 and 0.67 respectively, the instruments were randomly given to the lecturers, and the data obtained were analysed using the descriptive and inferential statistics. Findings revealed that lecturers were positive on the use of the OSS and it was recommended that there should be continued use open source for learning.
STUDENTS’ PERCEPTION OF DIFFICULTY LEVELS OF SENIOR SECONDARY SCHOOL CIVIC EDUCATION CURRICULUM CONTENT IN OSUN STATE, NIGERIA William Rotimi Okunloye
IJIET (International Journal of Indonesian Education and Teaching) Vol 3, No 2 (2019): July 2019
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v3i2.1834

Abstract

The learnability of school curriculum has been attributed to students’ perception of different school subjects which also determines the level of students’ performance and ultimately the achievability of the intended curriculum objectives. Studies had been conducted in other subject area apart from Civic Education which is relatively new in the Nigerian Secondary School curriculum. This paper examines students’ perceived difficulty levels in Civic Education curriculum content and the factors associated with their perceptions. The population for the study comprised all Civic Education students in Osun State, Nigeria. Descriptive survey design was adopted for the study and a researcher- designed instrument titled Civic Education Student Syllabus Perception Questionnaire (CESPQ) was administered to 487 randomly selected students drawn from stratified randomly selected 25 Senior Secondary Schools in Osogbo, Osun state, Nigeria. The Three research questions raised for the study were answered using percentage, mean and standard deviation statistics. The results showed that the Senior School Civic Education Syllabus (SSCES) topics were perceived by students to be of different difficulty levels ranging from difficult, to very simple with an absolute majority of them being predominantly very simple. The observed difficulty levels were associated with inadequate textbooks, teachers’ presentation of lessons and wide content coverage. These imply that the Civic Education curriculum is predominantly learnable while the curriculum objectives are also predominantly achievable. Based on these findings, it was recommended that teachers should enhance the learnability of the few perceived difficult topics by students through the use of predominantly learner-centred strategies and more learner-friendly strategies to teach the subject.
MORAL EDUCATION TO EMPOWER CONSCIENCE, MIND AND VOLITION TO IMPROVE THE QUALITY OF HUMAN BEINGS Paulus Wahana
IJIET (International Journal of Indonesian Education and Teaching) Vol 2, No 1 (2018): January 2018
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v2i1.962

Abstract

Human beings are the highest form of Gods creation among other creatures. Moral education is carried out to enable human beings to live up to their noble purpose of life as destined by God. In order to strive for their noble destiny, human beings have three spiritual powers that must be empowered and utilized in their lives, namely conscience, mind, and volition. In order for those powers to be useful optimally, they must be empowered. In order to empower conscience, it is necessary to cultivate silence in life so that we are able to listen to the gentle whisper of conscience which leads to a good life as the purpose in the journey of life. To prevent the conscience from straying, it needs to have a moral compass which would be the basis to determine the next steps. Furthermore, one should have clear mind to determine the ways, steps, means, and directions to arrive at the expected goal. Finally, in order to realize the qualified life, which has been determined to be done, human beings have willpower to follow up. To determine and decide something, human beings must be courageous to take action. In order to be courageous to take action, we need to have a strong consideration that what we are doing is good and right. Thus, we will dare to be held accountable for any outcomes of the actions we have taken as right and just. That is, essentially, the true human destiny, namely to strive for goodness and truth.DOI:https://doi.org/10.24071/ijiet.2018.020109

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