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<![CDATA[CROSSCUTTING RELIGIOUS EDUCATION FOR A BETTER SELF-UNDERSTANDING AS A RESPONSE TO RELIGIOUS EXTREMISM ]]>
<![CDATA[Andreas, Setyawan]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 2 (2017): July 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i2.624
<![CDATA[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.DOI: https://doi.org/10.24071/ijiet.2017.010204]]>
<![CDATA[FOSTERING LEARNING AUTONOMY THROUGH THE IMPLEMENTATION OF FLIPPED LEARNING IN LANGUAGE TEACHING MEDIA COURSE ]]>
<![CDATA[Wulandari, Mega]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 2 (2017): July 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i2.636
<![CDATA[Dealing with millennial generations, it is essential that educators adjust the educational paradigm in order to adapt to the needs of students in the digital age as it is today. This research studied about the implementation of flipped classroom learning model in Language Teaching Media (LTM) to foster fifth semester students’ learning autonomy in English Teacher Education Study Program, Sanata Dharma University. Through the implementation of flipped classroom using Learning Management System (LMS), it is expected to model innovative teaching strategies, such as flipped classrooms, in an effort to prepare preservice teachers for 21st century education. Findings from this research indicated positive perception towards flipped classroom in fostering learning autonomy in terms of planning, classroom engagement and self-evaluation.DOI: https://doi.org/10.24071/ijiet.2017.010209]]>
<![CDATA[MATHEMATICAL LITERACY PROFILE OF GRADE VIII STUDENTS OF SMP PANGUDI LUHUR 1 YOGYAKARTA USING PENDIDIKAN MATEMATIKA REALISTIK INDONESIA APPROACH ]]>
<![CDATA[Larasati, Stephani Rangga]]>;
<![CDATA[Rianasari, Veronika Fitri]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 1 (2017): January 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i1.326
<![CDATA[This research aims to investigate mathematical literacy of students grade VIII SMP Pangudi Luhur 1 Yogyakarta before and after learning using the Pendidikan Matematika Realistik Indonesia (PMRI) approach. This research was a descriptive qualitative research. The research subjects were 36 students of class VIII-F, SMP Pangudi Luhur 1 Yogyakarta. This research was conducted in March until July of 2016. The data was collected through observation, instructional video recording, and the results of pretest and posttest. Pretest and posttest was designed based on the characteristics of PISA (Program for International Student Assessment) problem. Instructional video was analyzed in qualitative with making a transcript of the video, determining topics of the data, and categorizing the data. The results of pretest and posttest were analyzed qualitatively to determine the students’ ability of mathematical literacy. The findings showed that before the implementation of PMRI the students get a better result in solving PISA problem level 2 compared with the result in solving PISA problem level 3, but after the implementation of PMRI the students get a better result in solving PISA problem level 3 compared with the result in solving PISA problem level 2. It is affected by PMRI learning which applied more focused to guide students to construct their mathematical knowledge instead of doing routine exercises of solving PISA problems.doi.org/10.24071/ijiet.2017.010106]]>
<![CDATA[A COMPARATIVE STUDY ON DIGITAL-BASED AND NON-DIGITAL-BASED LEARNING MANAGEMENTS IN SANATA DHARMA UNIVERSITY YOGYAKARTA ]]>
<![CDATA[Dalyono, C. Teguh]]>;
<![CDATA[Mudayen, Y. M.V.]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 1 (2017): January 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i1.331
<![CDATA[This study aims to: 1) determine whether there is a significant difference in effectiveness of learning management by lecturers of USD who use Digital Learning Resources (SBD) with those who do not use SBD based on the students’ perception; 2) determine whether there is a significant difference in the ability of the lecturers who use the SBD and those who do not use SBD in managing the courses according to the students’ perception; 3) determine whether there is a significant difference in the ability of the lecturers who use SBD and those who do not use SBD in empowering students according to the students’ perception. This study analyzes the effectiveness of learning management among 38 lecturers USD who consisted of 19 lecturers who use SBD and 19 lecturers who do not use SBD. The data analysis uses independent difference sampling t-test technique. The results of the study are as follows: First, there is a significant difference in the effectiveness of the lecturers who use SBD with those who do not use SBD in learning management according to the students’ perception with t-value of 2.405 and asymptote significance (2-tailed) of 0.022 smaller than alpha 0.05. Second, there is a significant difference in the ability of lecturers who use the SBD with those who do not use SBD in managing the course according to the students’ perception with t-value of 2.210 and asymptote significance (2-tailed) of 0.041 smaller than alpha 0.05. Third, there is no significant difference in the ability of lecturers who use SBD with those who do not use SBD in empowering students with t-value of 2.627 and asymptote significance (2-tailed) 0.013 smaller than alpha 0.05.doi.org/10.24071/ijiet.2017.010109]]>
<![CDATA[THE IMPROVEMENT OF TRUTH, JUSTICE, DIVERSITY, AND HUMAN DIGNITY VALUES TROUGH PPKMB PROGRAM ON PHYSICS EDUCATION STUDENTS ]]>
<![CDATA[Suparno, Paul]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 2 (2017): July 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i2.633
<![CDATA[Sanata Dharma University Physics students are supposed to improve Sanata Dharma main values: truth, justice, diversity, and human dignity. The improvement is done through PPKMB program, a character building program in one semester. This research wants to see whether this program succeeded or not. The research used 42 physics students as sample. The PPKMB program is used as a treatment. The research applied some instruments such as questionnaires, field notes, and student report on their project. Data were analyzed quantitatively and qualitatively. The results show that the truth, justice, and diversity values improved, the human dignity value was not significantly different, and according to the students this program was useful and successful.DOI: https://doi.org/10.24071/ijiet.2017.010207]]>
<![CDATA[JUNIOR HIGH SCHOOL STUDENTS’ ABILITY TO APPLY ALGEBRA IN REAL-WORLD PROBLEMS ]]>
<![CDATA[Agasi, Georgius Rocki]]>;
<![CDATA[Wahyuono, Yakobus Dwi]]>;
<![CDATA[Rudhito, Marcellius Andy]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 2 (2017): July 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i2.662
<![CDATA[In accordance with the 2013 curriculum that uses Scientific Approach where students learn using the 7M method (Observing, Questioning, Trying, Gathering Information, Reasoning, Concluding, and Communicating), the real problem is a tool which is considered fairly important to be used in learning. Mathematical modeling is an approach in which students bring real problems into mathematical problems. Algebra is an important tool used in modeling a real problem into a mathematical problem. Students are asked to observe the environment around them and then asked to make their mathematical model in an algebraic form. The subjects in this study were 21 eighth-grade students of Pangudi Luhur Junior High School in Srumbung, Magelang, Central Java, Indonesia. This research uses Qualitative Approach. The result of this study found that most students are able to create algebraic forms from the environment they have observed, but there are still difficulties. Some groups still need quite a lot of help from teachers but some also need a little help from teachers.]]>
<![CDATA[THE DESCRIPTION OF TEACHERS’ STRESSOR AND MANIFESTATION OF SPECIAL NEEDS TEACHERS IN INCLUSIVE AND SPECIAL SCHOOLS IN JAKARTA ]]>
<![CDATA[Widyawati, Yapina]]>;
<![CDATA[Felicia, Felicia]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 1 (2017): January 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i1.327
<![CDATA[Teachers for special needs children are needed in inclusive and also in special schools (SLB). In inclusive schools, teachers who teach special needs children usually the class teacher or subject teacher. They usually have general pedagogic educational background. They were not specialized in teaching exceptional children. While on SLB, teacher had educational backgrounds from special education pedagogic. Both of them were dealing with different characteristics and their respective obligations demands. This situation could become a stressor that could affect learning. This research is a descriptive study. Characteristics of the sample in this study are that teachers who are between 20 and 65 years old, men and women, who teach at the elementary nation Inclusion and SLB. Participants obtained by the accidental sampling method were 67 people. Study showed that their stressor was from specific events relating to work. Source of their mild stress was setting time balance between personal time and work. A manifestation of stress occurs in the form of fatigue arising with regard to the perceived pressure. To reduce or minimize the stress that arises, necessary training and seminars to enrich their knowledge were needed, their also need good communication between the teacher and the school and build tolerance among co-workers.doi.org/10.24071/ijiet.2017.010107]]>
<![CDATA[PPR IMPLEMENTATION IN MICRO TEACHING COURSE TO IMPROVE STUDENTS’ CONFIDENCE AND COMPASSION ]]>
<![CDATA[Pratini, Haniek Sri]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 2 (2017): July 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i2.619
<![CDATA[This research aims to describe the implementation of Paradigm of Reflective Pedagogy (PPR) in Micro Teaching course by providing experiences to students to facilitate learning with more compassion and careful time management for effective learning. By implementing PPR in Micro Teaching course, students are expected to have Competence (the ability to perform basic teaching skills),  Conscience (confidence in performing the basic teaching skills), and Compassion (concern to the students’ responses in the learning process). The implementation results showed that out of 22 students, as many as 16 students (72.73%) got A’s and 6 students (27.27%) got B’s. The average score on Competence aspect was 82, 89 on Conscience aspect and 84 on Compassion aspect.DOI: https://doi.org/10.24071/ijiet.2017.010201]]>
<![CDATA[THE CONTEXTS OF THE STUDENT TAKING THE MICRO TEACHING CLASS ]]>
<![CDATA[Julie, Hongki]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 2 (2017): July 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i2.632
<![CDATA[In this paper, the researcher would only present the results obtained by the researcher related to the context of students. To find out the context of the students who took this course, the researcher did the taking: (1) find the students’ hometown data and the students’ GPA from the Sanata Dharma Academic Information System (SDAIS), and (2) make a questionnaire consisting of four questions filled by students at the first meeting. The results of this research was as follows: (1) ten students came from Java Island and nine students came from outside Java Island, (2) six students had GPA above 3.00 and thirteen students had GPA below 3.00, (3) eleven students said that their vocation was to be a teacher when they first chose this program, (4) there were 13 students who experience change of vocation, and (5) there were eighteen students who stated that their obstacles in taking this lecture were “I had not "settled" with myself,†while one other student said that “mastering teaching materials was my obstacle in taking this lecture.â€Â DOI: https://doi.org/10.24071/ijiet.2017.010206]]>
<![CDATA[EFFECTIVENESS OF ELEMENTS PERIODIC TABLE INTERACTIVE MULTIMEDIA IN NGUYEN TAT THANH HIGH SCHOOL ]]>
<![CDATA[Astuti, Fiki Kusuma]]>;
<![CDATA[Cahyono, Edy]]>;
<![CDATA[Supartono, Supartono]]>;
<![CDATA[Van, Ngoc Chau]]>;
<![CDATA[Duong, Nguyen Thuy]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 2, No 1 (2018): January 2018 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v2i1.951
<![CDATA[The result of observation and interview shows that the learning process in Nguyen Tat Thanh High School was going fun and everyday teacher used different method of learning, sometimes teacher also made a worksheet for students, but the power point presentation media that teacher used did not show the interaction between media, teacher and students. Also there were unnecessary pictures on the power point that could distract students focus and the colour combination was not suitable. This research aimed to develop an interactive multimedia and know its feasibility and effectiveness. This study had significance to develop an alternative instructional multimedia in an education game way so could increase students’ motivation and learning outcome. The design of this research was Research and Development with ADDIE model. The data of this research were obtained from validation result from media expert and instructional expert, students’ response at small scale test, post test result and students’ response at large scale test. The score of validation result for the media expert was 96 categorized as very feasible and for the instructional expert was 62 categorized as feasible. Small scale test result showed that students gave very good response with 69.97 score. Students’ post test gave effective result with classical completeness 61.76% and very good response with 68.5 score. It can be concluded that the elements periodic table interactive multimedia was feasible and effective to be used in learning process, and have very good response from the students as users. DOI: https://doi.org/10.24071/ijiet.2018.020101]]>
