cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Barli Bram
Contact Email
barli@usd.ac.id
Phone
+62274513301
Journal Mail Official
ijiet@usd.ac.id
Editorial Address
Universitas Sanata Dharma, Jl. Affandi/Jl. Moses Gatotkaca, Depok, Caturtunggal, Sleman, Daerah Istimewa Yogyakarta 55281
Location
Kab. sleman,
Daerah istimewa yogyakarta
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 337 Documents
 30   31   32   33   34 
PROFESSIONAL LEARNING COMMUNITY MODEL FOR SCHOOL TEACHERS ADMINISTERED BY THE EDUCATION DEPARTMENT OF BANGKOK ARCHDIOCESE Theresia Astanti Rorik Wahyudhanti; Nathara Mhunpiew; Michael Bistis
IJIET (International Journal of Indonesian Education and Teaching) Vol 10, No 2 (2026): July 2026
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v10i2.14631

Abstract

This study examined teachers’ perceptions of professional learning community (PLC) practices in schools administered by the Education Department of Bangkok Archdiocese (EDBA), developed a PLC model, and validated the proposed framework. An explanatory sequential mixed-methods design was used in three phases. In Phase 1, survey data from 351 teachers in five representative EDBA schools showed that all six PLC characteristics were perceived at a high level overall (x̄ = 4.31, SD = 0.548). However, item-level findings indicated less consistent areas in stakeholder participation, distributed leadership, depth of inquiry, evidence use, and supportive conditions. In Phase 2, semi-structured interviews with 21 participants from four representative EDBA schools explained these patterns, highlighting the influence of Catholic mission, leadership capacity, and structural constraints such as time, workload, trust, and limited resources. The integrated findings informed the PLC model development grounded in mission, collaboration, shared leadership, reflective growth, evidence use, and supportive structures. In Phase 3, a two-round Delphi process using the Context-Input-Process-Product (CIPP) framework validated the model as context-responsive, coherent, and feasible. The study recommends gradual implementation, stronger distributed leadership, protected time for collaboration, and a clear evaluation system to monitor PLC implementation across EDBA schools.
INTEGRATION OF SELF-ESTEEM ENHANCEMENT PROGRAMS IN COLLEGE OUTREACH ACTIVITIES TO PERSONS WITH DISABILITIES: TOWARD A FRAMEWORK FOR INCLUSIVE PEDAGOGY Rosalyn Laylo Ward; Rafael Ibe Santos
IJIET (International Journal of Indonesian Education and Teaching) Vol 10, No 2 (2026): July 2026
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v10i2.14360

Abstract

This study explores the development of self-esteem among individuals with physical conditions through proposed self-esteem enhancement programs by faculty and students engaged in outreach activities at a local private college in Rizal province for persons with disabilities (PWDs), who are often excluded from mainstream education. Relying on autoethnography as a research method, this qualitative work provides timely observations and reflections drawn from recorded research notes on the subject of self-esteem as it relates to individuals with physical challenges and what can be done to address their needs outside the four walls of educational institutions. Major autoethnographic findings highlight some of the best possible practices necessary in the conduct of self-esteem enhancement tasks for PWDs and how they can be implemented in places such as Tahanang Walang Hagdanan (Home Without Stairs), a pioneering organization that empowers persons with disabilities by providing livelihood, skills training, and advocacy for accessibility and inclusion in the Philippines. Our autoethnographic records further point to the need to identify self-esteem enhancement strategies that can be integrated into the faculty-student community outreach endeavors designed for people with physical limitations. Observations and conclusions have implications for inclusive pedagogy and a framework for education that integrates those with disabilities in formal and non-formal education in line with the United Nations Sustainable Development Goals (SDGs) in Education, particularly SDGs 4.3 and 4.5. 
HARMONIZING PEDAGOGY AND MANAGEMENT: AN INTEGRATED SONG-BASED MODEL FOR EARLY LITERACY IN A MULTILINGUAL CONTEXT Dorce Butu; Krislina Pattipeiluhu; Riski Tasijawa
IJIET (International Journal of Indonesian Education and Teaching) Vol 10, No 2 (2026): July 2026
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v10i2.14801

Abstract

This study examines the issue of low proficiency in Indonesian among young children in Sentani, which is attributed to the dominance of local dialects and low self-confidence among the children. The primary objective of this study is to identify gaps in school operational management that are often overlooked in research on language literacy in early childhood. Specifically, this study analyses the strategic role of teachers as facilitators, language models, and motivators in song-based learning, as well as identifying managerial factors that support literacy success in multilingual areas. This qualitative study, which employs a single-case study design, was conducted at the Alethea Sentani Early Childhood Education Centre. Research participants included the headteacher, teachers, and pupils selected through purposive sampling. Data were collected through participant observation, in-depth interviews, and document analysis, and were subsequently analysed interactively using the model proposed by Miles, Huberman, and Saldaña, with verification through member checking. The research findings indicate that the success of language development is largely determined by the optimisation of teachers’ managerial roles and institutional support. This study validates the Integrated Song-Based Language Learning Management Model (ISBLLM) as a harmonious ecosystem that integrates pedagogical and managerial aspects to address literacy barriers in remote and multilingual areas.
STRENGTHENING THE EXISTENCE OF STAKEHOLDER INVOLVEMENT IN THE DECISION-MAKING PROCESS IN THE EDUCATION SECTOR Pahenra A. Nongko; Hasmira Said; Yaman La Ndibo
IJIET (International Journal of Indonesian Education and Teaching) Vol 10, No 2 (2026): July 2026
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v10i2.14349

Abstract

Education is an important foundation for human resource development, and the involvement of stakeholders such as government, teachers, parents, and the community is key to the decision-making process. This study aims to strengthen stakeholder involvement in decision-making in the education sector. The methodology used is quantitative, with a survey of 115 stakeholders in five different schools in Kendari City. The results of the study indicate that stakeholder participation has a significant effect on the effectiveness of educational decisions, with a Pearson correlation value of 0.805. This indicates a very strong correlation between the two variables. In general interpretation, a correlation value between 0.70 and 1.00 is considered a strong correlation. When stakeholders are more involved in the decision-making process, the results of the decision tend to be better or more positive. These findings remain relevant in the long term and open up opportunities for further research on more structured decision-making mechanisms. The conclusion of the study emphasizes the importance of strengthening stakeholder involvement on an ongoing basis to ensure the sustainability of education quality.
TRANSLANGUAGING IN ENGLISH AS A MEDIUM OF INSTRUCTION (EMI) CONTENT CLASSROOMS: UNFOLDING THE TEACHERS’ NARRATIVES Khem Raj Rauteda
IJIET (International Journal of Indonesian Education and Teaching) Vol 10, No 2 (2026): July 2026
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v10i2.14291

Abstract

Translanguaging has been practiced in multilingual educational settings by teachers for several purposes. In the field of teaching and learning, it has gained significant attention not only by teachers but also by researchers for its potential to address diversity, create equality, and promote social justice. It has been used by content teachers such as science and mathematics purposefully in the EMI setting. However, their experiences of using translanguaging and its pedagogical benefits have been underexplored, particularly in the context of Nepalese EMI science and mathematics classrooms. The study aims to unfold the narratives/experiences of secondary-level science and mathematics teachers teaching in multilingual EMI public schools in Sunsari, Nepal, along with the reasons for using the pedagogical approach. Using in-depth interviews and field notes as research tools, I explored and analyzed the content teachers' experiences of using translanguaging, who were purposively selected as a sample. The collected information was recorded, transcribed, coded, categorized, and thematically analyzed. The study found that translanguaging is useful to enhance comprehension, enable co-learning, increase learner engagement, and foster inclusivity by challenging conventional monolingual ideologies. The study implies that EMI content teachers like science and mathematics would better use students’ linguistic and cultural knowledge as a resource in their teaching for better engagement, deeper understanding, and empowerment.   
HIGHER EDUCATION IN CAMBODIA: AN EMPIRICAL STUDY OF STUDENT CHALLENGES Chantrea Moeurn
IJIET (International Journal of Indonesian Education and Teaching) Vol 10, No 2 (2026): July 2026
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v10i2.14708

Abstract

Students are recognized as the fundamental component in developing a country’s higher education mission. However, there is less attention in the scholarly literature focused on student life in higher education. The purpose of the study is to explore the challenges of Cambodian higher education students. A qualitative approach was utilized, and purposive sampling was used (n = 97). The data were analysed using thematic coding, derived from a literature review and emergent patterns. The study highlights the five main challenges: (1) Academic performance; (2) Personality adaptation; (3) Career readiness; (4) Socio-cultural background; and (5) Student services platform. The findings of this study provide concrete, actionable recommendations that will directly support the Ministry of Education, Youth, and Sports, HEIs, industry partners, and other relevant stakeholders in closing the skills gap and strengthening graduate employability, enabling them to collaborate closely and effectively to deliver responsive services and meet the needs of the job market. This is particularly important for ensuring the quality, sustainability, and inclusiveness of economic growth, as the government emphasizes.
BOOK REVIEW: TEACHING TRANSLATION IN THE AGE OF GENERATIVE AI, NEW PARADIGM, NEW LEARNING? Imam Shofwan; Nuzulia Nur Farida
IJIET (International Journal of Indonesian Education and Teaching) Vol 10, No 2 (2026): July 2026
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v10i2.14601

Abstract

This book review looks at Teaching Translation in the Age of Generative AI: New Paradigm, New Learning? an open-access edited volume that talks about one of the most important problems in translator education today: how to use generative artificial intelligence (GenAI) in translation classrooms in ways that are critical, ethical, and long-lasting. The volume is edited by JC Penet, Joss Moorkens, and Masaru Yamada. It has twelve chapters by top researchers from Europe, North America, the Middle East, and East Asia. The chapters are divided into three parts: new skills and competences, new knowledge, and new ways of teaching. Since ChatGPT was made public in November 2022, GenAI has been seen as a major disruptor. The contributors offer specific classroom strategies, reflective frameworks, and case studies that cover specialized translation, subtitling, interpreting, and second language (L2) translation. The volume successfully repositions the human translator as a vital agent in what the editors call human-centered augmented translation by consistently focusing on AI literacy, deliberate practice, and the ethical aspects of automated translation. It is a timely, easy-to-use, and pedagogically rich resource for language teachers, applied linguists, and translator educators all over the world.

Page 34 of 34 | Total Record : 337

 30   31   32   33   34 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol 10, No 2 (2026): July 2026 Vol 10, No 1 (2026): January 2026 Vol 9, No 2 (2025): July 2025 Vol 9, No 1 (2025): January 2025 Vol 8, No 2 (2024): July 2024 Vol 8, No 1 (2024): January 2024 Vol 7, No 2 (2023): July 2023 Vol 7, No 1 (2023): January 2023 Vol 6, No 2 (2022): July 2022 Vol 6, No 1 (2022): January 2022 Vol 5, No 2 (2021): July 2021 Vol 5, No 1 (2021): January 2021 Vol 4, No 2 (2020): July 2020 Vol 4, No 1 (2020): January 2020 Vol 3, No 2 (2019): July 2019 Vol 3, No 1 (2019): January 2019 Vol 2, No 2 (2018): July 2018 Vol 2, No 1 (2018): January 2018 Vol 1, No 2 (2017): July 2017 Vol 1, No 1 (2017): January 2017 More Issue