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Barli Bram
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ijiet@usd.ac.id
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Universitas Sanata Dharma, Jl. Affandi/Jl. Moses Gatotkaca, Depok, Caturtunggal, Sleman, Daerah Istimewa Yogyakarta 55281
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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 333 Documents
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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.

Page 34 of 34 | Total Record : 333

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