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<![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]]>
<![CDATA[THEORETICAL EXPLORATION OF ART THERAPY AND EDUCATION FOR AUTISTIC CHILDREN ]]>
<![CDATA[Sampurno, Muchammad Bayu Tejo]]>;
<![CDATA[Prabandari, Yayi Suryo]]>;
<![CDATA[Marianto, Martinus Dwi]]>
<![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.v4i2.2535
<![CDATA[This paper aims to explore art therapy methods that are able to become one of the complementary media to improve the communication skills of children with autism; explain concretely the contribution of art flexibility as a complementary media in communication therapy for autistic children; and explain the integration of the principles of therapy. These three topics will be explored using a number of theories about art therapy that have developed, as research beginning on the development of methods of art therapy and art education for autistic children. The approach in this study uses the method of content analysis of the phenomenon of art therapy, which is implemented as a perspective to see the phenomenon of art education for autism in Yogyakarta, Indonesia in 2019. This study begins with a study of the development and patterns of art therapy which has been going on in Indonesia. Afterward, the current foothold of art therapy will be known, and able to explain the reasons related to the development of art therapy in Indonesia. The results showed that the models of art therapy and art education for autistic children in Indonesia did not include the development of art therapy, learning methods through play, and did not understand the empathy space as a learning space for autistic children. Art exploration has good potential to be developed as a method of therapy and education for autistic children. That is because, art has the flexibility and natural nature of children, namely playing and making a sense of comfort so that autistic children feel in one frequency with the teacher so that the educational and therapeutic process runs smoothly and optimally. The emergence of the concept of 3B (being, becoming, and belonging) in the space of empathy, increasingly claims that art cannot be separated in the world of learning in autistic children.Corresponding author: Muchammad Bayu Tejo SampurnoDOI: 10.24071/ijiet.2020.040209]]>
<![CDATA[SINGLE-SEX EDUCATION: DOES IT MAKE A DIFFERENCE TO STUDENTS’ ACADEMIC ACHIEVEMENT? ]]>
<![CDATA[Nuraeni, Surya Fajar Cahyo]]>
<![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.v4i2.2223
<![CDATA[Gender gap in education has been Indonesian government’s big concern (Bappenas, 2013). The Ministry of National Development Planning of Republic of Indonesia has reflected data showing gender gap in academic achievement among boys and girls in Indonesia. They also realize the importance of catering for gender differences during teaching and learning process. They believe that providing single-sex education is an effective way to narrow gender academic achievement gap in schools. In this paper, single-sex education, coeducational education, and academic achievement become the core concepts to analyse this issue. The result of this investigation proves that single-sex education enables teachers to address gender differences in their classroom, enhances students’ motivation, and increases students’ participation in learning process. Finally, these are beneficial to students’ academic achievement. The discussion of this investigation brings implications for education practitioner to promote the implementation of single-sex education as it has positive impacts on students’ academic achievement. In addition, the discussion is expected to have implications for policy makers to consider the needs of implementing single-sex education to narrow gender academic achievement gap. Corresponding author: Surya Fajar Cahyo NuraeniDOI: 10.24071/ijiet.2020.040212]]>
