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IRJE (Indonesian Research Journal in Education)

irje
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Published by Universitas Jambi

ISSN : - EISSN : 25805711 DOI : -

Core Subject : Humanities, Education, Social,

Humanities Education Languange, Linguistic, Communication & Media Social Sciences

The Indonesian Research Journal in Education (IRJE) accepts unpublished, high quality, and original research manuscripts in English, resulting primarily from quantitative, qualitative, or mixed research methodology related to or associated with education. These issues include, but not limited to, practices, policies, and research in education from early childhood education to higher education which cover the areas of: Instruction, learning, teaching, curriculum development, educational policy, language education and policy, bilingual education, multicultural education, art education, teacher education, educational technology, educational developments, educational psychology, and international education in Indonesia and other parts of the world.

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Articles 359 Documents

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Perceptions on the Utilization of Mobile Technologies for Learning among Postgraduate Students Ayotunde A. Falade; Gboyega Ayodeji Aladesusi; Oyeronke Olufunmilola Ogunlade
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 1 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

This study determined the perceptions of the utilization of mobile technologies for learning among Postgraduate Students in Kwara State. The study adopted survey approach. The population for this study was made up of all the postgraduate students in Kwara State. Proportional sampling techniques were used to allocate a number of respondents in each school based on their estimated population using Israel Model. The instrument for data collection was an adapted questionnaire. Descriptive and Inferential statistics were used to answer the research question and test the stated hypotheses with the aid of stastistical product and service solution (SPSS) version 20.0 at 0.05 level of significant. The findings indicated that postgraduate students had positive perception of the utilization and ease of use of mobile technologies for learning. No significant difference exists in the postgraduate students’ perception of the utilization of mobile technologies for learning based on gender and the field of study. The study concluded that learning can be enhanced among postgraduates’ students if appropriate mobile technologies are deployed for learning. Therefore, postgraduate students are encouraged to deploy mobile technology for learning irrespective of their gender.

Employing Blended Literature Circles to Foster Activating Academic Emotions of Struggling Readers David Imamyartha; Eka Wahjuningsih; Areta Puspa; Mitasari Mitasari; Siti Masrifatul Fitriyah; Rizki Febri Andika Hudori; Rika Andayani; Zakiyah Tasnim; Aan Erlyana Fardhani; Siti Sundari; Bambang Arya Wijaputra
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 1 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Grounded within academic emotion and transactional reading theory, the present study investigates the understudied struggling readers’ academic emotions after taking part in three blended literature circles in an English class at tertiary education. Thirteen Physics Education students partook in the research. Data were garnered by open-ended questionnaires and semi-structured interviews, the results of which were analyzed by directed content analysis bound to Academic emotion theory. The research findings explicate that blended literature circles pave the path to propelling reading-to-learn endeavors. Despite sub-optimal reading proficiency, the students’ academic emotions depict the efforts towards achievement goals, primarily laden with a mastery approach, and social goals through dialogic reading in blended literature circles.

Learning Direct and Inverse Proportion Using Pen and Money for Slow-Leaners Kartika Dyah Wardani; Rully Charitas Indra Prahmana
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 1 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Students who have slow mathematical cognitive abilities or slow learners usually have difficulties understanding an abstract mathematical concept. One alternative learning that can improve the mathematical understanding of slow learners is the Indonesian Realistic Mathematics Education (IRME) approach. Therefore, this research aimed to determine the learning process and the role of IRME to improve the cognitive mathematics ability of slow learners about the concept of direct and inverse proportion. This research used a single subject research method with the study subjects of the 7th-grade slow learners at one private junior high school. The research data were collected in audio and video recordings, photographs, and student worksheets. Data were analyzed by using in and between conditions with the A-B research design. The results showed that the IRME approach improves the mathematical understanding of slow learners in direct and inverse proportion concepts. Lastly, this research can contribute as alternative solutions to answer the gap in effective learning for slow learner students.

The Representation of Indonesian National Identity in English Textbook Ella Masita
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 1 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

This article interrogates the conceptualization of Indonesian national identity from the point of view of the Indonesian government. The data were taken from a mandatory English textbook for Grade XI. Through the lens of Representation theory, this research explores the key issues within the textbook. In analyzing the data, a multimodal discourse analysis is utilized, specifically through the verbal analysis and visual analysis of the texts within the textbook. The results of analysis reveal that there are four themes namely: spirituality and morality, personal attribute, nationalism, and knowledge and scientific attitude. However, the research results indicate the inclusion of selected values and norms of personal attributes, the unbalanced portion of the themes within the textbook and minimal representation of the knowledge development, specifically in regards to the development of English skills. Apart from that, it is realized that textbook is only one part of elements in English teaching process. Therefore, further studies with a broader scope of investigation are required to achieve more comprehensive information about how Indonesian national identity in conceptualized in English teaching.

The Effect of Entrepreneurship Education on Student’s Entrepreneurship Intention in Vocational School Ahmad Abdun Salam; Ibnu Siswanto; Mar’atus Sholikah
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 1 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Entrepreneurship education is crucial for students to learn knowledge around entrepreneurial skills, attitudes, and stimulates entrepreneurial intentions. This study aims to analyze the influence of entrepreneurship education program on student’s entrepreneurship intention in vocational schools with gender as moderation. There were 198 respondents from seven vocational schools in Yogyakarta province participated in this quantitative study. The analysis technique used is PLS-SEM with the help of SmartPLS software. The result revealed that entrepreneurship education programs are positively related to student’s entrepreneurship inspiration and intention. Extracurricular entrepreneurship activity is also positively related to entrepreneurship education inspiration and student’s entrepreneurship intention. However, the result displayed that gender insignificantly moderates the relationship between entrepreneurship education program and student’s entrepreneurship intention in vocational high school. Besides, schools and teachers need to present learning programs and extracurricular activities that can inspire and intend to generate interest in student entrepreneurship in the future.

The Linguistic Effects of Peer Editing as a Technique in Improving Collegiate Compositions Myla Santos
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 1 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

This study aimed to analyze the linguistic effects of peer editing in improving student’s composition. Specifically, it described the revision priorities, types and extent of revision in peer editing. 50 students from two sections of Teacher Education programs at the College of Education, Central Luzon State University were randomly selected as participants. Descriptive - inferential research method was used. Results show that nouns and verbs were edited the most, and frequent revisions were substitution and deletion, and distribution and addition for first draft and second draft respectively. Data also show the employed functions of revision were grammatical and explicature, and the size of revision was at sentence level. T-test results show that peer editing was highly significant in over-all quality and in number of words. Because of the freer atmosphere of peer editing, students were not inhibited by the impositions of corrections, hence they developed empowerment and self-efficacy.

Pedagogical Competencies and Classroom Anxieties in Teaching General Music Rayvin D. Pestano; Flrorante P. Ibarra
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 1 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

This study utilized a descriptive correlational research design to examine the pedagogical competencies and classroom anxieties in teaching general music of 50 public junior high school MAPEH (Music, Arts, Physical Education & Health) teachers in Gapan City, Philippines. Quantitative data were gathered using questionnaire as the main instrument involving statements measured through Likert scale. With a six-month data gathering, Pearson r was utilized in the analysis. Results disclosed that musical skills and knowledge were significantly correlated with pedagogical competencies and classroom anxieties in teaching general music. Recommendations on capacitating MAPEH teacher’s musical skills and knowledge must be considered to further improve the quality of music education.

EFL Teacher’s Code Switching in the Social Emotional Learning Context Lingga Agustina Suganda; Ismail Petrus; Zuraida Zuraida
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

The use of Indonesian, besides English, in an English as a Foreign Language (EFL) classrooms is common in Indonesia. This case study investigated the code switching used by the EFL teacher in the Social Emotional Learning (SEL) context. It was conducted in the English SEL model class at a secondary school in Indonesia. The data were collected using observation, interview, Social Emotional Competence Questionnaire (SECQ), and a SEL self-reflection tool. The results highlighted that (1) code switching is the medium of instruction used by the EFL teacher to accommodate all the teaching and learning activities in the social-emotional learning context, (2) using code switching in the EFL classroom discourse is one of the teacher social emotional competencies, and (3) code switching has a positive role to build teacher and students’ social-emotional skills. Teachers who code switch can strongly support the growth of academic and social-emotional skills in EFL learning context.

In Search of Quality Human Resources in Education: Professional Competency, Compensation, Working Climate, and Motivation toward Vocational Teachers' Performance Muazza Muazza
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 1 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

This study aimed to find out the effect of professional competency, compensation, working climate, and motivation on the performance of vocational teachers in Muaro Jambi Regency. The data were collected through an empirically validated questionnaire from 212 respondents. The variables consisted of professional teacher competency (X1), compensation (X2), and working climate (X3), and one moderator variable; motivation (Y), and one bound variable; teacher performance (Z). Descriptive and inferential analysis technique was used to analyze the data through SPSS and Smart PLS 3.2.7 applications. The results of descriptive analysis illustrated that teacher performance, teacher professional competency, working climate and working motivation in the very high category. At the same time, compensation fell into the good category. The statistical analysis results revealed that teacher professional competency, compensation, and working climate affected teacher working motivation, while professional teacher competency, working climate, and motivation involved teacher performance. Compensation was predicted not to affect teacher performance where P-Value 0.810 was greater than 0.05. Teacher professional competency, compensation, and working climate affected teacher performance through motivation as moderator variables to teacher performance. Professional teacher competency, compensation, and working climate were predicted to have a simultaneous effect on teacher working motivation. Professional teacher competency, compensation, working climate, and motivation were predicted to have a simultaneous effect on teacher performance. It is recommended that vocational school teachers in Muaro Jambi regency improve their performance for better student learning achievement.

Embracing the 2013 Curriculum: A Qualitative Metasummary of Problems Dairabi Kamil
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 1 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

This study seeks to synthesize research findings on problems in implementing the 2013 Curriculum in schools across the country. The terminal objective of this study is to construct a large picture of the issue across different contexts of the synthesized studies. Drawing on Qualitative Metasummary variant of the Qualitative Metasynthesis Method, data were collected through online searching of relevant research reports available in several databases. Data analyses followed the procedure suggested by Sandelowski and Barroso (2007) on 81 research reports. Findings of this study show that problems in the implementation of the 2013 curriculum can be grouped under ten topical categories, namely 1) teacher’s readiness; 2) assessment; 3) learning resources; 4) infrastructure; 5) introduction and training; 6) learning process; 7) time allocation; 8) student’s readiness; 9) regulation; and 10) monitoring and supervision. It was also found that 4 out of the 7 anticipated problems in the pre-implementation public assessment period of the curriculum exist in the synthesis. It is therefore suggested that: 1) Continuous monitoring and assistance by related authorities of the implementation of the 2013 Curriculum is needed to help teachers and schools deal with the identified problems; 2) as teachers’ readiness seems to be the central problem in the implementation, solving this problem also help ease the other problems; 3) as the current study only on focuses the problems in the implementation of the curriculum, it does not necessarily mean that the curriculum is void of advantages and strength. Therefore, the researcher recommends research that looks into this side; and 4) as most of the anticipated problems existed in the synthesis, there seems to be so far inadequate control and follow-up of the valuable anticipation. Therefore, in the future, close attention and immediate actions should be taken to address such issues.

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