IRJE (Indonesian Research Journal in Education)
The Indonesian Research Journal in Education (IRJE) accepts unpublished, high quality, and original research manuscripts in English, resulting primarily from quantitative, qualitative, or mixed research methodology related to or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.
Articles
359 Documents
<![CDATA[Does Leadership Effectiveness Matter for Indonesia Vocational Teacher Performance? The Mediating Role of Work Motivation ]]>
<![CDATA[Etta Mamang Sangadji]]>;
<![CDATA[Sopiah Sopiah]]>;
<![CDATA[Bagus Shandy Narmaditya]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v5i2.12541
<![CDATA[Enhancing teacher performance is a global challenge and understanding managerial sides, and motivation can be used to deal with this issue. The purpose of this study aimed at examining the impact of leadership effectiveness and teacher performance in vocational school, as well as investigating the role of work motivation. A quantitative method was adopted to improve understanding of this phenomenon. The participants of this study were recruited from the vocational school teachers in East Java by distributing online questionnaires employing WhatsApp. The findings of this study showed that effective leadership positively influenced both work motivation and teacher performance. Indeed, work motivation can explain the relationship between effective leadership and vocational teacher performance. Based on the results, it is recommended to the education office, school principals, vocational teachers to pay more attention to the effectiveness of leadership, and work motivation to improve teacher performance. This study recommends that school principals and educational policymakers pay attention to the matters of leadership and work motivation as the essential factor in driving teacher performance.]]>
<![CDATA[Emergency Education Policy: EFL Undergraduate Students’ Views on Online Learning during the COVID-19 Pandemic ]]>
<![CDATA[Eddy Haryanto]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 5 No. 1 (2021): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v5i1.12602
<![CDATA[Anchored by sparse investigations on Students’ voices regarding online learning from home during the COVID-19 pandemic in developing countries context, this study aims to investigate the responses of EFL students to the effectiveness of the learning from home policy in an Indonesian University. Fifteen students of fourth semester studying at English department were recruited. This research employed qualitative design with a case study approach as the methodology. Data were collected from semi-structured interview and then analyzed descriptively. The results showed that the students perceived that online learning from home was good policy initiatives. However, they also experienced ineffectiveness regarding the contents of learning that focus more on giving students the assignments than the learning process itself. Besides that, the students were not supported by conducive learning environment, enabling them to learn more effectively. Students experienced some problems during online learning from home, such as poor internet connection, electrical power disruptions, and day-to-day load expenses for prepaid internet access. The findings suggest that the lecturers should provide the students with appropriate learning instruction for online learning purposes and deliver teaching materials by making use of technology. Thus, policy recommendations are discussed in this article.]]>
<![CDATA[The Readiness of Learning Processes during the New Normal Era of the Covid-19 Pandemic ]]>
<![CDATA[Anwar Sewang]]>;
<![CDATA[Muhammad Aswad]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 5 No. 1 (2021): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v5i1.12822
<![CDATA[Many studies have suggested that online learning that is so sudden and takes months is not effective. The unpreparedness of facilities and infrastructure becomes the main trigger in hindering the efficiency and effectiveness of the teaching and learning process. Parents and students miss face-to-face teaching and learning processes at school. This study aimed to investigate the readiness of parents and children for face-to-face learning during the “new normal” period. This study applied a quantitative design. The population in this study was the parents of students in Banggae, Majene, West Sulawesi. Samples were selected using the non-probability sampling technique; in this case, it was an accidental sampling. The instrument used to obtain data was a questionnaire. Data were then processed in three stages, namely editing, coding, and tabulating. Data were also analyzed with a descriptive analysis using a percentage formula. The results of this study indicated that parents were ready for face-to-face learning for their children at school. However, the children had not been able to get used to obeying the health protocols that have been established for the ‘new normal’ period.]]>
<![CDATA[Teachers of English Assessment Literacy: Unveiling What They Know and Do ]]>
<![CDATA[Soni Mirizon]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 5 No. 1 (2021): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v5i1.12834
<![CDATA[Conducting assessment is one of the crucial responsibilities every teacher has to do. A teacher needs to assess his students both during and at the end of instruction; therefore he needs to have good assessment literacy in order to be able to carry out assessment successfully. This study investigated teachers’ of English assessment literacy at two different senior high schools in Palembang. This case study involved six teachers of English as participants. The data were collected using questionnaires, semi-structured interview, classroom observation, and documentation. Data obtained from questionnaires were analysed using descriptive statistics, while data obtained from the semi-structured interview were analysed using thematic analysis through coding. Data obtained from classroom observation and documents were used to verify the ones from the questionnaire and interview. The findings revealed that teachers of English were in fairly literate category of assessment literacy; not every teacher carried out formative assessment regularly; they encountered difficulties in assessing students learning due to lacked understanding in interpreting the basic competence of the curriculum which led to inappropriate indicators formulation; assessment items did not match with the formulated indicators; and lacked of variety in constructing question items for formative assessment. These difficulties are due to that they lacked of experience in constructing assessment items and lacked of formal training related to test items construction. These findings lead to the conclusion that teachers assessment literacy needs to be enhanced so that they could carry out accountable assessment to support their students learning.]]>
<![CDATA[From Bureaucratic-Centralism Management to School Based Management: Managing Human Resources in the Management of Education Program ]]>
<![CDATA[Asad Asad]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 5 No. 1 (2021): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v5i1.12947
<![CDATA[Indonesia’s education system used to be a centralized and bureaucratic mode as introduced by the Dutch as the colonial power. However, after the fall of Suharto’s administration in May 1998, the Indonesian education policy has significantly transformed from centralization to decentralization - which is popularly known as school-based management (SBM). This change is because of the arrival of the Law No.22/1999 (later reviewed by the Law 32/2004) about “Local Government” (provinces and districts). The purposes of this paper are first to discuss the characteristics of school-based management and the practices of SBM and second, to explore the motives of Indonesian government to apply school-based management in education in the digital era. The orienting question for this study is: Are all school-levels actors and district level actors ready for dealing with the characteristics of school-based management and the practices of SBM? Recommendations for education policy reform in the digital era in Indonesia for good governance are discussed, particularly the motives to move from bureaucratic-centralism management to school-based management.]]>
<![CDATA[The Development Lectora Inspire Based Learning Media for High School Students in Learning History ]]>
<![CDATA[Budi Purnomo]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v5i2.10244
<![CDATA[This research aimed to develop Lectora Inspire App for history learning in high schools. Purposely, the stages of the development in using the ADDIE model which include the steps of analysis, design, development, implementation, and evaluation. Interview and questionnaires were administered in order to collect data. The interview data were analyzed qualitatively while the questionnaires were analyzed quantitatively. There were 35 respondents from one of the high schools in Jambi who were grouped into three groups, namely 3 students for a small individual group, 10 students for a small group, and 22 students for a large group. The results of this development research revealed that Lectora Inspire App based on history learning was valid based on the assessment of material experts and media experts. Moreover, based on the results of small group trials, limited group trials, and large group trials,it showed that Lectora Inspire App were effective as history learning media. Recommendations are also discussed for future research and practices.]]>
<![CDATA[Learner Autonomy: A Qualitative Inquiry into Indonesian Tertiary EFL Students' Voices ]]>
<![CDATA[Daflizar Daflizar]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v5i2.10388
<![CDATA[This study sought to explore Indonesian tertiary EFL students’ voices on learner autonomy. Specifically, it investigated the students’ conceptualization of the concept of learner autonomy, students’ perceptions of the benefits of learner autonomy, and their perceptions of the factors that hinder and support the development of learner autonomy. The study employed a qualitative design with a case study approach and involved 30 first-year students of two institutions of higher education in Jambi province, Indonesia. The data were collected using semi-structured interviews were analyzed using a thematic analysis following the steps proposed by Braun and Clarke (2006). The results revealed that the students had a limited understanding of the concept of learner autonomy. However, they believed that they would benefit from learner autonomy in terms of timing, learning effectiveness, and learning resources. The students also identified several hindering and supporting factors related to the development of learner autonomy. Practical implications for the Indonesian context are discussed.]]>
<![CDATA[Augmented Reality Trends in Teaching English Tenses: The Case of Non-English Education Students ]]>
<![CDATA[Yelia Yelia]]>;
<![CDATA[Dony Efriza]]>;
<![CDATA[Santi Hendrayani]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v5i2.12737
<![CDATA[The purpose of this study was to examine a classroom action research about using augmented reality media to improve non-English students’ tenses mastery. The study was carried out in two cycles and each cycle consists of four stages, including plan, action, observation, and reflection. The participants of the study were a class of students of economic education study program, faculty of teacher training and education at a public university in Jambi who were taking English subject. The data of the study were taken from a test and observations in collecting the data. The results of the data analysis indicated that there was an increase from the first cycle to the second cycle. Moreover, the research results showed that: 1) augmented reality created a good atmosphere in the teaching and learning activities; 2) augmented reality made the students understand the use of tenses easily; and 3) the students became more active and attractive in the teaching and learning activities. It can be concluded that the use of augmented reality can improve students' tenses mastery.]]>
<![CDATA[Written Corrective Feedback for Students’ Research Proposal in English: What Do Students and Lecturers Prefer and Why? ]]>
<![CDATA[Fortunasari Fortunasari]]>;
<![CDATA[Nunung Fajaryani]]>;
<![CDATA[Bunga Ayu Wulandari]]>;
<![CDATA[Khairunnisa Khairunnisa]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v5i2.13064
<![CDATA[The purposes of this study were to describe types of written corrective feedback applied by the lecturers on students’ research proposal and to find out the favorable types of written corrective feedback for the students of English study program at a public university in Jambi. This research used a questionnaire to collect the data from students and lecturers. The results of this research revealed that there were three types of written corrective feedback that were often used by the lecturers. They were direct corrective feedback, grammatical description, and electronic corrective feedback from metalinguistic feedback. Additionally, there were four types that sometimes were used by the lecturers. They were indirect corrective feedback, error codes by metalinguistic feedback, unfocused and focused feedback. The last type was reformulation. It was rarely used by the lecturers. The results also showed that direct, electronic, and unfocused corrective feedbacks were very favorable for students while a brief grammatical description (metalinguistic), focused feedback, error codes (metalinguistic), and reformulation feedback were somewhat favorable. The last type was indirect corrective feedback which was very unfavorable for the students. Implications and recommendations are discussed.]]>
<![CDATA[Issues and Challenges of Applying E-Learning: The Case of One State Islamic University ]]>
<![CDATA[Shohibul Kahfi Alam Putra]]>;
<![CDATA[Sofendi Sofendi]]>;
<![CDATA[Margaretha Dinar Sitinjak]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 6 No. 1 (2022): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v6i1.13951
<![CDATA[Indonesia is now overwhelmed with the issues and challenges in utilizing e-learning in many state Islamic universities. Moreover, this situation became worst when the COVID-19 influenced the teaching and learning process exponentially. This mixed methods study aimed to explore primary issues and challenges of using e-learning faced by one Indonesian state Islamic university in South Sumatra Province, Indonesia, and the solutions to overcome those hindrances. Three primary participants included students, academic staff, and faculty boards contributed to this study. The data obtained from closed and open-ended questionnaires and interviews were analyzed by using a thematic analysis. The findings revealed five primary issues and challenges of using e-learning such as infrastructure, digital content, individual constraints, technical support, and financial support.]]>
