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The Indonesian Research Journal in Education (IRJE) accepts unpublished, high quality, and original research manuscripts in English, resulting primarily from quantitative, qualitative, or mixed research methodology related to or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[In Search of Commonly Used Language Learning Strategies by EFL students ]]>
<![CDATA[MASBIROROTNI MASBIROROTNI]]>;
<![CDATA[NUNUNG FAJARYANI]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 4, No. 1, June 2020 ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v4i1.7990
<![CDATA[Language learning strategy is one of the factors that can contribute to the success in learning a foreign language including for Indonesian students. The purpose of this current study was to examine the learning strategies of English as foreign language students in one state university in Jambi Province. This current study used a survey approach to deal with the issue of the learning strategies of English as foreign language students. Data were collected through using the Language Learning Strategy Questionnaire (LLSQ). The participants of this study consisted of 129 students. Overall, the findings revealed that cognitive and meta-cognitive strategies were most commonly used by students in speaking, reading, and writing skills. However, cognitive and social strategies were the most frequently used by students for listening skill. Suggestions and future studies are also discussed.]]>
<![CDATA[Structured Educational Program and Peripheral Intravenous First-Time Insertion Rate in Saudi Arabia ]]>
<![CDATA[Nicanor M. Domingo III]]>;
<![CDATA[Leila Collantes]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 4, No. 2, Dec 2020 ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v4i2.8128
<![CDATA[Peripheral intravenous insertion (PIV) is one of the most common clinical procedures which nurses receive little formal training. It is said that more than a quarter of first-time insertion rate (FTIR) fail (Hess 2010), thus, patient experience is at risk if this is not performed by a trained staff. This study aimed to explore if a Structured Educational Program (SEP) was effective to increase a hospital’s FTIR which has a failing international benchmark scores. It used a quasi-experimental design and pre-experimental one-group pretest post-test to examine the pre and post-test data set among 160 respondents. It was found out that the most of respondents are Filipinos in their 30’s who have bachelor’s degree. They have a decade or less of experience; have had no PIV training in their home country; and have less than five daily insertions. It was revealed that the SEP was effective knowledge and skills improvement. Ages, nationality, years of experience, and specialization were found to be related to improve knowledge; while nationality, licensure exam ratings, frequency of PIV insertions, and relevant trainings were associated on an enhanced skill.]]>
<![CDATA[The Effect of Different Approaches to Learning Strategy Instruction on Vocabulary Development by EFL learners ]]>
<![CDATA[DARIN NSHIWI]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 4, No. 1, June 2020 ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v4i1.8851
<![CDATA[This research falls within the area of teaching English as a foreign language (FL). It focuses on the short-term effects of memory and cognitive strategies on learning vocabulary and sheds light on the approaches adopted by EFL teachers while teaching these strategies. It investigates whether these strategies are taught implicitly, explicitly or both. To conduct this study, two main tools were applied: the first was a questionnaire to evaluate the memory and cognitive strategies used by EFL teachers and intermediate learners; the second was a vocabulary test to investigate the effect of using memory and cognitive strategies on vocabulary learning. These tools were applied to the sample that included 36 intermediate learners who were divided into experimental and control groups and 30 EFL teachers. The data obtained was dealt with descriptively and analytically. The findings show that training students to use memory and cognitive strategies explicitly enhances vocabulary learning more than implicit instruction.]]>
<![CDATA[The Effect of Contextual Teaching and Learning on Reading Comprehension ]]>
<![CDATA[Toni Indrayadi]]>;
<![CDATA[Hengki Yandri]]>;
<![CDATA[Dairabi Kamil]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 4, No. 2, Dec 2020 ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v4i2.9017
<![CDATA[This study investigated the effect of contextual teaching and learning approach on students’ reading comprehension achievement. The quasi experimental design was employed in this study involving experimental and control groups. The experimental class received the contextual teaching and learning approach while the control class received the conventional approach. A multiple choice test was used as the research instrument to look at students’ reading comprehension. Data were analyzed through using the parametric levene statistic and non parametric tests. The result revealed that the experimental and control classes had significantly different reading comprehension achievement. It was proved by the mean score of reading comprehension achievement and mean score of gain of the experimental class was higher than the control class. This study also provided information for the researchers and lecturers about how to implement contextual teaching and learning in teaching reading. ]]>
<![CDATA[Learning Resource Development: An Online-Based Learning for Indonesian Teachers ]]>
<![CDATA[SOFYAN SOFYAN]]>;
<![CDATA[DAMERIA SINAGA]]>;
<![CDATA[RUBIATI RUBIATI]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 4, No. 1, June 2020 ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v4i1.9032
<![CDATA[The purpose of this study was to develop an online-based learning resource for Indonesian language teachers. The development step started with the identification of learning objectives, learning process, analysis of learning resources and environments, formulation of specific objectives, design of assessment instruments and learning strategies, selection and development of teaching materials, design and evaluation of formative development projects, and making of good terms. The findings showed that the formative evaluations by experts showed the agreements of 89.23% from educational technology experts, 97.50% from material experts, and 90.00% from multimedia experts. The agreements informed that the online-based learning could be recommended for Indonesian language teachers. Furthermore, the average results of individual trials were 89.21%, small group trials (97.13%), and field trials (89.04%). The online-based learning resource established in this research and development study was feasible and useable. Implications of the findings are also discussed.]]>
<![CDATA[The Correlation between school principal leadership competence and teachers’ social behaviours ]]>
<![CDATA[BURHANUDDIN YASIN]]>;
<![CDATA[FAISAL MUSTAFA]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 4, No. 1, June 2020 ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v4i1.9093
<![CDATA[It has been predicted that the leadership competence of school principals indirectly influences the achievements of students because it has a positive impact on the social behaviour of their teachers. However, the correlation between those variables has not been supported by data. This research was therefore aimed at finding evidence for any correlations between the leadership competence of principals and the social behaviour of teachers under them. The samples were selected randomly, resulting in the selection of 110 EFL teachers in the Province of Aceh, Indonesia. The data for this study were collected using two questionnaires, a questionnaire about the social behaviour of teachers and a questionnaire rating the leadership competence of school principals. The data were analyzed using the Spearman correlation formula at significance level of 0.05. The results showed that almost all the constructs for leadership competence of principals were correlated to all the constructs of social behaviour of teachers at low level (0-0.29, p-value < 0.05) and moderate level (0.30 – 0.49, p-value < 0.05) of correlation. It was unexpected that teachers’ punctuality and accountability was not well-correlated to leadership competence of principals (p-value > 0.05). Based on the research results, it is recommended that the recruitment of school principals involve a standardized test consisting of all constructs of leadership competence.]]>
<![CDATA[The Utilization of ICT as Pedagogical and Professional Competencies to Support the Professionalism of Chemistry Teachers ]]>
<![CDATA[Wahyuni Rizka Dharma]]>;
<![CDATA[Jimmi Copriady]]>;
<![CDATA[Roza Linda]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 4, No. 2, Dec 2020 ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v4i2.9107
<![CDATA[This purpose of this study was to determine the influence of ICT utilization as pedagogical and professional competencies to support the professionalism of chemistry teachers. This study used a quantitative method through a survey approach with 157 chemistry teachers. The survey was conducted to obtain the data through questionnaires. The results indicated that the ICT utilization in the learning as pedagogical and profesional competencies significantly influenced toward the professionalism of chemistry teachers with the sig. 0,000<α = 0.05. Simultaneously, the use of ICT in the learning as a pedagogical competence and the ICT utilization in communicating and developing themselves as professional competencies had a significant effect on supporting the professionalism of high school chemistry teachers that was indicated by the analysis result of the F 0,000 test probability value. It was smaller than α = 0.05. The use of ICT needs to be improved by designing various efforts in the learning process i.e., conducting an education and ICT training to achieve the teacher skills in utilizing the ICT to support the teacher professionalism. The chemistry teachers should utilize the ICT in learning and follow an ICT training. The local government has to fix the facility and infrastructure as well as the evaluation and regulation of the ICT utilization in school to suppert the teacher professionalism.]]>
<![CDATA[The Extent of Principals’ Empowerment and Their Functions towards Management of Public Elementary Schools ]]>
<![CDATA[PAULA ANJELICA P. RIVERA]]>;
<![CDATA[FLORANTE P. IBARRA]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 4, No. 1, June 2020 ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v4i1.9176
<![CDATA[This study examined the relationship between the extent of empowerment of public elementary school principals and their functions towards school management in the District of Aliaga, Nueva Ecija, Philippines. 18 public elementary principals/school heads were involved. Anchored on Zimmerman’s (2000) empowerment theory, both process and outcomes-based empowerment had been carefully assessed. This lens provided principles and framework in looking at processes such as individual action and engagement activities within a particular social context. Survey questionnaire was used involving statements measured through Likert scale. With a six-month period of data gathering, Pearson r was utilized in the analysis. Results revealed that instructional (r=.408, p <0.01) and administrative empowerments (r=.776, p <0.01) established highly significant relationships with school safety and orderliness, opportunities to learn, time on task and instructional leadership respectively. Recommendations on sustainability of quality instruction in relation to school-based management are further taken into account as these might likewise impact the teaching and learning process to enhancing the identity of instructional leadership.]]>
<![CDATA[Educational Leader’s Adversity Quotient, Management Style, and Job Performance: Implications to School Leadership ]]>
<![CDATA[Louisa Anne Tansiongco]]>;
<![CDATA[Florante Ibarra]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 4, No. 2, Dec 2020 ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v4i2.9264
<![CDATA[The study examined the adversity quotient, school management style and job performance of public elementary school heads in Cabanatuan City, Philippines. Total population sampling was utilized among 38 public elementary school heads in the district. Anchored on Adversity Quotient Theory (Stoltz, 2000) and Situational Leadership Theory (Hersey & Blanchard, 2001), both processes measured how educational leader reacts and resolves within tough school related problems encountered. These lenses offered structure in looking at the four dimensions of adversity quotient in relation to leadership style. Survey questionnaire on Adversity Response Profile (ARP), Leadership Style, and Office/Individual Performance Commitment Response (OPCR) were utilized. With two-semester period of data consolidation, Pearson r product moment correlation assisted in the analysis of data. Results disclosed that, in adversity quotient and job performance, school heads having high degree of adversity quotient- control most likely to perform better in instructional leadership and quality standard for basic education program. Recommendations on the opportunity of assimilating adversity quotient and school management style in their current school head qualifications be considered to further improve organizational performance in the educational management system.]]>
<![CDATA[The Construction of Mathematical Communication Schemes Based on Learning Styles ]]>
<![CDATA[Mohammad Archi Maulyda]]>;
<![CDATA[Muhammad Erfan]]>;
<![CDATA[Nourma Pramestie Wulandari]]>;
<![CDATA[Vivi Rachmatul HIdayati]]>;
<![CDATA[Umar Umar]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 4, No. 2, Dec 2020 ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v4i2.9361
<![CDATA[The purpose of this study was to describe the construction of students’ mathematical communication in solving problems based on students’ learning styles. This research method is qualitative-descriptive. The subjects in this research were three students, each of these students are theoretical, reflective, and pragmatic learning styles. The research instrument used was mathematics problems with a topic similarity. The data obtained were in the form of students’ work and short unstructured interviews. The data were analyzed based on indicators of problem-solving and mathematical communication. The results showed that students with theoretical learning styles could communicate the entire process of the problem-solving well. Students with a reflective learning style could show a good problem-solving process. Even so, mathematical communication is not very clear. Students with a pragmatic learning style had a poor performance in solving problems. The mathematical communication is also not very good.]]>
