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Academic Journal of Educational Sciences (Jurnal Akademik bidang Ilmu-Ilmu Pendidikan)
Published by Universitas Nusa Cendana
ISSN : 26545969     EISSN : 26545624     DOI : https://doi.org/10.35508/ajes
Core Subject : Education,
Education
Aims of Academic Journal of Educational Sciences (AJES): (1) To globally spread excellent ideas on informal, nonformal and formal education of such fields as language education, mathematics education, natural science education, and social science education, (2) To improve the quality of education worldwide by spreading ideas relevant to nonformal and informal education as well as formal education of any level, that is, from preschool to tertiary level, (3) To provide a learning source of great quality in which people in general, academics in particular, including teachers worldwide, can not only learn from but also write for, and (4) To unite all people working in education all over the world, regardless of their racial, religious, and national backgrounds, in such a way that they succeed and, therefore, a better world for all can be created. The AJES would publish peer-reviewed articles within the following scope (1) Research-based articles on language education, mathematics education, natural science education, and social science education from preschool to tertiary level; (2) Conceptual articles on formal, nonformal, and or informal education.
Arjuna Subject : Umum - Umum
Articles 113 Documents
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Contemporary Geographical Thought Essay Dumin, Yuli
Academic Journal of Educational Sciences Vol 8 No 2 (2024): December
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v8i2.18389

Abstract

Several fundamental and contemplating questions have been evolving in my mind since I decided to devote my education and career path to the geography discipline. These questions are, “What is geography? What makes geography distinct from other disciplines? What can make us geographers survive in this inevitably changing world? And what will we geographers be in the future?”. These questions were not taken for granted; they are manifestations of my reflection of the time I spent as a geography teacher. It is obvious that geography’s existence as a subject in the curriculum system is not as popular as its counterpart in social science subjects such as economics and history. This is a consequence of the terms that Shore and Wright (2017:1, as cited in LahiriDutt, 2018) demonstrate as “academic capitalism” that places the concept of neoliberalisation as university policies. This context of capitalism in higher education led to a catastrophic impact for geography (Castree, 2006, as cited in Lahiri-Dutt, 2018). Back again to the initial fundamental questions, what is geography? I believe there is no one standardized definition of geography. This is because Geography is a pluralistic and multidisciplinary field of study with no homogenized perspective or one primary philosophical approach because it is a confluent discipline (Colwell, 2004; Mitchell & Murphy, 1991). This plurality has been constructed over time from the beginning geography was declared as a discipline to the contemporary geography. The diversity of subdisciplines in geography was started at the beginning of the twentieth century, when it was divided into two divisions:” physical and culture geography, and regional and systematic geography” (Mitchell & Murphy, 1991, p.58). Similarly, Hanson (2008) demonstrated that during the twentieth century the concept of geography popularised by William Morris Davis: “the impact of the physical (‘‘inorganic’’) environment on the biological (‘‘organic’’) environment” (p.717), which become popular around geographer authors in the earliest Annals of Association of American Geographers (AAG) in the earliest twentieth century, had been challenged by the emergence of economic geography before the end of twentieth century because at this time, human beings was acknowledged as agent who contribute to the development of their physical surroundings. However, as geography knowledge expands, there is a possibility for us to become more specialized. Specialization in geography (physical and human geography) can have positive and negative impacts. Philips (2004) explained, on the one hand, by specialization, we have the opportunity to collaborate with different scientists, which can contribute to the promising advantage. On the other hand, disintegration may lead to ineffective communication within and between specialist groups because there is no such a common thing that can become a core base knowledge. The next question to answer is what makes geography unique and survive as a discipline? Should we “geographers” disintegrate or integrate? I believe what makes geography distinct to other knowledge is its plurality, however, what makes geography can survive as a plural and diverse subject is the inclusive and collaborative work between physical and human geography. Therefore, I argue that the synergy between physical and human geography is crucial in geography knowledge development. In this essay, I will first demonstrate the history of geography and the key characteristics of human and physical geography which may lead to the integration or disintegration between them. Then, I analyse on how to develop the integration between human and physical geography from a philosophical and institutional perspective.
IMPROVEMENT OF READING COMPREHENSION OF GRADE 10 STUDENTS AT SMA DEZ DE DEZEMBRO, COMORO, DILI, TIMOR-LESTE THROUGH THE USE OF GRAPHIC ORGANIZERS dosreis, ana joana; Tans, Feliks; Haan, Johnson Welem
Academic Journal of Educational Sciences Vol 8 No 2 (2024): December
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v8i2.18628

Abstract

This study aims to improve the reading comprehension of grade 10 students at Dez de Dezembro High School, Comoro, Dili, Timor-Leste, through the application of graphic organizers. Carried out during the 2024 academic year, this study involved a sample of 30 students. Data collection methods include observation checklists used during classroom action research, as well as preliminary and final tests. The findings from this two-cycle study show that the use of graphic organizers significantly improves students' reading comprehension. When integrated with skimming and scanning strategies, as well as communicative reading activities, this approach substantially enriches the teaching and learning process. Reading activities become more interactive and engaging, facilitating students' understanding of concise information and connections between ideas. As a result, students show noticeable improvement, with focus and active participation in the lesson. In addition, they become proficient in implementing various reading strategies, resulting in more effective and efficient reading comprehension.
Local Languages: Why and How Should They Be Maintained Tans, Feliks
Academic Journal of Educational Sciences Vol 8 No 2 (2024): December
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v8i2.19311

Abstract

In this paper, I argue that local languages used by linguistic minority groups of a multilingual/multicultural countries be taught as a means of instruction in the first years of a primary school, including early childhood education centres for the following reasons: 1. to build up students’ self-confidence of their original cultures/languages; 2. to acknowledge students’ rich knowledge before starting their formal education; 3. to preserve students’ language and culture (linguistic and cultural maintenance); 4. to improve not only students’ usage of their second language, but also their academic understanding of other subjects they learn in schools; and, 5. to strengthen national unity. In other words, it is argued here that building up students’ self-confidence of their original cultures/languages, acknowledging their rich knowledge at the very start of their formal education, maintaining and/or preserving minority students’ languages and cultures, improving their usage of their second language, and strengthening unity of a multilingual nation can be done by using minority language(s) as a means of instruction in their lower level of education years. By doing this, students’ mastery of their own language(s) and cultures can be improved and, in turn, their mastery of the courses being taught and learned can also be better even when their “second language”, in this context their national/official language, is used as a means of instruction in their later levels of education.
CONCEPTUALISATION OF SUMBA PEOPLE IN INTERPRETING NUKKU ZARA IN RITUAL SPEECH OF PANGADI NGA'A PABENUDI WE'E MARAPU Kamuri, Paulus Ama; Mone, Yohanis Rangga
Academic Journal of Educational Sciences Vol 8 No 2 (2024): December
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v8i2.19475

Abstract

The purpose of this research is to identify and describe the cultural practice of conceptualisation of Sumba people in interpreting Nukku Zara in the ritual speech of Pangadi Nga'a Pabenudi We'e Marapu. The research method used is qualitative research with an ethnographic approach. The collection techniques were observation, interview, and document study. Data analysis begins with data reduction, data presentation, and conclusion drawing. The results show that the Sumbanese conceptualisation of the existence of Marapu and Nuku Zara is always placed in the realm of the existence of the divine creating the universe and the life of all creatures. The role of Nuku Zara in the Social and Religious Structure plays a central role as a divine entity that is the main purpose of all forms of respect and rituals. The symbolism in the Pangadi Nga'a Pabenudi We'e Marapu Ritual is Betel nut and areca nut in Sumba culture symbolise the unity of communication between humans and ancestral spirits and the Gods, in addition, rice and water symbolise life and fertility. The shift in meaning in the contemporary context due to the pressure of advancing modernisation causes most of the local wisdom with noble values in it to be increasingly degraded and eroded in meaning and the lack of awareness of the younger generation to maintain and preserve local wisdom.
INSTALLATION INSTALLATION OF LOCAL WISDOM VALUES OF BAJAWA ETHNIC AND SOCIAL ATTITUDES IN SOCIAL STUDIES LEARNING AT SMP NEGERI 3 WEST GOLEWA fengi, anastasia alwinda; Suastika, I Nengah; Mudana, I Wayan
Academic Journal of Educational Sciences Vol 8 No 2 (2024): December
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v8i2.19655

Abstract

This research was conducted at SMP Negeri 3 West Golewa and aims to (1) Find out the local wisdom values ​​of the Bajawa ethnic group and the values ​​of social attitudes that can be instilled in social studies learning. (2) what is the strategy for cultivating the local wisdom values ​​of the Bajawa ethnic group and the values ​​of social attitudes in social studies learning. (3) knowing the results of instilling Bajawa ethnic local wisdom values ​​and social attitude values ​​in social studies learning. This research uses descriptive qualitative research to instill the local wisdom values ​​of the Bajawa ethnic group and the social attitude values ​​of students at SMP Negeri 3 West Golewa in social studies learning which were collected through observation, interviews and documentation. Data analysis used the Miles and Huberman model which consists of data collection, data reduction, data display and drawing conclusions or verification. The research results show that (1) the social and cultural values ​​contained in the local wisdom values ​​of the Bajawa ethnic group are reba, zono and kusu bue. The teacher's ability to provide examples of good interaction attitudes to students in the classroom and outside the classroom (2) the relationship between local wisdom values ​​and social attitude values ​​towards SMP Negeri 3 West Golewa social studies material,. (3) The teacher seems to have succeeded in instilling social attitude values ​​in accordance with the indicators that the researchers have described, namely: honesty, courtesy, self-discipline, tolerance in students at West Golewa 3 Middle School.
THE FORMS AND MEANINGS OF THE LELAK LOCE RENDA FOLKSONG IN MANGGARAI LANGUAGE Bustan, Fransiskus; Un Bria, Florens Max; Bustan Do, Natalia Tanti; Ngebos, Filemon Fridolino; Semiu, Andreas Wanggar; Husen, Alsiana Tati Murni
Academic Journal of Educational Sciences Vol 8 No 2 (2024): December
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v8i2.20231

Abstract

This study describes the relationship of Manggarai language, Manggarai culture, and conceptualization of Manggarai society as members of Manggarai ethnic group in viewing and making sense of the world, as reflected as reflected in the forms and meanings of linguistic phenomena in the text of the Lelak Loce Renda folksong in Manggarai language as the reflection of Manggarai culture as the identity marker of Manggarai society as members of Manggarai ethnic group. The study is descriptive-qualitative. The study is viewed from cultural linguistics as one of the new theoretical perspectives in cognitive linguistics which explores the relationship of language, culture, and conceptualization. The result of study shows that the forms and meanings of linguistic phenomena used in the text of the Lelak Loce Renda folksong are unique and specific to Manggarai culture as parent culture in which Manggarai language is embedded. The contents stored in the forms of linguistic phenomena in the text of the Lelak Loce Renda folksong serve a set of meanings which are interconnected to one another in designating the ways Manggarai society view and make sense of the world. The prominent meanings implied the forms of linguistic phenomena used in the text of the Lelak Loce Renda folksong are social, economic, religious, and educational meaning
EXPLORING MULTILINGUALISM IN ADVERTISING SIGNS: A LINGUISTIC LANDSCAPE ANALYSIS AT TIMOR PLAZA, DILI, TIMOR-LESTE Martins, Agus; Erom, M.Hum, Dr.Drs. Kletus,; Bustan, Fransiskus; Gomes, Agelita
Academic Journal of Educational Sciences Vol 8 No 2 (2024): December
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v8i2.20284

Abstract

This study examines the linguistic landscape (LL) of advertising signs at Timor Plaza in Dili, Timor-Leste, focusing on language usage, the distribution of monolingual, bilingual, and multilingual signage, and the motivations behind language choices. Using a qualitative research approach, data were collected through documentary analysis of 130 advertising signs, semi-structured interviews with shop owners and managers, and photographic documentation. The findings reveal that English (58%) and Tetun (26%) are the dominant languages, with bilingual signs (Tetun and English) accounting for 28.7% and multilingual signs (Portuguese or Bahasa Indonesia) representing only 1.3%. English is primarily used for its global appeal to international customers, while Tetun ensures accessibility for the local population. The occasional inclusion of Portuguese and Bahasa Indonesia reflects Timor-Leste’s historical and regional context. The study concludes that the linguistic landscape at Timor Plaza reflects a strategic balance between globalization and local identity, demonstrating the interplay of economic aspirations and cultural preservation. This study expands the theoretical understanding of multilingualism in public spaces while offering practical implications for language policy in commercial settings within multicultural societies.
AN ANALYSIS OF ENGLISH SPEAKING ANXIETY OF ENGLISH DEPARTMENT STUDENTS OF TRIBUANA KALABAHI UNIVERSITY Sallo, Nuraida
Academic Journal of Educational Sciences Vol 9 No 1 (2025): June
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v9i1.21427

Abstract

This study aims to know the levels of students' speaking anxiety, identify the factors that cause students' speaking anxiety, and how they overcome their anxiety. The researcher used a descriptive qualitative method. The study subjects were the third-semester students of the English Department of Tribuana Kalabahi University consisting of 12 girls and 8 boys. The researcher used two technique to collect the data. The first technique was the FLCAS questionnaire developed by Horwitz (1986). The second techique was an interview. Based on the results of the questionnaire, there were five categories of students' anxiety levels in speaking English namely: High level of anxiety (50%), moderately high anxiety (15%), moderate anxiety (10%), moderately low levels of anxiety (5%), and very low levels of anxiety (20%). The researcher found seven factors that cause students' anxiety in speaking English, namely: Low self-confidence, fear of making mistakes, excessive worry during the exam, lack of preparation, and overthingking. The researcher also found three strategies by the students to overcome their anxiety in speaking English, namely: Change their mindset, improve speaking skills, and prepare before speaking. Keywords: Students' Speaking Anxiety Levels, Factors of Students' Anxiety in Speaking English, Strategy to Deal With Students Speaking Anxiety.
ON LEARNING TECHNOLOGIES: TO CONTROL OR TO BE CONTROLLED FELIKS, TANS
Academic Journal of Educational Sciences Vol 9 No 1 (2025): June
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v9i1.22410

Abstract

In this article, learning is viewed as an activity that has five major elements, namely, total-involvement, self-initiation, self-evaluation, being pervasive, and being meaningful (Rogers, 1983). In their learning activities, students use various learning technologies like books and such Internet applications as YouTube, Facebook, Google, WhatsApp, and TikTok to facilitate their learning so that they can significantly improve their cognitive, psychomotoric, and affective competences. Yet, it is observed that some students fail to use those learning technologies effectively. This is shown by the fact that they still find it quite difficult to master some basic skills needed to succeed in their lives after schooling. It is, therefore, crucial that the students have to be able to effectively use any learning technologies they have in order to improve their competences. In other words, the students need to be able to control their usages of their learning technologies in such a way that those learning technologies can help the students improve their competences and, therefore, they are not controlled by those learning technologies, that is, they use most of their time using those learning technologies for things which are not conducive for their better and brighter future. The author argues that to be able to control and not to be controlled by those learning technologies, students should have big dreams of their future, work harder and pray wholeheartedly, have steely determination, and have great discipline in doing whatever is necessary to succeed in their lives, in and beyond school.
Sara Douda's Essence of Symbols: Expressions of Art, Culture and Faith of the Loli Community West Sumba Sutomo, Sulistyastuti; Tari, Ezra; Djawa, Maya
Academic Journal of Educational Sciences Vol 9 No 1 (2025): June
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v9i1.22413

Abstract

The Sara Douda dance is a form of oral tradition of cultural arts that combines movement elements from the original dance of the Loli community accompanied by energetic traditional music, namely gongs and drums, as a powerful medium for expressing the experience of faith, namely thanksgiving to the Almighty for giving His grace in the life of Loli society. Sara Douda is full of verbal and non-verbal symbols, rich in meaning, messages and cultural values ​​for the Loli community, used for social interaction and is also an expression of faith to the Highest. To obtain the meaning of symbols in Sara Douda cultural poetry, the author used qualitative methods to search for information related to Sara Douda tradition by conducting interviews in the Tarung-Loli village of West Sumba. The aim of this research is to obtain an overview of the essence, form and meaning of the Sara Douda cultural symbol as a form of expression of art, culture and faith of the Loli people in the study of Contextual Theology with Paul Tillich's perspective which is packaged in the title "Sara Douda Symbol: Expression of Art, Culture and Faith of the Loli Community West Sumba”. Sara Douda is a cultural symbol of the Loli people and also a symbol of their faith. Religious symbols allow individuals to access Divine reality and express their experiences of faith within a cultural context. The verbal and nonverbal symbols in Sara Douda show the Loli Community's faith and belief in God, the Creator of heaven and earth as in the phrase of Ama wolo Ama rawi. Their offerings of praise and expressions of gratitude have been expressed through poetry in the form of couplets and lines as well as beautiful dances from time to time, from generation to generation until now. It can be said that the essence of Sara Douda culture is a means for Loli people to carry out theology contextually in social life.

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