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Muhammad Kristiawan
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International Journal of Educational Review
Published by Universitas Bengkulu
ISSN : 2685905X     EISSN : 2685709X     DOI : 10.33369
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
International Journal of Educational Review is published on 22 August 2019 with E-ISSN 2685-709Xand P-ISSN 2685-905X by Study Program Doctor of Education, Faculty of Teacher Training and Education, Universitas Bengkulu, which disseminates the latest research findings from educational scientists in many fields of education. More detail, it focuses on publishing original research of educational management, social studies education, educational technology, natural science education, guidance and counseling, elementary education, linguistics education, early childhood education and mathematics education. It is a biannual journal issued on January and July. The editors welcome submissions of papers describing recent theoretical and experimental research related to (1) theoretical articles; (2) empirical studies; (3) practice-oriented papers; (4) case studies; (5) review of papers, books, and resources.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 99 Documents
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Predictive Performance of Pre-service Teachers’ Teaching Techniques in Osun State University Odekeye, Ola Tokunbo; Fakokunde, Jubril Busuyi; Alaba, Adebola Oladiji; Iwintolu, Rukayat Oyebola
International Journal of Educational Review Vol. 6 No. 2 (2024): INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW
Publisher : Unib Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijer.v6i2.33843

Abstract

The study compared pre-service  teachers’ scores in micro-teaching and teaching practice for three sessions ranging from 2019/2020 to 2021/2022 academic sessions for micro-teaching and 2020/2021 to 2022/2023 academic sessions for teaching practice. The study is an ex-post facto research design because it used the existing data of students’ scores in micro-teaching and teaching practice in the concerned sessions. Four hundred and thirteen (413) pre-service teachers were involved. Data were analysed using frequency count, percentage and correlation analysis. The results showed that students performed well in both micro-teaching and teaching practice with that of micro-teaching on the higher side. It also revealed a positive relationship between pre-service teachers’ performance in micro-teaching and teaching practice across the sessions. The study therefore recommends that teaching exercise should be given more attention in the training of teachers by teacher training institutions while appropriate mechanisms should be designed to attend to the shortcomings realised by pre-service teachers’ supervisors during the teaching practice exercise.
Unpacking the Complexities of Re-Enrollment in Secondary Schools: A Dual Perspective from Parents and Teenage Mothers in Osun State, Nigeria Iwintolu, Rukayat; Olagunju, Barakat; Jekayinoluwa, Jacob; Adeniji, Ajibola; Alao, Kayode; Adegoke, Toluwalope
International Journal of Educational Review Vol. 6 No. 2 (2024): INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW
Publisher : Unib Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijer.v6i2.34150

Abstract

Teenage pregnancy is a multifaceted issue that intersects with various social, cultural, and economic factors. The issue of teenage pregnancy raises important questions about the well-being and future prospects of young girls and most importantly, efforts at reschooling them. This study adopted a qualitative method using interview method to explore both teenage mothers’ and their parents willing to reenroll their daughters in school. The population for this study consisted pregnant girls awaiting child bearing, young-mothers and teenage mothers who had dropped out of school or still attending school. Eight teenage mothers that dropped out of school and two parents were reached and interviewed. The results revealed that teenage mothers admitted that they missed school, and interested in continuing their education. Parents were worried about their daughters dropping out of school and were willing to help them complete their secondary school education, while identifying financial difficulties as a major challenge. 
Review of “Discourses of Globalisation, Cultural Diversity and Values Education” by Joseph Zajda Sylvia, Novi; Yustiana, Yusi Riksa
International Journal of Educational Review Vol. 6 No. 2 (2024): INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW
Publisher : Unib Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijer.v6i2.34297

Abstract

This study aims to analyze the concepts in the book “Discourses of Globalisation, Cultural Diversity, and Values ​​Education” by Joseph Zajda (2023). The method used in this study is a book review, in which the researcher  summarizes each chapter of the book and identifies the primary approaches, namely Bronfenbrenner's Bioecological Model, Bandura's Social Learning Theory, Vygotsky's Language Development Theory, and James Banks' Multicultural Education Model. These approaches provide a theoretical basis for understanding multiculturalism's importance in guidance and counseling. The emphasis on (1) the positioning of education amid globalization and cultural diversity and (2) the formation of value education in schools based on how the school forms the value itself are the main implications of this finding. These implications reinforce the importance of value education in promoting cross-cultural understanding and enriching insights into the influence of the social environment to enhance the knowledge of how external factors shape individual development and identity. These findings provide practical guidance for counselors to be more responsive to the needs of clients from different cultural backgrounds. Education practitioners or counselors should position the education along with the diversity of the students with the basic principles of equality, democracy, and social justice, and be recommended to further explore the values education suitable to be implemented in the multiculturalism scheme of Indonesia.
Online Home Visitation as Parents’ Assistance in Supporting Children’s Learning: A Covid-19 Case Study Selesiana, Clara; Kalauserang, Esther Deborah
International Journal of Educational Review Vol. 6 No. 2 (2024): INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW
Publisher : Unib Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijer.v6i2.34896

Abstract

As the Covid-19 new normal causes online learning to be implemented in Indonesian schools where parents function as the child’s primary educator at home, the aim of this research is to examine the benefit of online home visitation amidst the pandemic and how teachers can assist parents to support their children’s learning through online home visitation experiment. This research employs qualitative method and case study to examine personal experience of the subject, involving a teacher and a single parent of student X from Sekolah Dasar Teologi Kristen Jogja Patriae Academy; the mediums used are online meeting platform (Google Meet) and interview guidelines. Results show the parent of student X could evaluate her child’s progress and discover new points of view from the teacher. Meanwhile, the teacher could understand the parent’s struggle in educating the child through utilizing school values as common ground, exchanging views of the child/student development and providing solutions for parents. Insights of this research remain relevant and applicable for today’s post-Covid19 hybrid education, particularly for schools that are looking for ways for teachers in supporting parents to maintain the child’s academic performance or how parents and teachers can keep up with the child’s current condition by exchanging perspectives with one another. Although there are myriads of papers on teacher’s online home visitation during the pandemic, this research highlights one of the important components of the result that school values play a big role as a common ground to shape both teacher-parent perspectives on the student’s education during the pandemic.
Impact of Teacher Factors on Mathematics Performance of Lower Basic School Pupils in Lagos State Iroko, Ganiyu Adisa; Malik, Nasrudeen Ayinde; Odekeye, Ola Tokunbo
International Journal of Educational Review Vol. 6 No. 2 (2024): INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW
Publisher : Unib Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijer.v6i2.34971

Abstract

This study examined the teacher  factors as a prognosticator of lower Basic school pupils' performance in Mathematics. 120 Mathematics teachers in Eight lower Basic schools were involved in the study. The research instrument used was a validated structured questionnaire using the Likert four-point measurement scale. The data collected were analysed using simple percentages and Chi-Square formula. The results of the study showed that teaching qualification has a significant effect on teachers' performance in Mathematics. It was revealed that teaching experience influences teachers' teaching process which directly improves teaching performance in class. In addition, subject mastery of lower Basic school Mathematics teachers highly influences their teaching performance which directly influences pupils' performance in Mathematics. Furthermore, the analysis displayed that teachers' commitment has a significant influence on teaching performance in lower Basic schools. The study recommended that lower Basic school teachers be aware of the influence that their teaching experience and academic qualification on their teaching performance and the performance of pupils. Also, education policy makers are advised give adequate attention to teachers' qualification, work experience and mastery of subject of specialisation in education policy considering their influence on teaching process in lower Basic school environments.
An Analysis of Argumentative Essay Writing Errors of EFL Students in Palembang: A Study of Three Universities Basri, Tiffanie; Astrid, Annisa; Dwi Amrina , Rizqy
International Journal of Educational Review Vol. 7 No. 1 (2025): INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW
Publisher : Unib Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijer.v7i1.33466

Abstract

This research was conducted in three universities in Palembang: UIN Raden Fatah Palembang, Universitas Sriwijaya, and Universitas Muhammadiyah Palembang. The total sample of this research was 30 students. In this study, test and checklists error were used as the research's instruments for gathering data. This study adopted Langan’s classification of errors, which categorized errors into four types: unity, support, coherence, and sentence skills. The findings of this study revealed four writing errors in students' essays. 1) Students of three universities in Palembang as the sample of study contributed four types of errors in their essay writing, those were (1) unity (6,48%), support (14,21%), coherence (11,97%), and sentence skills (67,33%). 2) The most common errors in essay writing contributed by three universities students in Palembang was sentence skills with the occurrence 270 errors (67,33%). The urgency of this research lies in the critical role that effective writing skills play in academic success and professional communication. Despite the increasing demand for proficient writing abilities in higher education, many students still struggle with fundamental aspects of essay writing. Identifying and addressing these issues is essential for improving students’ academic performance and preparing them for future career challenges.
Work Stress, Teaching Load, and Teaching Satisfaction of Faculty Members in The National University Joshua C. Ramirez, Mariano; Felicidad R. Dy, Marison
International Journal of Educational Review Vol. 7 No. 1 (2025): INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW
Publisher : Unib Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijer.v6i2.39901

Abstract

The importance of managing stress in the work environment has been emphasized as it impacts productivity. This study focused on the relationships among work stress, teaching load, and teaching satisfaction of faculty members at the University of the Philippines Los Baños, Laguna. A total of 147 faculty members from different colleges within the university completed the self-administered questionnaire online. The respondents had an average teaching load of 8.07 for the semester. Generally, they felt slight to moderate pressure and stress (M = 73.55; SD = 25.42). Also, they felt somewhat satisfied with their profession as educators (M = 18.65; SD = 4.76). The relationships among the three variables were determined through Spearman’s rank correlation coefficient. Results showed that work stress has a significant inverse relationship with job satisfaction, r (145) = -.29, p = .000. Also, results showed that teaching load has a significant inverse relationship with job satisfaction, r (145) = -.17, p = .030. Recommendations were made to establish programs to help in managing work stress and ensuring faculty well-being.
Longitudinal Assessment of Reading Proficiency Through CRLA: A Three-Year Analysis of Grade 1-3 Learners In SDO- Makati (2022-2025) P. Casingal, Cyrus; V. Laud, Gizelle; Fe C. Balaba, Maria
International Journal of Educational Review Vol. 7 No. 1 (2025): INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW
Publisher : Unib Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijer.v7i1.40173

Abstract

This three-year longitudinal Study addresses a critical gap in understanding reading proficiency development in multilingual educational settings, particularly in post-pandemic recovery in Philippine basic education. The research aimed to analyze the effectiveness of the Comprehensive Rapid Literacy Assessment (CRLA) implementation in tracking and improving reading proficiency among Grades 1-3 learners in SDO Makati from 2022 to 2025, specifically focusing on mother tongue-based instruction and dual-language development. Using a longitudinal research design, the Study examined 18,159 students across 15 elementary schools, implementing pre-test (BOSY) and post-test (EOSY) assessments through CRLA, which evaluated reading proficiency across four levels: Grade Ready, Light Refresher, Moderate Refresher, and Full Refresher. The findings revealed significant improvements across all grade levels, with Grade 1 showing a dramatic reduction in students requiring full refresher intervention from 55.17% to 1.64%, Grade 2 from 32.17% to 0.80%, and Grade 3 demonstrating successful bilingual development with Filipino full refresher needs decreasing from 19.88% to 0.71% and English from 12.43% to 1.16%. These results suggest that systematic early intervention combined with mother tongue-based instruction creates a robust foundation for sustained literacy development in multilingual contexts. The dramatic reductions in students requiring full refresher intervention were statistically significant across all grade levels (p<0.001), with large effect sizes (Cohen's d ranging from 1.45 to 2.13), indicating not only substantial but reliable improvements. The 95% confidence intervals for these improvements (Grade 1: 52.3%-55.7%; Grade 2: 30.2%-32.5%; Grade 3 Filipino: 18.4%-19.9%; Grade 3 English: 10.5%-12.0%) further demonstrate the consistency of these positive outcomes across the student population.
Transforming English Language Education: The Role of Filipino Assistant Language Teachers in Japan's Internationalization Efforts Pontawe Casingal, Cyrus; Rivero Caerlang, Lovejoy
International Journal of Educational Review Vol. 7 No. 1 (2025): INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW
Publisher : Unib Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijer.v7i1.40888

Abstract

This study examines the experiences, challenges, and contributions of Filipino Assistant Language Teachers (ALTs) in Japan's educational system. Employing a mixed methods approach, data were collected from seven Filipino ALTs across different Japanese prefectures through structured questionnaires examining demographic characteristics and professional experiences, complemented by in-depth narrative accounts of their cultural adaptation processes. Findings reveal that Filipino ALTs navigate complex cultural territories in their professional practice. In doing so, they develop hybridized professional identities that bridge Filipino and Japanese educational paradigms. These educators integrate distinctive pedagogical approaches from Philippine educational practices, including interactive learning strategies and culturally responsive teaching methods. Language barriers emerged as the most significant challenge. However, participants demonstrated remarkable resilience in developing adaptation strategies to overcome these obstacles.The unique cultural positioning of Filipino ALTs as Asian English language educators challenges traditional assumptions about native speaker models. Their experiences offer innovative approaches to cross-cultural education that draw from both Eastern pedagogical traditions. This research contributes to understanding how teachers from diverse cultural backgrounds navigate international educational contexts. It demonstrates how these educators develop professional identities that bridge multiple cultural traditions while maintaining their distinctive pedagogical contributions. 

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