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Dedi Rahman Nur
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Borneo Educational Journal (Borju) Teacher Training and Education Faculty of University of Widya Gama Mahakam Samarinda East Kalimantan. Jl. KH.Wahid Hasyim, Sempaja No.28, Samarinda, East Kalimantan
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Borneo Educational Journal (Borju)
Published by Universitas Widya Gama Mahakam Samarinda
ISSN : -     EISSN : 26559323     DOI : https://doi.org/10.24903/bej
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics
Borneo Educational Journal (Borju) by The Faculty of Teacher Training and Education, Widya Gama Mahakam Samarinda University, which is published twice a year in February and August. The Journal ISSN Number for online version is 2655-9323. It contains articles of research or study of Theory of Education, Language Education, Early Childhood Education, Primary School Education, Educational Management and Technological Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 14 Documents
 1   2 
Search results for , issue "Vol. 7 No. 1 (2025): February" : 14 Documents clear
School Digitalization: Evaluation Program in Sekolah Penggerak at Samarinda City: Digitalisasi Sekolah: Evaluasi Program pada Sekolah Penggerak di Kota Samarinda Diah Ambarfatih, Chindy; Rahmi Haerani, Rosita Putri; Khotimah, Khusnul; Trees Sandy, Aisyah
Borneo Educational Journal (Borju) Vol. 7 No. 1 (2025): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v7i1.1965

Abstract

Digitalization in education seeks to enhance the effectiveness of dynamic education, aligning with one of the driving school interventions: school digitalization. The sekolah penggerak program, implemented for four years, is a government effort to improve the quality of education in Indonesia. Since the implementation of school digitalization, the learning quality data in the sekolah penggerak education report has been labeled “medium” with an average achievement score of 58.02. Furthermore, there has been a general decline in the quality of learning since 2023 in elementary school units, as evidenced by the Samarinda City education report card for 2024. Therefore, it is imperative to evaluate the school digitalization intervention program. The research methodology employed is program evaluation using the CIPP model. The population of this study consisted of the 10 first-generation sekolah penggerak program. The willing participants in this research were 7 schools, with informants comprising 7 school principals, 7 lower-class teachers, and 14 upper-class teachers. The research findings revealed that the program was largely aligned with the government’s targets. However, several obstacles were identified. Notably, the provision of facilities and infrastructure was incomplete, and some educators lacked the necessary competency in digital education.
From Teaching to Thriving: Exploring the Lived Experiences of English Education Graduates in Non-Teaching Careers Nabilah, Jihan; Teodora Ping, Maria; Hermagustiana, Istanti; Sunardi; Sunggingwati, Dyah; Rusmawaty, Desy
Borneo Educational Journal (Borju) Vol. 7 No. 1 (2025): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v7i1.1973

Abstract

The present phenomenological study discovers the lived experiences of English education graduates pursuing non-teaching careers (any professional roles that do not involve teaching students in formal educational settings). By conducting in-depth interviews with three participants, their lived experiences uncovered the interaction between non-teaching career exploration, appealing job opportunities, interest-driven career decisions, career choice consistency, self-efficacy, confidence, career growth, and development opportunities, which guided them to pursue their non-teaching careers. They considered intrinsic factors (self-efficacy and confidence, personal goals, personal interest, personal development, and outcomes expectations), along with extrinsic factors (financial stability, teaching limitations, career prospect, workload vs. compensation, continued engagement with educational background) in deciding their careers. The skills from English education such as teaching, communication, critical thinking, problem-solving, and English skills are applicable to help them adapt to their non-teaching career. The findings prove the adaptability of English education graduates in managing job market difficulties and diverse applications of their educational experiences. By having these facts this study informs higher education institutions and English education programs to support and guide the English education graduates as they fit for diverse career paths.
Addressing the Gap in Reflective Teaching Practices: A Case Study of an English Lecturer in Non-English Major Hasanah, Eni Uswatun; Suhatmady, Bibit; Asih, Yuni Utami; Kalukar, Ventje Jany; Iswari, Weningtyas Parama; Ping, Maria Teodora
Borneo Educational Journal (Borju) Vol. 7 No. 1 (2025): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v7i1.1975

Abstract

This study explores the implementation of reflective teaching practices by an English lecturer instructing non-English major students and examines its contributions to professional development and classroom engagement. Reflective teaching involves a continuous cycle of self-assessment, adaptation, and improvement, which enables educators to refine their teaching methodologies to better meet students' needs. Using a qualitative case study approach, this research employed multiple data collection methods, including reflective journals, semi-structured interviews with the lecturer and students, and non-participant classroom observations. The findings indicate that reflective teaching significantly enhances lecturer self-awareness, fostering a more adaptive, student-centered instructional approach. By regularly analyzing his teaching methods and incorporating student feedback, the lecturer was able to create a more engaging and inclusive learning environment. Students reported increased motivation, participation, and comprehension as a result of these pedagogical adjustments. Even though the study found some benefits, it also found some problems that can make it hard to use reflective practices consistently. These problems include a lack of time and too much administrative work that should be done by the lecturer. The research underscores the importance of integrating reflective teaching into professional development programs to promote a culture of continuous learning among educators. Additionally, it highlights the need for further studies involving diverse educational settings to explore the long-term impacts of reflective teaching on both instructors and students. By addressing these gaps, future research can contribute to the development of more effective and sustainable approaches for incorporating reflection into higher education teaching practices
Improving Students' Writing Skills Through the Controlled to Free Approach with Do-It-Yourself (DIY) “Daily activities” Geroda, Godefridus Bali; Rohman, Abdul; Nur , Dedi Rahman
Borneo Educational Journal (Borju) Vol. 7 No. 1 (2025): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v7i1.2010

Abstract

The purpose of this research is to investigate the effectiveness of a blended pedagogical approach in improving students' writing skills. This approach combines a controlled-to-free writing method with engaging Do-It-Yourself (DIY) "Daily Activities" designed to enhance motivation and personalize the learning experience. Specifically, this study aims to determine if this integrated approach leads to significant improvements in students' writing proficiency, fluency, accuracy, and complexity compared to traditional writing instruction. This study used a Classroom Action Research (CAR) approach to address the practical challenges of improving students' writing skills through the controlled to free approach combined with DIY “Daily Activities.” The research showed that Post-test results showed a 25% improvement in students' writing scores compared to the pre-test. Specifically, grammar accuracy improved by 20%, coherence by 30%, and vocabulary usage by 25%. So, we can conclude that DIY "Daily Activities," is effective in improving students' writing skills.

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