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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 174 Documents
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SWOT Based Principal Strategy (Strengths, Weaknesses, Opportunities, And Threats) in Improving the Quality of Muara Badak Integrated Islamic Elementary School Restiawati, Yanti; Komariyah, Laili; Dwiyono, Yudo; Masruhim, Amir; Hidayanto, Dwi Nugroho; Haryaka, Usfandi
Borneo Educational Journal (Borju) Vol. 7 No. 2 (2025): August
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.v7i2.2051

Abstract

The use of SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis is a crucial tool in identifying and understanding the competitive position of a school. This research aims to describe the principal's strategy based on SWOT analysis in improving the quality of Muara Badak Integrated Islamic Elementary School. This research used a qualitative approach with a case study method conducted through interviews, observation, and documentation. The research results using SWOT analysis show that SDIT (Sekolah Dasar Islam Terpadu, Integrated Islamic Elementary School) Muara Badak improves the quality of education by 1) utilizing internal strengths systematically through the principal's leadership, which involves teachers, committees, and parents in policymaking; 2) the foundation provides financial support and resources without operational intervention, while the committee and parents actively contribute to school funding and activities; 3) the principal addresses administrative weaknesses by focusing on learning outcomes using clear guidance books and postponing the use of risky technology; 4) the school also leverages its position as the only integrated Islamic school in the region by strengthening branding through social media and teachers' role modeling of Islamic values. The threat of a less strategic location is overcome by providing school shuttle services, increasing parents' trust and the number of registrants; 5) routine evaluations and strengthening teachers' spirituality through reciting activities and close collaboration between the foundation, committees, and parents are key to the success of continuous quality improvement. Research recommendations include conducting comparative studies to identify best practices by comparing SDIT Muara Badak with other schools and developing an implementation model for a SWOT-based quality improvement strategy that can be widely applied by considering each school's context
School Principal Management for Improving Elementary School Teachers' Performance Through Training Lebang, Rita; Hidayanto, Dwi Nugroho; Gede Mulawarman, Widyatmike; Warman, Warman; Dwiyono, Yudo; Akhmad, Akhmad
Borneo Educational Journal (Borju) Vol. 7 No. 2 (2025): August
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.v7i2.2052

Abstract

The principal must have good management skills in improving teacher performance. This study aims to describe the planning, organizing, implementing and supervising carried out by the principal to improve teacher performance at the Islamic Center Elementary School in Samarinda. This study uses a qualitative approach with a case study method. Data collection techniques include observation, in-depth interviews, and documentation, with data validity tested through triangulation of sources and methods. The research findings reveal that 1) Principal  planning through comprehensive identification of teacher professional development needs, designing relevant ongoing training programs, providing resources and infrastructure that support learning innovation, and formulating measurable performance targets and transparent evaluation systems 2) Organizing principal  must be reflected through the application of collaborative management principles, including clear and accountable division of tasks, the formation of competent supervisory and mentor teams, and facilitating effective communication and synergistic collaboration between teachers, 3) The implementation of principal  is implemented through the provision of training, application workshops, and the adoption of innovative technology-based learning models to spur teacher creativity and mastery of technology, 4) Supervision of principal  is carried out through clinical supervision that focuses on development, formative evaluation of teacher performance, constructive follow-up of evaluation results, and ongoing individual coaching programs. Comprehensively, principal leadership management to improve teacher performance through training has been implemented effectively and consistently with the principles of modern education management. This study provides practical implications for the development of an effective principal leadership model in improving the quality of education at the elementary school level.
Students' Learning Difficulties in Balinese Language Subjects in Grade IV of Elementary School : Kesulitan Belajar Siswa Pada Mata Pelajaran Bahasa Bali Kelas IV Sekolah Dasar Komang Puteri Yadnya Diari; Insani2, Nur Hanifah
Borneo Educational Journal (Borju) Vol. 7 No. 2 (2025): August
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.v7i2.2054

Abstract

Abstract This study aims to identify students' learning problems in the Balinese language subject in one of the Elementary Schools (SD) in Bali. To achieve the focus of the study, the researcher used a descriptive qualitative case study research method. The subjects of this study were one 4th grade elementary school teacher and 28 students. The data collection methods used in this study were observation, interviews, and documentation. The analysis used in this study was Miles and Huberman. Based on the results of the study, as many as 28 4th grade elementary school students experienced learning difficulties known as learning difficulties in understanding concepts. Then there are several factors that cause students to experience learning difficulties in the subject. Among them are teachers who do not use enough learning media, and students who feel bored in the Balinese language subject.   Abstrak Penelitian ini bertujuan mengidentifikasi masalah belajar siswa pada mata pelajaran Bahasa Bali pada salah satu Sekolah Dasar (SD) di Bali. Peneliti menggunakan metode penelitian kualitatif deskriptif studi kasus untuk mencapai fokus penelitian. Satu guru di kelas 4 SD dan 28 siswa adalah subjek penelitian ini. Penelitian ini menggunakan observasi, wawancara, dan dokumentasi untuk mengumpulkan data. Penelitian ini menggunakan analisis Miles and Huberman. Seperti yang ditunjukkan oleh hasil penelitian, 28 siswa di kelas 4 SD mengalami kesulitan belajar, yang dikenal sebagai kesulitan belajar dalam memahami konsep. Kemudian ada beberapa faktor yang menyebabkan siswa mengalami kesulitan belajar di bidang tersebut. Ini termasuk guru yang tidak menggunakan media pembelajaran, dan siswa yang merasa bosan dalam mata Pelajaran Bahasa Bali.
The Influence of Principal Leadership and School Culture on the Quality of Educational in Tenggarong Senior High Schools Nuryasmi, Nuryasmi; Komariyah, Laili; Masruhim, Amir; Gede Mulawarman, Widyatmike; Haeruddin, Haeruddin; Bahzar, Moh
Borneo Educational Journal (Borju) Vol. 7 No. 2 (2025): August
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.v7i2.2057

Abstract

Principal leadership and school culture are important aspects that can affect the quality of services in various educational institutions. these two aspects support in improving the quality of education which can be seen from the quality of educational services in a school. This study aims to determine the effect of principal leadership and school culture on the quality of educational services at State Senior High Schools in Tenggarong. Multiple linear regression is an approach to modeling the relationship between a dependent variable and one or more independent variables. This study uses multiple linear regression methods with sampling techniques using simple random sampling. The research site of 3 senior high schools in Tenggarong with a total population of 287 students, while the sample taken was 167 students. Data is collected through a questionnaire, which has been conduct for the validity and reliability test. The results showed that overall, these two factors contributed simultaneously to the quality of education services with a coefficient of determination of 76%, while the remaining 24% was influenced by other factors not identified in the model in this study. Data were collected through questionnaires that have been tested for validity and reliability. The results showed that overall, these two factors contributed simultaneously to the quality of education services with a coefficient of determination of 76%, while the remaining 24% was influenced by other factors not identified in the model in this study. The results show that principal leadership has a significant effect of 0.742 on the quality of education services, while school culture has a significant effect of 0.661 on the quality of education services in 3 Tenggarong high schools. The importance of synergy between principal leadership and school culture has a positive impact on the ability of human resources in the school, so that the quality of service and quality of education can be improved.
Enhancing EFL Speaking with Simple Tech: A Junior High Experiment Using Audio-Visual Slides Yanartik, Nur Rochmah; Mandarani, Vidya
Borneo Educational Journal (Borju) Vol. 7 No. 2 (2025): August
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.v7i2.2058

Abstract

This study aims to explore the effectiveness of audio-visual slides in enhancing the speaking skills of seventh-grade students. Despite being a key skill for expressing ideas and interacting in English, speaking is often under practiced in the classroom. To bridge this gap, the study implements audio-visual slides that integrate visual and audio elements to capture students’ attention and stimulate their imagination. The research employs a pre-experimental one-shot case study design involving 32 students. It focuses on four core indicators of speaking proficiency: fluency, pronunciation, grammar, and comprehension. The results show that the students achieved an average speaking score of 69.53, and the t-test value reached 70, indicating their performance in the “good” category, particularly in grammar and pronunciation. These findings indicate that using audio-visual slides positively impacts students’ speaking abilities. Statistical analysis further supports the conclusion that this method is effective. These outcomes highlight that incorporating audio-visual materials into English lessons can create a more dynamic, engaging, and encouraging language learning environment, helping students build greater confidence and competence in speaking English.
A Teachers Role in Addressing Challenges and Strategies in Secondary English Teaching Putri, Ashifa Nabila; Rachman, Dzul; Sunarti, Sunarti
Borneo Educational Journal (Borju) Vol. 7 No. 2 (2025): August
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.v7i2.2065

Abstract

This study explores the multifaceted role of English teachers in addressing the instructional challenges encountered at the secondary school level in Samarinda, Indonesia. Given the increasing demand for English proficiency and the limitations within English as a Foreign Language (EFL) contexts, this research investigates the core obstacles faced by educators and the strategies they implement to enhance student learning outcomes. A qualitative phenomenological approach was employed, using structured interviews with purposively selected English teachers based on experience, educational background, teaching methodology, and school location. Thematic analysis revealed three principal themes: instructional challenges (e.g., time constraints, student apathy, technical limitations), pedagogical considerations in choosing learning strategies, and adaptive solutions such as differentiated instruction and peer collaboration. The findings highlight teachers’ critical role in adjusting instructional methods to students' diverse needs and utilizing collaborative networks to overcome resource limitations. The study contributes original insight by focusing on localized, real-world teacher experiences in a specific urban-rural Indonesian setting an area that remains underrepresented in existing literature. It underscores the necessity of systemic support and continuous professional development for EFL teachers navigating complex classroom dynamics.
The Dark Side of Dependency: Negative Consequences of EFL Students' Use of ChatGPT for Academic Writing Marisa, Sonia; Rachman, Dzul; Puspita, Rani Herning; Rahmawati, Yeni
Borneo Educational Journal (Borju) Vol. 7 No. 2 (2025): August
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.v7i2.2069

Abstract

The need for artificial intelligence-based tools like ChatGPT is rising among EFL students in scientific writing, as these technologies enhance the efficiency and clarity of their written work. This study underscores the detrimental effects of over dependence on these tools, particularly regarding students' critical thinking skills, creativity, and academic integrity. Data was acquired by successively implementing a mixed-methods strategy, which involved delivering questionnaires to 60 students from the English Education program, followed by semi-structured interviews with chosen responders. Quantitative results indicate that although ChatGPT assists in generating ideas and enhancing grammar, its utilization frequently diminishes analytical depth, undermines the writer's authentic voice, and heightens the likelihood of plagiarism. Qualitative findings validated these results, as students articulated apprehensions regarding diminished creativity, drive to learn, and independent thought. This study finds that although ChatGPT might serve as a valuable resource, excessive dependence on it may impede the cultivation of students' intellectual faculties and ethical standards. Consequently, educational institutions must to establish explicit norms and promote the utilization of technology in a critical and ethical fashion. This study addresses a research deficiency by highlighting the adverse effects of AI utilization on EFL students' academic writing, a topic that has not been extensively explored previously.
Exploring Teachers’ and Students’ Perceptions of Deep Learning: Integrating Meaningful, Mindful, and Joyful Learning in ELT Classrooms Dea Amanda Ricita; Abdul Halim; Sunarti, Sunarti
Borneo Educational Journal (Borju) Vol. 7 No. 2 (2025): August
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.v7i2.2078

Abstract

This study investigates teachers’ and students’ perceptions of deep learning within English Language Teaching (ELT) classrooms at SMK Negeri 15 Samarinda, focusing on the integration of meaningful, mindful, and joyful learning strategies. Employing a mixed-methods design, the research collected quantitative data through Likert-scale questionnaires from 66 students and 5 teachers, and qualitative data through semi-structured interviews with the same group of teachers. Quantitative results showed generally positive perceptions, with students reporting an average score of 3.17 on deep learning indicators. Notably, 86.3% strongly agreed that games and storytelling increased motivation, highlighting the value of joyful learning. Qualitative findings revealed key challenges, including limited infrastructure, inconsistent digital literacy, and curriculum constraints. However, teachers demonstrated adaptability through real-world projects, collaborative strategies, and reflective discipline. Despite minimal formal training, many educators intuitively applied deep learning principles. The study underscores the need for systemic support such as professional development and equitable resource allocation to ensure the effective and sustainable integration of deep learning in ELT practices.
Twitter as a Discussion Space: Exploring Students' English Communication Patterns Putra, Setoaji; Syamdianita, Syamdianita; Aridah, Aridah; Rusmawaty, Desy; Kalukar, Ventje Jany
Borneo Educational Journal (Borju) Vol. 7 No. 2 (2025): August
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.v7i2.2081

Abstract

This study investigates how students in the English Department at Mulawarman University use Twitter as an informal platform to improve their English communication skills. Unlike traditional classrooms, Twitter offers a relaxed, real-time environment where students interact in English through tweets, slang, memes, and interactions with classmates. Using a qualitative narrative research approach, data were collected from six students and one instructor through semi-structured interviews. Thematic analysis revealed three main findings: students learn English informally through daily practice and self-motivation; they adapt to a flexible communication style influenced by online slang and global discourse; and they benefit from peer interactions that provide feedback, vocabulary models, and confidence-building. This study concludes that Twitter functions not only as a social media tool but also as a dynamic space for authentic, self-directed, and culturally embedded language learning. Unlike previous studies that focus on the formal integration of social media in education, this research highlights the non-academic motivations driving meaningful engagement with English. While acknowledging limitations such as deliberate sampling and digital access, this study offers new insights into how digital platforms support socio-linguistic language development. The research recommends further investigation into long-term impacts and broader student populations to understand the educational value of informal digital learning environments.
Bridging the Gap: Academic and Social Challenges of First Year Out-of- Town English Students at Mulawarman University Mukhtasyar, Mukhtasyar Al Hazami; Asih, Yuni Utami; Aridah
Borneo Educational Journal (Borju) Vol. 7 No. 2 (2025): August
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.v7i2.2083

Abstract

This study aims to investigate the academic and social challenges faced by new students in the English education, study program at Mulawarman University Who come from outside the city. This study uses a qualitative case study design with four participants who had the lowest GPA in the last semester. Data were collected through Semi-structured interviews and analyzed using thematic analysis. The results of the study show, remained these academic challenges Social Challenges and strategies for overcoming these challenges. Academic challenges include time management in dealing with heavy workloads and difficulties in understanding English-based learning. Social challenges include homesickness, lack of confidence, and difficulties in social adaptation. Despite facing various obstacles. students implemented several strategies, such as asking for help from Friends, joining campus, organizations, and Independent Learning This study emphasizes, the importance of Campus, support systems, in helping new students from outside the region, adapt and succeed academically. And socially These findings can serve as input for lecturers, program administrators and campus officials in designing orientation programs, and students Support Services.

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