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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 188 Documents
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The Influence of Subjective Well-Being and Learning Motivation on Mathematics Learning Outcomes in 10th Grade at SMA Negeri 11 Samarinda Syahrul Ramadhanul Fajri; Haeruddin, Haeruddin; Berahman, Berahman; Samsuddin, Auliaul Fitrah
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): 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.v8i1.2226

Abstract

Indonesian students continue to face difficulties in mathematics, as reflected in their low PISA performance. Besides cognitive mastery, non-cognitive factors such as Subjective Well-Being (SWB) and learning motivation also play an important role in shaping students’ academic outcomes. However, previous findings regarding the influence of SWB on achievement have been inconsistent, suggesting the need to examine it alongside other psychological factors. This study investigates the influence of SWB and learning motivation on the mathematics learning outcomes of 10th-grade students at SMA Negeri 11 Samarinda. A quantitative causal-comparative design was used with three randomly selected classes as the sample. SWB and learning motivation data were collected using a Likert-scale questionnaire, while mathematics outcomes were obtained from students’ report cards. The data were analyzed using truncated spline nonparametric regression. The results indicate that both SWB and learning motivation significantly affect mathematics learning outcomes, individually and simultaneously. These findings highlight the importance of supporting students’ psychological well-being and motivation to enhance mathematics achievement at the senior high school level
The Challenges and Strategies in English Communication of UNNES 7th Semester Students during International Community Service Program (ICSP) Participation Shafa Maria Hanurani Putri; Girindra Putri Dewi Saraswati
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): 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.v8i1.2277

Abstract

This paper focuses on revealing the challenges in English communication of UNNES 7th semester students during the International Community Service Program, as well bridging unexpected cultural gaps in communication, analyzed beyond the classroom-based context to extends existing discussion on communication competence. This paper adopts a qualitative descriptive approach, with 7 participants involved. Data collection was initially conducted with an open-ended questionnaire, followed by participants being invited back for a semi-structured interview. The findings revealed the main communication challenges faced by participants, such as limited knowledge of English vocabulary, and the challenge of understanding the English accent of Malaysians. However, several strategies in overcoming communication challenges were implemented, including the use of fillers, appeal for help strategy, applying code-switching, and the use of body gesture strategy. This paper presents opinions and experiences of the participants involved, highlighting the challenges of English communication in international scope and the strategies applied. In addition, this paper suggests the necessity of exposure to English learning in real-life contexts, such as involved in international standard programs to enhance long-term communication skills
Using Songs to Boost Vocabulary Mastery in English Classrooms milarizka; Rachman, Dzul; Halim, Abdul
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): 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.v8i1.2290

Abstract

This study investigates the effectiveness of English songs in enhancing vocabulary mastery among university-level EFL students and explores their perceptions of song-based learning. Employing a mixed-methods design, quantitative data were collected through pre-test and post-test vocabulary assessments, while qualitative data were obtained via semi-structured interviews. Participants were 23 English Education students at Muhammadiyah University of East Kalimantan selected through purposive sampling. Quantitative analysis using a paired-sample t-test revealed a statistically significant improvement in students’ vocabulary mastery after the intervention (p < .001), indicating a strong instructional effect. Beyond score improvement, the findings revealed that students demonstrated increased ability to infer word meanings from context and greater retention of newly learned vocabulary. Qualitative findings further supported the quantitative results, showing that English songs enhanced students’ motivation, engagement, and confidence in using new vocabulary, as well as improving their pronunciation awareness and listening comprehension. Nevertheless, students reported challenges related to fast song tempo and unfamiliar accents, which occasionally hindered comprehension. Overall, the findings suggest that English songs function not only as an effective tool for improving vocabulary mastery but also as a meaningful pedagogical medium that promotes contextual learning, learner engagement, and positive learning experiences in higher education EFL contexts.
Achievement-Based School Principal Leadership in Improving the Quality of Education at the Buffer Schools of the Nusantara Capital City (IKN): Achievement-Based School Principal Leadership in Improving the Quality of Education at the Buffer Schools of the Nusantara Capital City (IKN) Budiman, Budiman; Azainil, Azainil; Haeruddin, Haeruddin; Komariyah, Laili; Masruhim, Amir; Haryaka, Usfandi
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): 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.v8i1.2291

Abstract

This study aims to describe and analyze the planning, organizing, strategies, impacts, and challenges of performance-based school principal leadership at SMP Negeri 27 Penajam Paser Utara in efforts to improve the quality of education. The research employs a qualitative approach using a case study method. Data collection techniques include observation, interviews, and documentation. The findings are as follows: (1) Performance-based leadership at SMP the Buffer Nusantara Capital City (Ibu Kota Nusantara) emphasizes continuous teacher competency development through routine training and systematic evaluation using a participatory transformational approach; (2) Leadership organization involves structured and synergistic resource management, supported by ongoing monitoring and program evaluation to maintain the quality of education; (3) Leadership strategies focus on strengthening teachers’ professional capacity, developing a culture of innovative quality, implementing school-based management (SBM), engaging the community, and managing facilities that support optimal learning; (4) The impact of performance-based school principal leadership is evident in improved learning quality, school community motivation, discipline, academic achievement, and innovation; (5) Challenges in performance-based leadership include limited resources, diverse teacher motivation, resistance to innovation, and heavy workloads, which are addressed through routine evaluations, effective communication, and conflict and time management strategies
The Role Of Duolingo In Developing Students’ Listening Skills: Students’ Voices Alpika, Saltha Aulia; Rachman, Dzul; Puspita, Rani Herning
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): 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.v8i1.2283

Abstract

Information and Communication Technology (ICT) has become a fundamental element of English as a Foreign Language (EFL) training, especially via Mobile-Assisted Language Learning (MALL) applications that enhance listening comprehension. Although prior studies have extensively documented the efficacy of Duolingo for general language acquisition, empirical research that rigorously investigates its impact on listening comprehension in the context of Indonesian higher education is few. This study sought to examine the efficacy of Duolingo in improving EFL students' listening comprehension, emphasizing both educational outcomes and learner experiences. This research utilized a mixed-methods approach, incorporating surveys and semi-structured interviews with first-semester undergraduate English as a Foreign Language students. Quantitative data were subjected to descriptive analysis, while qualitative data underwent thematic analysis to facilitate data triangulation. The results demonstrated that Duolingo effectively facilitated students' listening comprehension via repeated audio exposure, incremental task advancement, vocabulary guidance, and gamified elements that increased motivation and engagement. Students additionally indicated enhancements in pronunciation awareness and general English proficiency. The study, however, revealed significant problems, notably with robotic and unnatural speech, irregular speaking tempo, and restricted exposure to genuine hearing input.This study provides empirical evidence indicating that Duolingo serves most effectively as an adjunct listening tool when combined with classroom instruction, rather than as a standalone learning medium. These findings offer pedagogical implications for the incorporation of MALL applications in EFL listening instruction within Indonesian higher education
University Students’ Perceptions of Duolingo as a Gamified Tool for English Vocabulary Learning Ramadhani, Novita Putri; Rachman, Dzul; Khatimah, Khusnul
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): 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.v8i1.2288

Abstract

This study examines university students' impressions of Duolingo as a gamified tool for improving English vocabulary acquisition. This study used a mixed-method methodology, integrating quantitative data from 58 first-semester students at Universitas Muhammadiyah Kalimantan Timur with qualitative insights derived from five interviews. The study seeks to examine Duolingo's impact on vocabulary acquisition, learner motivation, and autonomous learning. Findings suggest that students predominantly view Duolingo as stimulating and beneficial for vocabulary acquisition, facilitated by its interactive elements like points, streaks, and prompt feedback. Nonetheless, constraints were observed, including reliance on the internet, restricted classroom integration, and insufficient teacher engagement. Although Duolingo seems to promote motivation and autonomous learning, its effect on vocabulary acquisition is contingent upon context. These data indicate that Duolingo serves more effectively as an ancillary learning resource rather than a substitute for classroom education
Students’ Views on the Use of Duolingo to Support Reading Comprehension Salsabilah, Tasa; Rachman, Dzul; Rahmawati, Yeni
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): 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.v8i1.2289

Abstract

This study investigates students' perceptions of Duolingo as an ICT-based tool for supporting reading comprehension in English as a foreign Language (EFL) education. While prior research has extensively investigated mobile-assisted language learning, fewer studies have analytically explored how Duolingo shapes students' cognitive and affective engagement in reading-related activities within the context of Indonesian higher education. This study employed a mixed-methods methodology with 54 first-semester English Education students at Universitas Muhammadiyah Kalimantan Timur to address this gap. Data were collected through questionnaires and semi-structured interviews and analyzed employing descriptive and thematic techniques. The results indicate that students typically perceive Duolingo as accessible and interesting for reading practice, though its educational efficacy seems constrained by material simplicity and reliance on consistent internet connectivity. The study demonstrates that Duolingo can serve as a supplementary tool rather than a substitute for formal education, highlighting the complex role of gamified mobile platforms in encouraging reading engagement and supporting learner autonomy in EFL contexts
The Influence of Principal’s Managerial Competence, Teachers’ Pedagogical Competence, and The Utilization of Educational Facilities on The Effectiveness of Learning Management in Primary Schools across South Amfoang District, Kupang Regency: Pengaruh Kompetensi Manajerial Kepala Sekolah, Kompetensi Pedagogik Guru, dan Pemanfaatan Fasilitas Pendidikan terhadap Manajemen Pembelajaran Efektif di Sekolah Dasar se Kecamatan Amfoang Selatan, Kabupaten Kupang Mere, Septiani Yeni; Surya, Priadi
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): 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.v8i1.2294

Abstract

Abstract This study aims to analyze the association between the principal's managerial competence, teachers' pedagogical competence, and the utilization of educational facilities with the effectiveness of learning management in primary schools across South Amfoang District, Kupang Regency. Adopting a quantitative correlational design, the study involved 96 teachers as respondents selected through a census technique. Data were collected via questionnaires and analyzed using multiple linear regression. The findings reveal a statistically significant positive relationship, with teachers' pedagogical competence emerging as the most prominent predictor. Although the Adjusted R² value reached 0.936, these findings should be interpreted with caution due to potential multicollinearity and response bias inherent in perception-based survey data within a homogeneous sample. The results suggest that in peripheral areas, the integration of human capacity and physical resources tends to operate simultaneously in supporting learning effectiveness. This study recommends the necessity of strengthening pedagogical competencies that are contextualized to the infrastructure constraints in underdeveloped regions.   Abstrak Penelitian ini bertujuan untuk menganalisis asosiasi antara kompetensi manajerial kepala sekolah, kompetensi pedagogik guru, dan pemanfaatan fasilitas pendidikan dengan efektivitas manajemen pembelajaran di sekolah dasar se-Kecamatan Amfoang Selatan, Kabupaten Kupang. Menggunakan pendekatan kuantitatif korelasional, penelitian ini melibatkan 96 guru sebagai responden melalui teknik sensus. Data dikumpulkan dengan instrumen kuesioner dan dianalisis menggunakan regresi linear berganda. Hasil menunjukkan adanya hubungan positif dan signifikan secara statistik di mana kompetensi pedagogik guru muncul sebagai prediktor yang paling menonjol. Meskipun nilai Adjusted R² menunjukkan angka 0,936, temuan ini harus diinterpretasikan secara hati-hati mengingat adanya potensi multikolinearitas dan bias persepsi dalam data survei di wilayah dengan karakteristik sampel yang homogen. Hasil ini mengindikasikan bahwa di wilayah pinggiran, integrasi kapasitas manusia dan sumber daya fisik cenderung bergerak simultan dalam mendukung efektivitas pembelajaran. Peneliti merekomendasikan perlunya penguatan kompetensi pedagogik yang kontekstual dengan keterbatasan sarana di daerah tertinggal.
Artificial Intelligence in Primary Education: A Philosophy of Science Inquiry into the Ontological, Epistemological, and Axiological Roles of Elementary School Teachers Restiawati, Yanti; Masruhim, Amir
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): 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.v8i1.2301

Abstract

The rapid expansion of Artificial Intelligence (AI) in education has largely been framed through instrumental benefits such as efficiency and personalization, yet its deeper implications for primary education, where teaching is inherently relational, moral, and developmentally sensitive, remain underexplored. This study examines how AI reshapes the meaning of teaching, knowledge, and educational values for elementary school teachers through a philosophy of science lens. Using a thematic narrative review, literature from Scopus, Web of Science, and Google Scholar was screened, yielding 34 core sources that were analyzed through ontological, epistemological, and axiological dimensions. The findings indicate that AI operates as a set of socio-technical systems, including generative tools, adaptive platforms, and analytic dashboards, that mediate instructional decisions and subtly redistribute agency between teachers and technologies. Epistemologically, AI reshapes knowledge authority by privileging algorithmic outputs, although teacher-led AI literacy and critical mediation can strengthen rather than weaken teachers’ epistemic roles. Axiologically, AI introduces ethical tensions related to teacher wellbeing, children’s vulnerability, data privacy, and equity, particularly within the Indonesian primary education context characterized by uneven infrastructure and digital literacy. The study concludes that AI is not value-neutral in primary schooling; it actively participates in redefining who acts, who knows, and what is valued in the classroom. AI can contribute positively to learning only when positioned as a supportive resource under strong human oversight that preserves teachers’ moral, relational, and epistemic functions, thereby safeguarding the human core of primary education in an increasingly algorithmic world.
Strategic Code-Switching in Indonesian EFL Classroom: Forms, Functions, and Students Perspective Maharani Azzahra, Yunita; Aridah, Aridah; Teodora Ping, Maria; Syamdianita, Syamdianita; A.K. Amarullah
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): 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.v8i1.2318

Abstract

This study examined the forms and functions of lecturers’ code-switching in English as a Foreign Language (EFL) classroom interaction in Indonesian higher education. Using a qualitative descriptive design, data were collected through classroom observations and student interviews and analyzed thematically. The study focused on naturally occurring interactions across multiple lessons to capture authentic language use. The findings reveal three main forms of code-switching: inter-sentential, intra-sentential, and tag switching, with inter- and intra-sentential appearing more salient during explanatory and instructional sessions. Functionally, code-switching was used toexplain material, give instructions, check understanding, build rapport, and manage classroom behavior. Students reported that code-switching supported their understanding while still maintaining the use of English as the main instructional language. These results indicate that lecturers’ code-switching is a patterned and interactionally grounded practice, demonstrating how bilingual resources can be effectively leveraged to enhance learning outcomes and student engagement in Indonesian EFL classrooms.

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