Basic and Applied Education Research Journal (BAERJ)
The goal of Basic and Applied Educational Research Journal (BAERJ) is to provide a platform for scientists and academicians all over the world to promote, share, and discuss various new issues and developments in different areas of educational research. Subject areas include, but are not limite to the following fields: Behavior modification, Curriculum, Teaching and Learning, Textbook and Media for Education, Educational Evaluation, Collaborative learning, Comparative education, Compulsory education, Developmental Education, Educational technology, Educational philosophies, Educational psychology, Free education, Glossary of education-related terms, Humanistic education, Language education, Learning community, Life skills, Lifelong education, Medical education, Online learning community, Remedial education.
Articles
57 Documents
<![CDATA[Meaning Search of Agricultural Technology Terms Internet Based-Learning in Translation and Learning English ]]>
<![CDATA[I Gusti Agung Istri Aryani]]>;
<![CDATA[Made Detriasmita Saientisna]]>;
<![CDATA[Ni Putu Evi Wahyu Citrawati]]>
<![CDATA[ Basic and Applied Education Research Journal Vol 3 No 2 (2022): Basic and Applied Education Research Journal ]]>
Publisher : <![CDATA[Future Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11594/baerj.03.02.02
<![CDATA[The current development of technology has been instantly changing the whole society with the easy access for searching information through the internet. Using media support is a consideration to increase activities of learning and adapting the development of this era. The English learning desire creativity for teaching the students as their target goal. This research aims to analyze the meaning of the terms related to science agricultural technology by implementing Internet Based-Learning for students in the Department of Food Technology, including their translation. It was conducted with mixed methods (qualitative and quantitative). by giving guidance to first-year semester on how they could use the WebCorp media to search articles. Then, students instructed to find the translation and understanding of the meaning in each of the terms. This search engine is a machine that compiles Bing or big data capacity and collected as corpus. The texts can be found in various types and sources on the internet. The discussion of problems in the study covers description of understanding the meaning search for terms related to agricultural technology, evaluating parameter of ability to search meaning through internet based-learning by using WebCorp media and strategies implementation to learn English, mainly meaning related to agricultural technology. It showed that there were 47 terms equivalence based on their English terms meaning and translation of Indonesian related to agricultural technology, meanwhile, 7 were found inequivalence for their meanings and text chosen. So, 87% of their results relevant to the agricultural technology but 13% were not connected with the specification of terms and meaning. The students understood how to use the media of searching and gave experience to them.]]>
<![CDATA[EFL Teachers’ Perceptions and Strategies in Fostering Learner Autonomy during the COVID-19 Pandemic ]]>
<![CDATA[Khairani Putri Salsya]]>;
<![CDATA[Lulu Laela Amalia]]>
<![CDATA[ Basic and Applied Education Research Journal Vol 3 No 2 (2022): Basic and Applied Education Research Journal ]]>
Publisher : <![CDATA[Future Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11594/baerj.03.02.03
<![CDATA[Learner autonomy is required when studying English as a Foreign Language (EFL). In fact, teacher-centered learning is still dominating the learning activity, where the students still depend on the teacher as the source of knowledge in the classroom, including in Indonesian context. Unfortunately, the world is now facing serious pandemic COVID-19 which has caused the teachers not able to do the teaching and learning process conventionally. This research sought two senior high school teachers in Lampung. In this study, questionnaires and semi-structured interviews were used as instruments. This qualitative research aimed to describe the EFL teachers’ perceptions and strategies to foster learners’ autonomy during the COVID-19 pandemic. Both EFL teachers agreed that autonomy meant that students could choose how they learned and be in charge of their own learning. The EFL teachers fostered learner autonomy by using some strategies such as assigning e-diaries, asking for a presentation based on certain tasks, and allowing students using educational apps as it is one of a tool to reach students’ learner autonomy. The result showed that teachers had positive perspectives and the eagerness to foster learner autonomy. Furthermore, the teachers’ strategies affect positive responses for their students during online learning due to the COVID-19 pandemic.]]>
<![CDATA[Authentic Assessment, Teacher Pedagogy, and Student Satisfaction ]]>
<![CDATA[Keai Lim]]>
<![CDATA[ Basic and Applied Education Research Journal Vol 3 No 2 (2022): Basic and Applied Education Research Journal ]]>
Publisher : <![CDATA[Future Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11594/baerj.03.02.04
<![CDATA[This article purposed to analyse the mediating role of authentic assessment in the relationship between teaching pedagogy and student satisfaction in the Singapore Private Education industry. The target group for this quantitative study consisted of international Postgraduate MBA students from various countries selected through simple random sampling methods. A questionnaire consisting of three dimensions i.e. Student Satisfaction, Teaching Pedagogy, and Authentic Assessment was constructed and used to collect opinions from 344 MBA graduates. Statistical Package for the Social Sciences (SPSS) was used to analyse the collected data. Multiple Linear Regression Analysis and Sobel Test showed the mediating effect and the predictive power of authentic assessment on the relationship between Teaching Pedagogy and student satisfaction. Essential research ethical issues were addressed and adhered to. The findings and knowledge generated from this study on student satisfaction will be significant and beneficial for institutions or individuals to identify and rectify any area for improvement in student satisfaction.]]>
<![CDATA[Quality Performance of Teachers: Work Environment, Work Attitude, and Principal Supervision: Qualitative Investigation ]]>
<![CDATA[Osias Kit T. Kilag]]>;
<![CDATA[Ma. Felina S. Calledo]]>;
<![CDATA[Francisca T. Uy]]>;
<![CDATA[Yolanda T. Dela Cerna]]>;
<![CDATA[Neil Andrian A. Angtud]]>;
<![CDATA[Khen M. Villanueva]]>
<![CDATA[ Basic and Applied Education Research Journal Vol 4 No 1 (2023): Basic and Applied Education Research Journal ]]>
Publisher : <![CDATA[Future Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11594/baerj.04.01.01
<![CDATA[One of the most important factors in the face of the educational system is the quality of teachers' performance. The goal of this study is to ascertain whether the teachers' high-quality performance is actually impacted by the work environment, work attitude, and principal supervision. In this qualitative investigation, the Heideggerian Phenomenology design was employed. This study seeks to comprehend the phenomenon from the participant's point of view and through their experiences. In this study, the purposive method was employed, and participants were chosen to expound on their experiences as general education teachers at PAU Excellencia Global Academy Foundation, Inc., teaching in an inclusion classroom. It has been discovered that the key to creating a positive learning environment in the classroom is workgroup encouragement, especially having good relationships with the principal. How frequently teachers must deal with unruly and aggressive students have largely defined teaching obstacles. A teacher's perception of the supportive environment at school improved as he or she gained experience.]]>
<![CDATA[Implication of Individual Plan for Professional Development (IPPD) on Teachers’ Professional Development and Career Advancement ]]>
<![CDATA[Osias Kit T. Kilag]]>;
<![CDATA[Irene A. Bariquit]]>;
<![CDATA[Cynthia G. Glipa]]>;
<![CDATA[Renan A. Renan A. Ignacio]]>;
<![CDATA[Geraldine U. Alvez]]>;
<![CDATA[Ritchel T. Guilot]]>;
<![CDATA[John Michael Sasan]]>
<![CDATA[ Basic and Applied Education Research Journal Vol 4 No 1 (2023): Basic and Applied Education Research Journal ]]>
Publisher : <![CDATA[Future Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11594/baerj.04.01.02
<![CDATA[The research was conducted to determine the needs of teachers for their continuous professional development and to create an individual professional development plan for this aim. This study utilized qualitative investigation; the Heideggerian Phenomenology design was employed. This study seeks to comprehend the phenomenon from the participant's point of view and through their experiences. In total, twenty teachers from Philippine schools were interviewed. The interviews were verbatim captured on tape and then transcribed. Three main themes emerged from the analysis of the data: (a) IPPD gives greater insights and improves performance; (b) IPPD allows putting into practice the appropriate trainings and seminars attended; and (c) IPPD impacts students’ learning and behaviour. Based on the findings, professional development can encourage teachers' creativity and help break up the monotony of daily work. Offering regular professional development can also assist individuals in acquiring fresh knowledge and viewpoints that may influence how they approach their work. Furthermore, it is critical to give financial support for teachers' professional growth, as seen by the difficulties they face.]]>
<![CDATA[How Does Philippines's Education System Compared to Finland's? ]]>
<![CDATA[Osias Kit T. Kilag]]>;
<![CDATA[Junrel P. Zarco]]>;
<![CDATA[Maribel B. Zamora]]>;
<![CDATA[Jelly D. Caballero]]>;
<![CDATA[Claudine Acece L. Yntig]]>;
<![CDATA[Jodhel D. Suba-an]]>;
<![CDATA[John Michael Sasan]]>
<![CDATA[ Basic and Applied Education Research Journal Vol 4 No 1 (2023): Basic and Applied Education Research Journal ]]>
Publisher : <![CDATA[Future Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11594/baerj.04.01.03
<![CDATA[This study examines the differences between the education systems in Finland and the Philippines. The education systems in both countries have significant differences in terms of policies, teacher qualifications, and curriculum structure. Finland has a highly decentralized curriculum that allows teachers to develop their own curriculum according to the needs and interests of students, while the curriculum in the Philippines is centralized and designed by the central government. The quality and competence of teachers in Finland are also higher compared to those in the Philippines, where a Bachelor's or Diploma Four degree is the minimum requirement for teaching. Finland's success in education can be attributed to the government's persistence and consistency in implementing education policies formulated over the years, and their emphasis on teacher quality and competence. On the other hand, the Philippines has struggled to improve the quality of education, with some policies having little to no positive impact. Given the differences between the two education systems, the study suggests that the Philippines should learn from Finland's education system and adopt some of its policies to improve its own education system. By doing so, the Philippines can improve the quality of education and potentially achieve the same success that Finland has achieved.]]>
<![CDATA[Management of Primary Education for Ethnic Chinese Children during the Dutch Colonial Period 1900-1920 ]]>
<![CDATA[Sumardi]]>
<![CDATA[ Basic and Applied Education Research Journal Vol 4 No 1 (2023): Basic and Applied Education Research Journal ]]>
Publisher : <![CDATA[Future Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11594/ijmaber.04.01.04
<![CDATA[The management of primary education for ethnic Chinese children during the Dutch colonial period 1900-1920, to analyze the primary education of ethnic Chinese children (HCS) by the Dutch Colonial Government in 1900-1920. This research method uses five steps: Topic Selection, Heuristics, Verification, Interpretation, and Historiography. The results showed that the establishment of primary education for ethnic Chinese was due to the large number of immigrant children from China who did not get the proper attention to go to school. Then the Chinese community association Tiong Hoa Hwee Koan (THHK) began to think about the education of its descendants and established Primary Education. Apart from this, Chinese children who attended ELS could also not follow the lessons properly. This reason strengthened the colonial government to build a particular school for ethnic Chinese children, namely Hollandsch Chineesche School (HCS).]]>
<![CDATA[The Use of Digital Library to Increase Students’ Reading Interest and Learning Independence ]]>
<![CDATA[Sumardi, Sumardi]]>
<![CDATA[ Basic and Applied Education Research Journal Vol 4 No 2 (2023): Basic and Applied Education Research Journal ]]>
Publisher : <![CDATA[Future Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11594/baerj.04.02.01
<![CDATA[A digital library is a library in which the entire collections and the management process and services are in the form of digital. The digital library collection is not only limited to print-substitute electronic documents, but the scope of the collection extends to digital artifacts that cannot be replaced in printed form. In the context of learning media, digital libraries can function to provide a variety of textual documents, audio, images, and videos. With the enhancement of digital library management and services, it will certainly provide more excellent service to its users and will create a joyful experience while accessing various information in the library and thus, can invite many people to know more about digital libraries. Therefore, this digital library can influence students' reading interests as well as increase their learning independence. The method used in this research is a descriptive qualitative research method. It is a kind of method that creates a factual and accurate description of the facts, characteristics, and relationships that occur between one phenomenon and another being studied. The purpose of this research is to find out what factors that influence students' low interest in reading and their learning independence and how to use digital libraries to increase student’s reading interest and learning independence.]]>
<![CDATA[Disaster Mitigation Using Disaster Education in High Schools in Banyuwangi and Lumajang Regency ]]>
<![CDATA[Retna Ngesti Sedyati]]>;
<![CDATA[Suharso, Pudjo]]>;
<![CDATA[Tiara]]>
<![CDATA[ Basic and Applied Education Research Journal Vol 4 No 2 (2023): Basic and Applied Education Research Journal ]]>
Publisher : <![CDATA[Future Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11594/baerj.04.02.02
<![CDATA[This article describes the urgency of a disaster education curriculum based on local wisdom as a result of a research study in Banyuwangi and Lumajang Regencies, East Java. These two areas are areas with high disaster risk. Banyuwangi Regency is faced with the risk of a tsunami and Mount Raung eruption, while Lumajang is faced with a flood and Mount Semeru eruption. The research was conducted through surveys, literature studies and qualitative descriptions. Methods of data collection through questionnaires, observation, and literature review. Data analysis uses simple inferential statistics and the Miles Hubberman model. As a result, several high schools in Banyuwangi and Lumajang regencies already have a disaster curriculum. The existing disaster curriculum accommodates local wisdom, as an effort to provide appropriate education to face and manage disasters simultaneously. The developed local wisdom-based curriculum explains the relationship between humans and the natural and cultural environment that surrounds them. The implementation of disaster education is carried out through the integration of disaster education in related subjects and through extracurricular activities. The content of disaster education is a combination of disaster standard materials and local wisdom.]]>
<![CDATA[English Language: Commonly Used Instructional Materials in Teaching and Learning ]]>
<![CDATA[Ordu, Stanley]]>;
<![CDATA[Better, Odukwu]]>
<![CDATA[ Basic and Applied Education Research Journal Vol 4 No 2 (2023): Basic and Applied Education Research Journal ]]>
Publisher : <![CDATA[Future Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11594/ijmaber.04.02.03
<![CDATA[This study investigates the survey of instructional materials commonly used by teachers in teaching and learning of English Language in Selected Junior Secondary Schools in Ogba/Egbema/Ndoni Local Government Area of Rivers State. Five research questions were used to guide the study. The population of the study was 1,230 respondents from Junior Secondary School Students and 120 respondents were used for the study. Twenty five research questionnaires (25) items were raised from the research questions and were analyzed using a four point Likert scale. A benchmark of 2.5 was used as a criterion for agreement. Conclusion and recommendations were made based on the following. Teachers should always try their best to make use of available visual instructional materials necessary to make their lessons more interesting, teachers are encouraged to search for necessary visual instructional materials that can appeal to the sense of learners, arouse their interest, encourage their participation, making learning more meaningful and promote academic standard, school principles should provide teachers with enabling environment for the use of available instructional material to give room for participatory studentship and make learning more meaningful, government should supply teaching aids and finance schools to improvise unavailable and inadequate instructional materials to make teaching and learning easier, practical, appealing and enjoyable.]]>
