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INDONESIA
International journal of education and learning
Published by Association for Scientic Computing Electronics and Engineering
ISSN : -     EISSN : 2684924     DOI : https://doi.org/10.31763/ijele.v4i1.530
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The International Journal of Education and Learning (IJELE) is an international journal to provide an international forum for the sharing, dissemination, and discussion of research, experience, and perspectives across a wide range of teaching, development, curriculum, instruction, innovations, methodology, and technology in education or situated at the convergence of two or more disciplines. These topics are addressed in full-length academic articles, critical statements on current issues, developmental practice, action research, reviews of books and articles based on education and learning.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 5 Documents
 1 
Search results for , issue "Vol 5, No 2: August 2023" : 5 Documents clear
From bonds to beliefs: Investigating parent, peer attachment, and growth mindset in private vocational high schools Azizah, Asti Nur; Herdian, Herdian; Na'imah, Tri; Nurwahidah, Fatin Rohmah
International Journal of Education and Learning Vol 5, No 2: August 2023
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v5i2.1249

Abstract

This research focuses on investigating the influence of parent and peer attachment on the growth mindset of students enrolled in Private Vocational High Schools in Purwokerto, Indonesia. Stratified proportional random sampling was employed to select participants for this study. Consent was obtained from 235 students who participated. The gender distribution was skewed toward females (57.9%) compared to males (42.1%), with the majority of participants being 16 years old (46.7%). The Inventory of Parent and Peer Attachment (IPPA) was used to measure parent and peer attachment, while the Growth Mindset Scale was employed to assess participants' growth-oriented attitudes. A linear regression analysis was utilized to examine the predictive relationship between mother, father, and peer attachment and growth mindset scores. The results demonstrated significant gender-based variations across the variables studied. Notably, females exhibited significantly higher Mother Attachment scores, indicating a stronger attachment to their mothers. Nonetheless, no considerable gender disparities emerged in Father Attachment scores. Although the distinction in Peer Attachment scores was close to significance (p = 0.053), females displayed slightly higher attachment to peers. A marked gender discrepancy was identified in Growth Mindset scores, with females displaying a notably more positive perspective toward growth and learning opportunities. Furthermore, predictive modeling revealed that Mother Attachment exerted a significant positive impact on Growth Mindset scores (β = 0.3), implying that a stronger attachment to mothers corresponded to a more favorable growth-oriented mindset. Similarly, Father Attachment positively contributed to Growth Mindset scores (β = 0.25). Additionally, Peer Attachment demonstrated a modest yet positive association (β = 0.13). The calculated R² values indicated that both Mother Attachment and Father Attachment collectively accounted for approximately 18% of the variance in Growth Mindset scores, while Peer Attachment contributed to a smaller extent (1%). Collectively, these findings shed light on the intricate relationships between attachment, age, and mindset. They underscore the roles of different attachments in shaping individuals' growth-oriented perspectives and highlight the nuanced gender differences in attachment and mindset. This study provides valuable insights for educators, parents, and policymakers aiming to promote positive growth mindsets among students.
Social informatics and CDIO: revolutionizing technological education Wibawa, Aji Prasetya; Nabila, Khurin; Utama, Agung Bella Putra; Purnomo, Purnomo; Dwiyanto, Felix Andika
International Journal of Education and Learning Vol 5, No 2: August 2023
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v5i2.1175

Abstract

Social informatics is an interdisciplinary area that examines how information and communication technologies (ICT) and the complex web of social and cultural contexts interact and change over time. This study not only helps with the design and use of ICT but also shows how these technologies significantly affect society and culture. It encourages new ideas, collaborations between different fields, and policymaking insights, which drives technological innovation and a better knowledge of how ICT affects society. The Conceive, Design, Implement, operate (CDIO) educational system stands out as a new and innovative teaching method. It emphasizes active learning and gives engineering students both technical and social skills. Its use in social informatics ushers in a new era of education that combines innovation and technology to help students become strong and independent. Future study on CDIO programs in social informatics education has the potential to augment the technical proficiency and social consciousness of graduates, thereby rendering them significant contributors to the field.
Exploring the roles of special schools' principals in teacher quality improvement: A case study of special schools Sahuddin, Muhammad; Jinkuan, Cheng; Verawati, Verawati
International Journal of Education and Learning Vol 5, No 2: August 2023
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v5i2.1062

Abstract

Concern about the role of school principals in improving the quality of special schools remains one of the challenges in realizing better quality education in Indonesia. However, some obstacles to the role of the principal in improving the quality of special schools still exist. Principals of special schools are still faced with obstacles to improving school quality, such as the quality of teachers. Therefore, this qualitative study aims to explore the role of the principal of the Southwest Aceh public special school in improving teacher quality. In particular, it discusses the main challenges faced by the Southwest Aceh public special school principals and the roles and strategies they use to improve teacher quality. This qualitative research is to investigate the role of the head of the Southwest Aceh public special school in Indonesia, asking the main research question, what is the role of the principal in improving teacher quality? This research was conducted using a case study design. Data was collected through in-depth interviews with school principals, observation, and secondary data, including official documents and existing literature on the role of school principals. Data analysis was used using data analysis techniques according to Miles and Huberman: data collection, data presentation, data reduction, and conclusions. The interconnected theoretical framework built through the role of the principal and the theory of quality improvement is the most suitable because it helps to understand the experience, working conditions, and challenges of exploring the role of the principal in improving school quality critically. The research findings reveal the role of the school principal in improving the quality of teachers; that is, the principal conducts guidance, coaching, and supervision, grants study permits for schools to a higher level, and conducts training to increase teacher competence. Besides that, the principal explores new ideas from teachers according to the times in the world of education and creates harmonious relationships, openness, adjustments to the curriculum, division of teaching tasks or additional assignments, and differential learning, and provides rewards and punishments to teachers who break the rules. In giving the workload of main tasks and additional assignments to teachers, the average is high, and the school program is not related to each other.
Academic writing challenges faced by chemistry doctoral students: A self-study informed by three writing theories Ead, Hamed A.; Fahmy, Heba; Elbadry, Abdallah
International Journal of Education and Learning Vol 5, No 2: August 2023
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v5i2.1248

Abstract

This research investigated the challenges faced by chemistry Ph.D. candidates writing in English as a second language. Drawing from Second Language Writing, Genre Theory, and Academic Writing Instruction and Support, we investigated the linguistic, cultural, and disciplinary factors that might affect these students' writing development. Nineteen doctoral students participated in the study, which relied on a self-study methodology. Attitudes towards writing, idea generation, revision, criticism, cooperation, and writing process awareness were only some topics covered in a seven-part online survey on academic writing. Language, method, outcomes, style, and substance were found to be the most salient aspects of academic writing as seen by graduate students. There were five major classes of issues with academic writing, including text, errors, competence, support, and dissemination medium. By drawing on the fields of Second Language Writing, Genre Theory, and Academic Writing Instruction and Support, we propose strategies for enhancing students' abilities in academic writing. These strategies range from providing more detailed instructions on the writing process to emphasizing the importance of close communication between faculty advisors and their students. The ramifications of these results for graduate education programs that want to help their students with their academic writing are substantial.
Exploring diverse learning styles in elementary schools: A study on student preferences Erviana, Vera Yuli; Fajaruddin, Syarief
International Journal of Education and Learning Vol 5, No 2: August 2023
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v5i2.1241

Abstract

This study aimed to describe the learning style preferences of elementary school students in 5 districts in Yogyakarta. The population is 4th-grade and 5th-grade elementary school students in 5 districts in Yogyakarta. The sample was 992 students. Data was collected with a survey by questionnaire of learning style preferences. The results showed that the majority of elementary students have visual-kinesthetic (25.06%), the majority of students in Sleman district have kinesthetic (33.33%), the majority of students in Bantul district have visual-kinesthetic (31.93%), the majority of students in Gunungkidul district have the kinesthetic (27.45%), and the majority of students in Kulonprogo district have the visual-kinesthetic (29.36%). The elementary school students in Yogyakarta Province have more than one preference, a combination of two learning styles: visual-kinesthetic and auditory-kinesthetic. It can be concluded that the majority of students in Yogyakarta tend towards two learning styles, i.e., visual and kinesthetic.

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