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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 114 Documents
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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.
Indonesian English learning preferences Lisa Ramadhani Harianti; Aji Prasetya Wibawa; Bety Masruroh; Vira Setia Ningrum; Eka Nurcahya Ningsih
International Journal of Education and Learning Vol 6, No 2 (2024): August
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v6i2.1352

Abstract

This study examines the language learning preferences of Indonesians by comparing search trends for popular formal English courses and English learning applications using Google Trends data. The data is visualized and analyzed descriptively, revealing Ruang Guru as the most preferred English language institution in Indonesia. Its popularity is attributed to service promotions, user-friendly websites, and efficient marketing techniques. Simultaneously, Grammarly is observed as the most popular English learning application among Indonesian learners, emphasizing the importance of refining writing skills. A comparison of search results between Grammarly and Ruang Guru highlights Grammarly's dominance and the preference for self-directed and flexible learning options among Indonesians. These findings have significant implications for education policymakers, language application developers, and English course institution managers. The study suggests a need for the formulation of courses that align with the preferences of Indonesian learners, facilitating autonomous and flexible learning experiences. This insight can guide strategic decisions to enhance the effectiveness and relevance of English language education in Indonesia.
The teaching of EFL reading at a university level: Teachers' and students' perceptions Moh Junaidi; Mutmainnah Mustofa; M Faruq Ubaidillah; Huan Yik Lee
International Journal of Education and Learning Vol 5, No 3: December 2023
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v5i3.998

Abstract

This study investigated the teaching of EFL reading at a university level from teacher’s and students’ perspectives. It delved into how the participating lecturer conducted the teaching of reading. Moreover, it shared the difficulties of teaching reading and the difficulties of students in reading. In this research, the researchers used a case study. The researchers used observation and interviews to collect the data. The participants of this study are one lecturer and three students situated in a private Islamic university in Malang, Indonesia. The recruited lecturer has been teaching reading for more than 10 years. Meanwhile, the recruited students were selected because they were close to the researchers and easy to access. The findings suggest that the teaching of reading was done by making a group discussion and cooperative learning such as Think-Pair-Share and Jigsaw. Besides, the minimal access to high-quality books for students’ reading tasks is one of the difficulties in the teaching of reading. Students also found it difficult to read difficult words. Mostly, they skipped the words and struggled to look for the text's main ideas and topic sentences. Finally, based on the result of the study, it is suggested that English lecturers should use appropriate reading books and techniques, select other supplementary materials, and vary the teaching activities. Future researchers are urged to conduct more intensive research in the teaching of reading in different contexts.
Self-regulation in problem-based blended learning Alfrista Novalia Putri; Much Fuad Saifuddin
International Journal of Education and Learning Vol 6, No 1 (2024): April
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v6i1.1060

Abstract

Self-regulation is pivotal for student success in the 21st-century learning landscape, enabling learners to effectively manage their academic goals and processes. This research investigates the impact of problem-based blended learning on students' self-regulation skills. A quasi-experimental design was employed, featuring a non-randomized control group. The experimental group was exposed to problem-based blended learning, while the control group experienced traditional face-to-face problem-based learning. The study involved 65 students from SMA Negeri 1 Prambanan, with self-regulation assessed through a closed questionnaire addressing nine key indicators. Data analysis revealed no significant difference in self-regulation between the control and experimental groups; however, the experimental group showed better outcomes. This group's higher performance in self-regulation was attributed to the flexible, interactive, and time-independent nature of blended learning, which fosters better time management, environmental structuring, and goal-setting among students. The findings underscore the potential of problem-based blended learning to enhance students' self-regulatory capacities, ultimately contributing to improved academic achievement and the development of essential 21st-century skills.
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.
How do secondary mathematics teachers use textbooks in teaching: A case study from China Jiajie Yan
International Journal of Education and Learning Vol 6, No 2 (2024): August
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v6i2.1508

Abstract

The method of using mathematics textbooks for teaching impacts their effectiveness as a learning and teaching medium. Therefore, it is essential to understand how to use mathematics textbooks effectively. Based on this background, this study aims to analyze the use of mathematics textbooks by an experienced Junior High School mathematics teacher in the classroom. The content analysis method is employed to compare the textbooks with the teaching materials actually used by teachers in terms of teaching content and design sequence. Teachers generally recognize the content of mathematics textbooks well and utilize most of the contents. However, the textbook content is often split, reorganized, supplemented, and deleted during use. Furthermore, teachers adjust the teaching sequence based on the textbooks. This indicates that teachers effectively redesign textbooks in their application. This research suggests that teachers should not use mathematics textbooks directly but should adapt them to fit their respective schools' contexts.
Ethiopian EFL teachers’ classroom practice and learners’ view on teaching and learning English speaking skill Dereje Asfaw Bulbula; Obsa Neme; Tesfa Alemu; Mulualem Getachew; Fedila Abazinab; Damtew Bulbula
International Journal of Education and Learning Vol 5, No 3: December 2023
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v5i3.1173

Abstract

Communication capacity (Speaking skill) in English language education is a difficult task that needs effective guidance and sustainable practice. Therefore, this study aimed at exploring the Implementation of Teaching and Learning English Speaking Skills in Ethiopian EFL Classes. The design of the study was descriptive survey. There were 523 students included using a simple random sampling technique and 30 EFL teachers using an availability sampling technique. To collect data, questionnaire for students and Focus Group Discussions for teachers were used. Mixed method data analysis was used. The results showed that EFL teachers were not using different techniques to teach English speaking skills, and they were not making sustainable follow-ups on how learners performed. They also apply the teacher-centered method rather than the learner’s method. Learners face challenges from their mother tongue's influence, lack of confidence, and fear of making a mistake. EFL teachers were also challenged by student-related problems like being disinterested in being involved in the actual teaching and learning actively, uncomfortably of the school compound, absence of well-equipped English mini-media, and the bulkiness of the textbook. Thus, EFL teachers should use various techniques, school administration should avail the resource and students should be participatory in their learning.
The impact of after-school activities to enhance students’ academic performance in Vocational High School in Indonesia Lambok Hermanto Sihombing
International Journal of Education and Learning Articles in press
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v0i0.1845

Abstract

After-school activities (ASA), also known as extracurricular activities, can be found in various forms at all academic levels. These activities could include English Club, sports, debate, or drama. They have become an essential component of school life for students. In order to comprehend this effect, the author intends to describe how extracurricular activities were used as touchpoints to enhance students' academic performance. The focus of the study was 500 students of Vocational High School in Bekasi, Indonesia. Specifically, this study utilized a mixed research approach. There were two instruments used in this study; a student survey and student reflections. The findings demonstrated that after-school activities affect the students’ academic performance especially in speaking skills. They also showed their improvement in self-esteem, critical thinking, and discipline.
Transformational school leadership in Indonesia: A qualitative analysis A'yun, Ummu Qurrota; Sulisworo, Dwi; Maryani, Ika
International Journal of Education and Learning Vol 6, No 3 (2024): December
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v6i3.1814

Abstract

This study aims to explore the practices and impact of transformational school leadership within the context of Indonesian education. Using a qualitative research design, the study employed semi-structured interviews with school principals, administrative staff, and teachers to gather in-depth insights into leadership behaviors, challenges, and outcomes. The data were analyzed using NVivo 12 software, following thematic coding techniques to identify recurring themes and relationships. The findings reveal that transformational leadership positively influences educational outcomes, school climate, and organizational effectiveness. Leaders who demonstrated clear vision, empathy, and the ability to motivate others contributed to enhanced student achievement, innovative teaching practices, and improved institutional performance. Despite these benefits, school leaders also face significant challenges, including limited resources, internal resistance, and external stakeholder constraints. However, these challenges can be navigated through strategies such as inclusive leadership, collaborative problem-solving, and investment in professional development. This study concludes that transformational leadership holds considerable promise for driving educational improvement and development in Indonesia. It underscores the importance of leadership training and policy support to cultivate leaders who can inspire change, adapt to contextual complexities, and build resilient school communities.
The use of silence as a monitor in EAL Australia Ekici, Gail
International Journal of Education and Learning Vol 7, No 1 (2025): April
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v7i1.1578

Abstract

This mixed methods study has highlighted that students in lower level of EAL in Ausytalia have used silence to monitor their speeches. The study surveyed 148 student and teachers and results highlighted that teachers did not know about the adult silent period. Findings show that that their silent period was not treated by their teachers due to ‘pedagogical barriers’. Competent Bilinguals said that there was too much emphasis on form rather than meaning. The main reason for paucity on the this topic is because for several decades the teaching of English as an additional language (EAL) has focused on communicative language teaching (CLT) to encourage students to use English to make meaningful conversations. Proficency silence as an adult learnier in EAL is crusal and needs to understood by educators.

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