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Afit Istiandaru
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Faculty of Teacher Training and Education Universitas Ahmad Dahlan Jl. Jend. Ahmad Yani, Tamanan, Banguntapan, Bantul DIY 55191, Indonesia Email: ijei@fkip.uad.ac.id
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International Journal on Education Insight
Published by Universitas Ahmad Dahlan
ISSN : 27222683     EISSN : 27222691     DOI : https://doi.org/10.12928/ijei
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
The International Journal on Education Insight welcome manuscript which focuses on research, experience, and perspectives of teaching, instruction, educational projects and innovations, learning methodologies, and the use of new technologies in education. Furthermore, the manuscript eligible for IJEI publication should be in the following scope: General education, Education management, Guidance and counselling, Pancasila ideology and civic education, Bahasa Indonesia education and literature, English education, Early childhood education, Primary education, Mathematics education, Biology education, Physics education, and Vocational education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 6 No. 1 (2025)" : 5 Documents clear
Developing a discovery-based guidebook for group guidance service to increase self-awareness Bhakti, Caraka Putra; Amalia, Jihan Setyaning
International Journal on Education Insight Vol. 6 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v6i1.13183

Abstract

Education does not only focus on developing the cognitive aspects of students but also on their social and emotional dimensions. One of the main components of self-development is self-awareness, which will help individuals understand their potential, emotions, and behavior. As adolescents navigate a transitional phase that demands greater self-awareness, group guidance services offer structured support to foster this essential developmental skill. This study aims to develop a Group Guidance Service Guidebook for the Discovery Learning Method to increase Self-Awareness in adolescents. The method used is Research and Development (R&D), with a 4D development model that includes the Define, Design, Develop, and Disseminate stages. The results of the study indicate that the developed guidebook has been considered suitable for use as a guideline for guidance and counseling teachers in providing services to students at school. Assessments by material, media, and service experts show an Aiken Index of material of 0.83, media of 0.86, and service of 0.81, all of which are included in the high category. This guide demonstrates its effectiveness in enhancing adolescent self-awareness by incorporating the discovery learning approach, which promotes active participation, personal reflection, and self-directed learning.
Fostering students' scientific and religious literacy through STREM-based transformative learning Pribadi, Pandu; Susanti, Ani
International Journal on Education Insight Vol. 6 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v6i1.13185

Abstract

This study aims to examine the effectiveness of STREM-based learning in enhancing the students’ scientific and religious literacy in the Basic Natural Science course. STREM – which refers to science, technology, religion, engineering, and mathematics – was used to teach 30 second-year-students of Islamic Education study program at STIT Muhammadiyah Banjar – a private teacher training school in Indonesia. Adopting the mixed-method approach, we used the pre-test and post-test to collect the quantitative data, while the qualitative data were gathered through interviews, observations, and student reflections. The results showed significant improvements in students’ scientific literacy (scored from 62.35 to 78.20) and religious literacy (scored from 58.10 to 74.65). Thematic analysis revealed that STREM-based learning could foster students’ critical thinking and encouraged deep spiritual reflection by linking scientific content with Islamic values. The integration of science and religion created a transformative learning experience, making the course more engaging and meaningful. These findings suggest that the STREM approach can serve as an effective model in Islamic higher education to develop holistic student competencies.
Building inclusive and transformative education in Timor Leste Moruk, Selviana Veronika; Freitas, Zelio da Conceiçăo
International Journal on Education Insight Vol. 6 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v6i1.13234

Abstract

This research analyzes challenges and opportunities in developing inclusive and transformative education in Timor Leste. It faced challenges in building an education system that could reach all segments of society and promote social transformation. Using a qualitative approach through case studies in three districts—Dili, Baucau, and Oecusse, this research identified barriers in implementing inclusive education and explored innovative practices by schools and communities. The results showed significant progress in basic education access but highlighted gaps in quality and inclusion of marginalized groups. Collaborative approaches among the government, NGOs, and communities can create educational models suited to Timor Leste's socio-cultural context. The study emphasized strengthening teacher capacity, developing contextual curricula, and implementing supportive education policies. The results of this study are expected to contribute to the development of more responsive and effective education policies in Timor Leste, as well as add to the understanding of inclusive education in the context of post-conflict countries in general.
The effect of gallery walks on the Biology students’ performance in Nigerian senior secondary school Ogundiwin, Oluyemi Akinleye; Adewumi, Gabriel Segun; Oladipo, Adenike Julianah; Adeoye, Gabriel Ademakinwa
International Journal on Education Insight Vol. 6 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v6i1.13290

Abstract

The purpose of this research was to understand how the gallery walks method impacts the academic achievement of Biology students at the Senior Secondary level in Isin Local Government Area of Kwara State in Nigeria. The researchers utilized the pretest-posttest control group quasi-experimental design. The sample population included 103 SSII Biology students from two schools within Isin Local Government Area of Kwara State, Nigeria, who were randomly assigned to the treatment group. The instrument utilized was the Biology Student Performance Test (r=0.81). This research study followed two guiding research questions and hypotheses. The research questions were answered with descriptive statistics of means and standard deviations, while the hypotheses were tested using inferential statistics of Analysis of Covariance: all at 0.05 significance level. The findings from this research indicated that the use of the gallery walks method enhances students' performance in Biology compared to the lecture method. There exists a considerable difference concerning the average academic performance of students taught biology using the gallery walks method in contrast to those taught using the lecture method. The authors concluded that biology teachers should implement the gallery walks technique in instructing biology at the senior secondary level in order for students to learn more effectively and rapidly; also, the method is able to enhance students' self-esteem while improving their academic achievements.
Structural challenges in developing entrepreneurial programs for undergraduates in Nigerian universities: A concern for educational planners Sheyin, Adejoke Olabisi
International Journal on Education Insight Vol. 6 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v6i1.13291

Abstract

Entrepreneurial programs in higher education play a vital role in equipping students with the skills, knowledge, and mindset necessary for success in today’s dynamic and competitive business environment. This study explores the key elements of successful entrepreneurial programs in Nigerian universities, highlighting their importance in fostering innovation, economic growth, and social change. It examines the challenges faced in the development of such programs, including curriculum limitations, inadequate resources, and a lack of experiential learning opportunities. Drawing on existing literature and theoretical frameworks, such as Experiential Learning Theory, this paper underscores the need for a comprehensive, hands-on approach to entrepreneurship education that emphasizes creativity, risk-taking, and problem-solving. It further recommends strategies for enhancing entrepreneurial programs, such as curriculum innovation, stronger mentorship networks, improved access to resources, and fostering a culture of resilience. The findings suggest that well-structured entrepreneurial programs can significantly contribute to job creation, economic development, and the cultivation of socially responsible entrepreneurs. By addressing the structural challenges and incorporating best practices from successful global programs, Nigerian universities can create an entrepreneurial ecosystem that empowers students to launch successful businesses and drive sustainable economic progress.

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