International Journal on Education Insight
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.
Articles
56 Documents
<![CDATA[Poverty reduction through vocational and technical education among graduates in Oyo State, Nigeria ]]>
<![CDATA[Sarafadeen Segun Salami]]>;
<![CDATA[Oluwatunmise Afolabi]]>
<![CDATA[ International Journal on Education Insight Vol. 3 No. 1 (2022) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijei.v3i1.6093
<![CDATA[Poverty and unemployment especially among the graduates has remained major challenges threating the economic growth and development of Nigeria. Towards poverty reduction Vocational and technical education is imperative. Therefore, this study examined poverty reduction through vocational and technical education among graduates in Oyo State, Nigeria. Four (4) research questions guided the study. The study adopted descriptive survey design. A total of 390 vocational and technical education students formed the sample size of the study out of 3,900 graduates. A structured questionnaire developed by the researchers tagged: Poverty Reduction through Vocational and Technical Education Questionnaire (PRVTEQ) validated by three (3) experts was used for the study. Split half method was used to established reliability coefficient and the overall reliability coefficient was also established at 0.87 using Cronbach Alpha. The data generated for the study were analysed using mean and standard deviation. The findings showed among others that vocational and technical education increase pace for technological innovations, improve citizens standard of living, facilitate social Economy growth and development and promote political stability. Based on the findings the researcher recommended among others, government through its agencies should map out strategies of reaching out and providing funds for individuals who are willing to set up businesses and that school management should provide more vocational centers for skills acquisition towards poverty reduction.]]>
<![CDATA[Internet-based technique and social support in the management of depression among secondary school teachers in Oyo State, Nigeria ]]>
<![CDATA[Muraina Kamilu Olanrewaju]]>;
<![CDATA[Oladimeji Lateefah Olabisi]]>
<![CDATA[ International Journal on Education Insight Vol. 3 No. 1 (2022) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijei.v3i1.6095
<![CDATA[Depression represents one of the major health concerns in the recent time and affects deeply individuals, families and has tremendous effects for the society. This study therefore examined the internet-based technique and social support in the management of depression among secondary school teachers in Oyo State, Nigeria. Pretest-posttest, control group quasi-experimental design with a 2 x 2 factorial matrix was used in the study. Simple random sampling technique was used in sampling 77 participants from 4 local government area in Oyo State, Nigeria. The respondents were measured with validated instrument of .95 and the data obtained was analyzed using t-test statistical analysis. Two research hypotheses were formulated and tested at 0.05 level of significance. The result showed that there was significant difference in the depression of secondary school teachers exposed to internet-based technique and those in the control group (t = 76.91; p < 0.05) and there was significant difference in the depression of secondary school teachers with high social support and those with low social support (t = 37.82; p < 0.05). In view of these findings, the study recommended that educational stakeholders should intensify their effort to organize conferences on the implications of internet-based technique and social support as effective interventions towards managing the depression and that curriculum planner should try as much as possible to include in the scheme of teacher training, skills on internet-based technique.]]>
<![CDATA[Pedagogy teachers’ competence establishes students’ digital ethics: Case of educational modernization in Indonesia ]]>
<![CDATA[Wen Heng Fu]]>;
<![CDATA[Satrianawati Satrianawati]]>
<![CDATA[ International Journal on Education Insight Vol. 3 No. 1 (2022) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijei.v3i1.6120
<![CDATA[This research aims to explore the competence of digital pedagogy of teachers towards the establishment of students’ digital ethics in the modernization of Indonesian education. This research uses the phenomenological approach to examine the essence of teachers' digital pedagogy competence. We collected the data using semi-structured interviews with five primary school teachers in Indonesia who have worked for more than three years. We chose the subjects based on their capability in guiding students in their routine. The results showed that the pedagogical teaching competence to establish the students’ digital ethics in education modernization are driven by some factors, namely: (1) the teachers have responsibility at work to self-actualize, (2) the teachers have high confidence to establish digital ethic in education modernization, and (3) the teachers use research and spiritual approaches to change the students’ ethics in education modernization. These three factors ultimately encourage teachers to establish digital ethics in education modernization. Therefore, it is important to establish the policy regarding the pedagogy digital competence. Furthermore, teachers can also take advantage of these findings by maximizing antecedent factors to increase digital pedagogy competence at work.]]>
<![CDATA[Analyzing students’ mathematical communication skills based on their self-efficacy during the Covid-19 pandemic ]]>
<![CDATA[Nur Sholihah]]>;
<![CDATA[Vita Istihapsari]]>;
<![CDATA[Imam Santosa]]>
<![CDATA[ International Journal on Education Insight Vol. 3 No. 1 (2022) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijei.v3i1.6171
<![CDATA[This study aims to analyze students' mathematical communication skills based on their self-efficacy during the covid-19 pandemic. The method used is descriptive qualitative. The population was VII grade students of SMP Negeri 1 Bantul. The purposive sampling technique was used to select samples. The subject was grouped based on their self-efficacy with high, medium, and low categories to be tested and interviewed about their mathematical communication skills. The instrument in this study was a self-efficacy questionnaire, a test of mathematical communication skills, and an interview guideline. The triangulation technique was carried out by comparing the mathematical communication skills test results with the interview. The result of mathematical communication skills during the Covid-19 pandemic are not in line with their level of self-efficacy. High self-efficacy does not necessarily make students have high mathematical communication skills. The factor causing the misalignment is the fact that the online learning process carried out during the Covid-19 pandemic does not enough facilitate students to hone their mathematical communication skills, both oral and written.]]>
<![CDATA[Developing junior high school students’ worksheet to foster mathematics communication ability ]]>
<![CDATA[Rima Aksen Cahdriyana]]>;
<![CDATA[Naufal Yan Hariyanto]]>
<![CDATA[ International Journal on Education Insight Vol. 3 No. 1 (2022) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijei.v3i1.6263
<![CDATA[This study aims to develop student worksheets based on mathematical communication skills. It used the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) to develop and evaluate the worksheet. The subjects of this study were students of class VII in one of the junior high schools in Yogyakarta. The testing consisted of two stages, namely the small-scale trial consisting of 5 students and a large-scale trial consisting of 31 students. We collected the data using questionnaire for material and media experts’ judgment as well as for the students’ responses. Then, we analyzed the validity and practicality of the worksheet. Finally, the results of the assessment of material experts and media experts obtained an overall average score of 4.29 (very good category), so that the mathematical communication skills worksheet considered valid. Meanwhile, the students' responses to the worksheets were practical with an average score of 3.1 (good category).]]>
<![CDATA[Factors causing students’ learning difficulties in Biology subject ]]>
<![CDATA[Sopian Azhari]]>;
<![CDATA[Dedi Riyan Rizaldi]]>;
<![CDATA[Muhammad Fahrurrozi]]>;
<![CDATA[Nilwan Nilwan]]>;
<![CDATA[Nurul Ahyani]]>
<![CDATA[ International Journal on Education Insight Vol. 3 No. 2 (2022) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijei.v3i2.6861
<![CDATA[This study aims to determine the factors that cause learning difficulties for class X MIPA students at Madrasah Aliyah Plus Nurul Islam Sekarbela. This research is a qualitative research. The subjects of this study were students of class X MIPA at MA Plus Nurul Islam Sekarbela. The sampling technique used random sampling with a sample of 22 students. The research data collection method uses an observation sheet in the form of a questionnaire. The data analysis technique uses descriptive qualitative with percentage categories. The results showed that in general the factors causing learning difficulties in class X MIPA students at MA Plus Nurul Islam Sekarbela consisted of internal factors including and physiology by 43% and psychology by 61%. While external factors include aspects of the family environment by 46%, school environment by 57%, and community environment by 66%.]]>
<![CDATA[Developing a cultural-based realistic mathematics education learning video on congruence and similarity ]]>
<![CDATA[Faisa Nirbita Mahmudah]]>;
<![CDATA[Rusmining Rusmining]]>
<![CDATA[ International Journal on Education Insight Vol. 3 No. 2 (2022) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijei.v3i2.6175
<![CDATA[The Covid-19 pandemic has made learning activities carried out online so that many students have difficulty understanding the material, so interesting learning media are needed with flexible access. This study aims to develop a learning video with a culture-based RME approach on congruence and similarity materials and to determine the validity and practicality of the product. This type of research is development research with the ADDIE research model. The subjects of this study were students of class IX A MTs Negeri 9 Bantul. The data collection methods are interviews and questionnaires. The data analysis step is carried out by calculating and analyzing the results of the validity and practicality tests. The results of the product validity test obtained very valid criteria with an average value of 4.75 by material experts and 4.82 by media experts. At the same time, the practicality test got a percentage of 91.82% with very practical criteria in small class trials and a percentage of 82.67% with very practical criteria in large class trials. Based on these results, the learning video can be declared very valid and very practical to use in learning.]]>
<![CDATA[Developing integrated digital printing learning module on thematic lessons for students with mental retardation ]]>
<![CDATA[Nurjaya Nurjaya]]>;
<![CDATA[Dian Fatimatus Salwa]]>;
<![CDATA[Nisrina Hasna' Nabil]]>;
<![CDATA[Muhammad Yusuf Wibowo]]>;
<![CDATA[Maulina Istighfaroh]]>
<![CDATA[ International Journal on Education Insight Vol. 3 No. 2 (2022) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijei.v3i2.6256
<![CDATA[Education is important for every human because we can think and have a lot of knowledge for life. Children with special needs for mental retardation have problems or problems during the learning process, one of them is thematically. The Research and Development (R&D) research method is carried out by studying research related to the product, developing a product based on these findings, testing it in the field in a setting, and revising it to correct deficiencies found at the proposed testing stage. The development model used in this research is the Analyze, Design, Develop, Implement, and Evaluation (ADDIE) model. Analysis of the needs of mentally retarded students found the competencies need to be improved are the ability to read, write and count or commonly called calistung. This model will develop a learning media. The learning media that will be developed are in the form of modules intended for students with mental retardation in grade 2 elementary school (SD). The module was then developed into a learning module that is integrated with digital media. This development resulted in a product in the form of a printed module of the hypercontent type of digitally integrated thematic subject for grade 2 students of the Elementary School with Special Requirements. This module can help the teaching and learning process that is suitable to be applied to mentally retarded children.]]>
<![CDATA[Improving 8th-grade students’ problem-solving skills and self-efficacy in probability using discovery learning ]]>
<![CDATA[Wa Ode Hartiana]]>;
<![CDATA[Andriyani Andriyani]]>
<![CDATA[ International Journal on Education Insight Vol. 3 No. 2 (2022) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijei.v3i2.6337
<![CDATA[This study aims to improve students' problem-solving skills and self-efficacy with the discovery learning model on the probability material for grade of VIII SMP. This type of research is classroom action research which is carried out in two cycles, with each cycle consisting of planning, action, observation and reflection stages. The subjects of this research were 32 students from grades of VIII. Data collection was used using questionnaires, observation and test techniques. Research data were analyzed through data reduction, data presentation and conclusion. Based on the study's results, it is known that implementing the discovery learning model can improve students' problem-solving skills and self-efficacy. This can be seen from the increase in the average score of students in the first cycle, which is 71 to 76.66 in the second cycle. The percentage of completeness in the first cycle also increased from 78% to 90% in the second cycle. This increase was also accompanied by an improved student self-efficacy from the percentage of 43.75% of students with high minimum criteria in cycle 1 to 66% in cycle II.]]>
<![CDATA[The future of education related to SDG 16 (peace, justice and strong institutions): A position paper ]]>
<![CDATA[Sultan Kowkas]]>;
<![CDATA[Shaheen Shayeb]]>;
<![CDATA[Narmeen Bransi]]>
<![CDATA[ International Journal on Education Insight Vol. 3 No. 2 (2022) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijei.v3i2.6477
<![CDATA[The spreading aspects of the seventeen sustainable development goals have been of concern to researchers in education worldwide. These goals have shed the light and grasped the attention to very crucial issues. The significance of these issues (the cores of each SDG) not only lie in their importance but also in their connectedness and mutual influence among each other. Education, being the highest peak of achievement in every society, and hence in the whole (small) world, is directly affected by each SDG. That was the reason for considering the future of Education in sight of one of the most effective sustainable goals, namely, peace, justice and strong institutions. The current paper is a position paper that discusses the float of the sixteenth sustainable goal along the future of Education. The researchers propose two statements: firstly, SDG 4 (Quality Education) and SDG 16 possess a reciprocal interaction property (i.e. they have mutual impact on each other). Secondly, this cyclic process has to start by first accomplishing SDG 16. ]]>
