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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 56 Documents
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Teaching pronounciation skills for seventh-grade students using “Inside Out” movie Prabantari, Adinda; Hidayati, Ratri Nur
International Journal on Education Insight Vol. 5 No. 1 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v5i1.9290

Abstract

Pronunciation plays a vital role in English as it directly impacts comprehension during communication. Watching movies can indeed be an alternative medium for improving pronunciation skills. Movies often feature numerous conversations between actors or characters, making it easier to comprehend spoken pronunciation. Moreover, movies can contribute to the practice of proper intonation in real-life contexts by observing how actors or characters pronounce words in different situations, enabling learners to enhance their pronunciation skills and refine their articulation of sounds and vowels. This research aims to find out whether ‘Inside Out’ movie is effective to teach students pronunciation. This type of research is quantitative research with a quasi-experimental research approach. The instruments used for this study were pre-test and post-test with a sample of 60 seventh-grade students at SMP Negeri 1 Imogiri Bantul. The pre-test and post-test were carried out to measure whether there was an effect before and after being given treatment. To analyze the data, the researcher used IBM SPSS 22. The study showed that watching ‘Inside Out’ movie is considered effective for teaching pronunciation because the significance value of the paired sample test experimental class showed 0.006, where if the result < 0.05 Ha is accepted while H0 is rejected.
Learning descriptive text interactively: Combining the students’ creativity and writing skills for Phase D Oktavia, Candrika Nur; Wulandari, Yosi; Miladika, Nashuka
International Journal on Education Insight Vol. 5 No. 2 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v5i2.11428

Abstract

Teaching descriptive texts at the junior high school level, particularly in Grade 7, often encounters challenges in creating an interactive and inclusive learning environment, especially for students with special needs. This study aims to explore and analyze effective interactive learning strategies for teaching descriptive texts, with a particular focus on technology integration, adaptations for special needs students, and comprehensive evaluation methods. Using a literature review approach, this article examines recent sources from educational journals, textbooks, and scholarly publications in the fields of Indonesian language instruction, educational technology, and inclusive education. The discussion addresses fundamental concepts of descriptive texts, interactive learning strategies such as the use of visual and audio media, group activities, language games, and the integration of technology into the learning process. The findings indicate that interactive learning approaches which incorporate technology and address students’ diverse needs significantly enhance descriptive writing skills, creativity, and student engagement. In conclusion, implementing interactive learning strategies in teaching descriptive texts not only improves students' academic abilities but also fosters critical thinking and social skills, ultimately creating a more inclusive and meaningful learning experience for all students.
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.
Developing an e-module to learn addition and substraction using Genially for students with special needs Jannah, Miftahul; Istiandaru, Afit
International Journal on Education Insight Vol. 5 No. 2 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v5i2.13235

Abstract

Deaf children have auditory limitations and therefore rely more heavily on visual cues in their daily lives. For this reason, there is a need for media that can visualize mathematical concepts or materials. The aim of this study is to develop a learning modul for addition and subtraction topics and to assess the validity and practicality of the developed electronic module. We used the ADDIE R&D model which consists of five stages—analysis, design, development, implementation, and evaluation. We developed the e-module using Genially platform. The validity of the module was assessed by experts in mathematics education and inclusive education. Then, we tried out the module to seven fifth-grade deaf students at SLB Negeri 2 Bantul—a public school for students with special needs. The result of the validation by content experts got an average score of 4.2 (good), the validation by media expert got an average score of 4.16 (good), and the validation by teacher got an average score of 4.38 (very good). Moreover, the practicality testing got the average score of the students’ response at 4.2 (small group) and 4.33 (field testing), which means the module is practical.
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.
Developing Google Sites-assisted collaborative learning materials to learn quadratic function Mukhlishoh, Fatimah Nur; Fahmi, Syariful
International Journal on Education Insight Vol. 5 No. 2 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v5i2.13363

Abstract

This study was motivated by the need for teaching materials obtained from the results of questionnaire analysis, namely 69 out of 70 students stated that they needed interactive and fun website-based teaching materials. Students also experience difficulties in learning mathematics with the methods applied by teachers and material that is considered difficult, namely the quadratic function with a percentage of 70%. This study aims to develop website-based interactive teaching materials with a collaborative approach assisted by Google Sites that are valid and practical. The research used the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). The research subjects were students of class X-5 and X-3 SMA Negeri 1 Kasihan, while the research object was Funmath Quadratic Function website. Data were collected through interviews, observations, material and media expert validation questionnaires, and student response questionnaires in small and large class trials. The results showed that the Funmath Quadratic Function website teaching materials developed were very valid with a percentage of 86% according to material experts and 86.5% according to media experts. In addition, this teaching material is also very practical with a score of 88.6% in the small class trial and 95.18% in the large class trial. The results showed that this teaching material is very valid and practical, so it can help the process of learning mathematics on quadratic function material that is more interactive and fun. In this study, it is recommended to add a variety of content and interactive activities for better understanding of the quadratic function. In addition, training for teachers and students needs to be provided so that the use of the website is maximized. Periodic evaluation is also important to maintain the quality and relevance of teaching materials.
Experimenting CORE learning model on the students’ problem-solving skills based on their emotional intelligence Sutopo, Sutopo; Yumna, Janika Salma; Kuswardi, Yemi
International Journal on Education Insight Vol. 5 No. 1 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v5i1.13618

Abstract

In this study, we aim: (1) to find out which learning model resulted in the better problem-solving skills—the CORE learning model with putar bawah game and labyrinth board game or the direct teaching; (2) to find out which levels of emotional intelligence resulted in better problem-solving skills—high, intermediate, or low emotional intelligence; (3) to find out the interaction between the learning models and the students’ emotional intelligence. This research was a quasi-experimental research which involved the VIII-grade students of SMP Negeri 5 Surakarta in the 2022/2023 academic year. The samples used were two classes taken by cluster random sampling. The data collection techniques used were documentation, tests, and questionaires. The data analysis technique used two-way analysis of variance with unequal sample sizes. Based on the results of the analysis, we conclude that: (1) the CORE model with putar bawah game and labyrinth board game media resulted in the better problem-solving skills than the direct teaching; (2) students with higher emotional intelligence had better problem-solving skills than lower emotional intelligence; (3) there is no interaction between the learning model and the students’ emotional intelligence.

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