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International Journal of Educational Innovation and Research

ijeir
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Published by Universitas Majalengka

ISSN : - EISSN : 28100808 DOI : https://doi.org/10.31949/ijeir

Core Subject : Education,

Education Languange, Linguistic, Communication & Media Mathematics Other

International Journal of Educational Innovation and Research (IJEIR) is a scientific journal published by Universitas Majalengka, West Java - Indonesia. The aims of the journal are to facilitate scientific publication of the results of research in the education field and participate to boost the quality and quantity of research for academics and researchers. International Journal of Educational Innovation and Research (IJEIR) is published two times a year.

Arjuna Subject : Ilmu Sosial - Pendidikan

Articles 112 Documents

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Giftedness and peer group: an exploration of the representational repertory on giftedness in the early school age Francesca Baccassino; Stefania Pinnelli
International Journal of Educational Innovation and Research Vol. 1 No. 2 (2022)
Publisher : Universitas Majalengka

There has been growing interest in the issue of giftedness and in educational paths which can counteract the development of misrepresentations and negative attitudes on the theme. These forms of common sense contribute to interpreting social reality using shortcuts in thinking that are sometimes inadequate to explain the complexity of human personality and that, therefore, may generate some stereotypes and prejudices. The analysis and orientation of distorted representations could prompt the activation of inclusive behaviour towards gifted peers. This contribution therefore focuses on the representations concerning giftedness in the peer group. The project, carried out with pupils of primary school class, aims to explore the representations and attitudes of children exposed to a path of awareness on giftedness in order to support a correct and inclusive representation of the phenomenon.

Management information system in Nigerian secondary schools: challenges and way forward Suleiman Yusuf; Oba Baba Ayoku; Ibrahim Bashirat Funmilayo
International Journal of Educational Innovation and Research Vol. 1 No. 2 (2022)
Publisher : Universitas Majalengka

Information is regarded as a fundamental resource to an organization and as such its management is apparently one of the most strategic operational instruments for organizational efficacy. Management information system plays an indispensable role in the smooth running of secondary schools. This paper examined the management information system in Nigerian secondary schools. The concept of a management information system was examined from different perspectives. Also, the features, components and development of management information systems in Nigeria were examined. The national policy on ICT integration in the Nigerian school system, the roles of MIS, challenges and strategies for effective integration of information systems in the Nigerian school system were elucidated consecutively. The study concluded that the school system requires an efficient management information system to take the secondary school a step further and boosts studentsâ€™ academic success. It was recommended among others that secondary school administrators must maximally integrate educational management information system towards making an appropriate decision, seminars, conferences and workshops on educational management information system should be periodically organized for relevant stakeholders in secondary education and intensive efforts should be made by stakeholders (e.g. government, NGO, philanthropists) in secondary education towards genuine integration of ICT policies in the school.

The role of Comprehensive Sexuality Education on Child Sexual Abuse and Teenage Pregnancy among secondary school learners Stephen Chibuye; Brighton Kumatongo
International Journal of Educational Innovation and Research Vol. 1 No. 2 (2022)
Publisher : Universitas Majalengka

The introduction of Comprehensive Sexuality Education (CSE) in the Zambian school curriculum has raised debate among stakeholders. Despite the Ministry of Education using Comprehensive Sexuality Education as a way of reducing various challenges faced by learners with regards to their sexuality education, the effectiveness and mode of implementing CSE is a source of concern. This study sought to explore the perceptions of learners and teachers on the role of Comprehensive Sexuality Education (CSE) in reducing child sexual abuse and teenage pregnancy. The total number of 60 participants who included 40 secondary school learners and 20 secondary school teachers from two secondary schools in Kitwe District on the Copperbelt Province of Zambia. The findings revealed that 50% of the learners were of the view the CSE had failed its goal of reducing child sexual abuse. The study further indicated that 60% of the teachers and 50% of the learners agreed that CSE helped to prevent early sex and teenage pregnancies in learners. The study concluded that both teachers and learners were of the views that CSE increased awareness on child sexual abuse to learners. The study recommended the need by the Ministry of Education to promote guidance and counselling services in schools with emphasis on peer counselling and peer-led life skills education to address issues of child sexual abuse and teenage pregnancy as well as the need by teachers to implement CSE by integrating its content in currier subjects and not teaching it as standalone subject.

The use of stimulus-stimulus pairing procedure in inducing vocal speech with nonverbal child with autism spectrum disorders Anja GajiÄ‡; Bojana ArsiÄ‡; Sara VidojkoviÄ‡; Dragana MaÄ‡eÅ¡iÄ‡-PetroviÄ‡; Aleksandra BaÅ¡iÄ‡
International Journal of Educational Innovation and Research Vol. 1 No. 2 (2022)
Publisher : Universitas Majalengka

Stimulus-stimulus (ss) pairing procedure can be used in a variety of ways in treatment of people with autism spectrum disorders (ASD), however it is mostly used in inducing vocal speech in nonverbal children. Research shows that using this procedure is more efficient for increasing the number of emitted words when compared to other procedures. Therefore, the aim of this case study is to examine the effectiveness of the use of ss pairing procedure in order to induce vocal speech with a nonverbal child diagnosed with ASD. At the very first session of the procedure implementation, the child spoke clear words, while in the last session, the number of spoken words per session was 192. Having in mind the effectiveness of the implemented procedure, as well as data that parents of children with ASD can be successfully trained to use this procedure in their home environment, it is important to train them to implement it correctly. This is of great importance because the majority of the children with ASD are nonverbal, and lack of communication correlates with problem behavior.

Lesson preparation for inclusive teaching of learners with disabilities from grade 1 to 7 at Kankumba Primary School Lawrence Nsofwa Malata; Kenneth Kapalu Muzata
International Journal of Educational Innovation and Research Vol. 1 No. 2 (2022)
Publisher : Universitas Majalengka

The inclusive approach calls for schools to make appropriate curriculum changes to the learning so that each classroom is able to address the learning needs of all children, including those with disabilities. Inclusive education requires good lesson preparation by teachers and involves putting in order all relevant materials considering the concepts of adaptation, accommodation and modification. It appears that the aspect of inclusive lesson preparation for learners with disabilities has not been taken seriously and this could be the major contributing factor to poor performance. However, this article will explore lesson preparation for inclusive teaching of learners with disabilities from grade 1 to 7 at Kankumba primary school in Rufunsa district, Zambia. The study adopted a case study design and it employed a qualitative approach to collect data. The participants were purposively selected and the sample comprised 18 participants that were categorized as follows: Headteacher (1), Parents (5), Class Teachers (6), and children with disabilities (6). The major findings of the study revealed that teachers did not prepare lessons inclusively. Some indicators of lack of inclusive planning were the absence of inclusive methods in lesson plans, whereby teachers only planned group work and lecture methods without indicating how the learners with disabilities would benefit. The selection of teaching and learning aids did not depict inclusion for learners with disabilities. The study further revealed that the lack of proper inclusive lesson delivery and inclusive lesson preparation was exacerbated by a lack of knowledge on inclusive lesson preparation by teachers. It was recommended that in-service teachers need capacity building in inclusive lesson preparation and a further review of how inclusive lesson preparation can be intensified in the teacher education curriculum.

Teaching and learning intervention in the educational setting: adapting the teacher theory model Leovigildo Lito D. Mallillin
International Journal of Educational Innovation and Research Vol. 1 No. 2 (2022)
Publisher : Universitas Majalengka

The study aims to examine the teaching and learning intervention in the educational setting as implemented in terms of student interest, learning reflection, direct instruction, learning activities, and student performance. It also aims to identify the contribution of the teacher theory model in adapting the teaching and learning intervention in the educational setting in the area of talented, enthusiastic, adaptability, creativity, honest, effective, and resourceful. The research employs the descriptive quantitative methods and designs to utilize and generalize the result of the opinion, attitude, behaviors of the variable defined in the study. Purposive sampling is also explored in the study since it refers to the expert sampling or judgmental. It is a sample of non-probability. The study comprised One Hundred (100) respondents only. Results show that it encourages, open communication and sincerity of teachers for students to be comfortable in sharing their knowledge and opinion inside the classroom in terms of student interest, provides learning reflection for students to gauge quickly in the understanding of the lesson and teaching content in terms of learning reflection, assesses the teaching concept to modify the lesson as needed in terms of direct instruction, provides a better brainstorming approach to learning activities for students to share their insights and ideas about the lesson in terms of learning activities, aligns the learning instruction and standard in the task to the measurable learning target of the subject in terms of student performance. On the other hand, contribution of teacher model theory shows being patient at all levels in the variety of classroom cultural background, intellectual abilities, and learning styles to balance their own expectations and unique abilities for the learners in the area of teacher as talented, shows that teacher improves classroom behavior, student performance, positive attitude, and lead better evaluation in teaching in the area of teacher as enthusiastic, focuses on the transformation and interdisciplinary learning that equips with technological advancement in the increased roles and functions of the learning process in the area of teacher as adaptable, shows that teaching empowers the opinion and ideas that express unique ways in teaching and active learning relevant for student learners in the area of teacher as creative, shows that teacher speaks the truth by avoiding giving false compliments and honestly correcting mistakes done by the students in the area of teacher as honest, shows that it explores student thinking in efficient learning and delivers the information that lasts for the studentsâ€™ skills and knowledge in the area of teacher as effective, shows that teaches positive skepticism to students and the ability to look for the development and solution to the learning process in the area of teacher as resourceful. Findings show that there is no significant relationship between the teaching and learning intervention in the educational setting implementation and the contribution of the teacher theory model in adapting the teaching and learning intervention in the educational setting among the respondents.

Prospects, challenges and strategies of internationalization of University Education in Kenya James Ochieng Sika; Hezekiah Adwar Othoo
International Journal of Educational Innovation and Research Vol. 1 No. 2 (2022)
Publisher : Universitas Majalengka

Education has become more international and in this millennium, governments have laid emphasis on internationalization of higher education through international co-operation and exchange. In Kenya, institutions and universities have developed their own strategies to internalize their research teaching and service. The process of globalization renews roles and responsibilities of universities following the rapid expansion of various programmes offered at the Kenyan universities due also to increase in student enrollment and opening of new campuses. It follows that Universities are operating in an economic challenging environment which demands for excellence in all services being offered. The question that this paper seeks to answer are what are the strategies and prospect that can be used by universities to improve their excellence in international ranking. The study further looks at the challenges and obstacles toward internationalization of Kenyan universities. The study concludes that implementation components of strategic plans and feedback mechanism is vital for improvement in presence, impact, openness and excellence in practice globally. The study recommends that adoption of pro â€“ active approach through internship programs, research, innovation and creativity are necessary to improve internalization of Kenyan universities.

Testing and assessment in counselling Eric Atta Quainoo; Joana Bortey; Evans Austin Brew; Isaac Pinamang
International Journal of Educational Innovation and Research Vol. 1 No. 2 (2022)
Publisher : Universitas Majalengka

Counselling has developed in recent years into a humanistic partnership in problem solving and growth. Consistent with this development is the client's participation in decisions regarding all aspects of the counselling relationship. Testing and assessment need to be included here. In this regard, clients need to realize that tests are no more than instruments for furnishing information about themselves, as well as a guide for the counselling process and future decision making. Ultimately, test use by counsellors must be seen as an adjunct to the entire counselling process. Test results provide descriptive and objective data which help the counsellor to assist clients better in making the choices that will affect their lives. In order to make the best use of available tests in a counselling relationship, the process of testing and the issues which surround the process must be examined.

Influence of parental factors on upper basic studentsâ€™ performance in Social and Islamic Studies in Ilorin, Nigeria Issa Nasiru Olokooba; Ibrahim Solahudeen Owoyale-Abdulganiy
International Journal of Educational Innovation and Research Vol. 1 No. 2 (2022)
Publisher : Universitas Majalengka

Parenting is the process of promoting and supporting the physical, emotional, social, and intellectual development of a child from infancy to adulthood. The study therefore examined the influence of parental factors on upper basic studentsâ€™ academic performance in Social and Islamic Studies in Ilorin, Nigeria. A descriptive survey research design was adopted for the study. The sample for this study was all upper basic Social and Islamic Studies students in Ilorin. Systematic random sampling was employed to select seven upper basic schools in Ilorin. Purposive sampling technique was used to select 180 upper basic 2 Social and Islamic Studies students. A Pro-Forma was used as the instrument for data collection. Data analysis was done using ANOVA and Scheffe-Post Hoc analysis for research hypotheses. The result of the study showed that there was a significant difference in the academic performance of upper basic studentsâ€™ in Social and Islamic Studies based on parental educational level and Socio-economic Status, the parental educational level. The finding of the study revealed that there was no significant difference in the academic performance of upper basic studentsâ€™ in Social and Islamic Studies based on parental occupation and marital status. Based on these findings, it was recommended among other that parents should create enough time with their children especially in the area of communication concerning school activities, expectations of academic performance, the importance of achieving good results and they should always ask, and give encouragement to the children about the importance of homework.

The role of language in word-problem solving: a meta-analysis MartÃn Flores; Mabel Urrutia
International Journal of Educational Innovation and Research Vol. 1 No. 2 (2022)
Publisher : Universitas Majalengka

The relationship between language proficiency and word-problem solving has been extensively studied in the last three decades with one main finding: language proficiency is directly proportional to word-problem solving scores. Researchers have focused on language accommodations to standardized tests to level the playing field for nonnative speakers. Interestingly, several meta-analyses on language accommodation have noted that there are no significant effects on scores. At the same time, most research has reported significance and not effect sizes, which does not allow to establish comparisons between studies. Therefore, the purpose of this meta-analyses was to study the effect size of studies conducted in the US and the rest of the world to provide a new population effect size and identify possible moderator variables that have not been considered before. The main findings were that the differences in scores between native speakers and nonnative speakers (g=.360) were less pronounced than previously reported (g=.604). The participantsâ€™ age and the language of instruction and testing moderated a small percentage of the effect size, which leads to the need to include specific information about the participants to provide a clearer picture of this relationship and eventually provide language accommodations that have significant effects on scores.

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Contact Name
Dede Salim Nahdi

Contact Email
salimnahdi15@gmail.com

Phone
+6285224977367

Journal Mail Official
ijeir@unma.ac.id

Editorial Address
Universitas Majalengka Jalan KH. Abdul Halim No. 103 Majalengka Jawa Barat 45418

Location
Kab. majalengka,

Jawa barat

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Dede Salim Nahdi

Contact Email salimnahdi15@gmail.com

Phone +6285224977367

Journal Mail Official ijeir@unma.ac.id

Editorial Address Universitas Majalengka Jalan KH. Abdul Halim No. 103 Majalengka Jawa Barat 45418

Location Kab. majalengka, Jawa barat INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Dede Salim Nahdi

Contact Email
salimnahdi15@gmail.com

Phone
+6285224977367

Journal Mail Official
ijeir@unma.ac.id

Editorial Address
Universitas Majalengka Jalan KH. Abdul Halim No. 103 Majalengka Jawa Barat 45418

Location
Kab. majalengka,

Jawa barat

INDONESIA