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Dede Salim Nahdi
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International Journal of Educational Innovation and Research
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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Reduction of automatically maintained self-injurious behavior Arsić, Bojana; Gajić, Anja; Vidojković, Sara; Maćešić-Petrović, Dragana; Bašić, Aleksandra
International Journal of Educational Innovation and Research Vol. 1 No. 1 (2022)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v1i1.2427

Abstract

Self-injurious behaviour (SIB) is highly prevalent in the population of children with autism spectrum disorders (ASD), with one-third of the sample engaging in it and in most cases, SIB is automatically reinforced. Therefore, the aim of this paper is to examine the effectiveness of the noncontingent matched stimulation (NCRMS) procedure in combination with wearing wrist weights on reducing automatically reinforced SIB in an 11-year-old participant with ASD and epilepsy who exhibited high rates of head and chin SIB, as well as to examine the effectiveness of the isolated application of those two procedures. NCRMS procedure alone leads to immediate SIB reduction for head SIB of 75% on average while for chin SIB leads to 90% of reduction on average. Wrist weight wearing alone was not as efficient, since it led to head SIB reduction of 31% on average and chin SIB reduction with an average of 51%. A combination of those two procedures was proven to be successful in reducing SIB, with the average success rate of 93% for head SIB and 98% for chin SIB. We believe that wearing wrist weights only increased response effort for engaging in problem behaviour, while the NCRMS procedure matched the reinforcing properties of SIB and consequently reduced it. It is important to examine the practical aspect of wearing massagers outside of the house because it can lead to attracting negative attention from others and future research might examine the acceptability of NCRMS procedure implementation that involves the use of certain objects that are not socially acceptable for public use.
Giftedness and peer group: an exploration of the representational repertory on giftedness in the early school age Baccassino, Francesca; Pinnelli, Stefania
International Journal of Educational Innovation and Research Vol. 1 No. 2 (2022)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v1i2.2459

Abstract

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 Yusuf, Suleiman; Ayoku, Oba Baba; Funmilayo, Ibrahim Bashirat
International Journal of Educational Innovation and Research Vol. 1 No. 2 (2022)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v1i2.2476

Abstract

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 students’ 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 Chibuye, Stephen; Kumatongo, Brighton
International Journal of Educational Innovation and Research Vol. 1 No. 2 (2022)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v1i2.2477

Abstract

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 Gajić, Anja; Arsić, Bojana; Vidojković, Sara; Maćešić-Petrović, Dragana; Bašić, Aleksandra
International Journal of Educational Innovation and Research Vol. 1 No. 2 (2022)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v1i2.2478

Abstract

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 Malata, Lawrence Nsofwa; Muzata, Kenneth Kapalu
International Journal of Educational Innovation and Research Vol. 1 No. 2 (2022)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v1i2.2492

Abstract

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 Mallillin, Leovigildo Lito D.
International Journal of Educational Innovation and Research Vol. 1 No. 2 (2022)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v1i2.2493

Abstract

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 students’ 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 Sika, James Ochieng; Othoo, Hezekiah Adwar
International Journal of Educational Innovation and Research Vol. 1 No. 2 (2022)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v1i2.2503

Abstract

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 – active approach through internship programs, research, innovation and creativity are necessary to improve internalization of Kenyan universities.
Testing and assessment in counselling Quainoo, Eric Atta; Bortey , Joana; Brew , Evans Austin; Pinamang , Isaac
International Journal of Educational Innovation and Research Vol. 1 No. 2 (2022)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v1i2.2505

Abstract

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 students’ performance in Social and Islamic Studies in Ilorin, Nigeria Olokooba, Issa Nasiru; Owoyale-Abdulganiy, Ibrahim Solahudeen
International Journal of Educational Innovation and Research Vol. 1 No. 2 (2022)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v1i2.2524

Abstract

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 students’ 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 students’ 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 students’ 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.

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