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Dede Salim Nahdi
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ijeir@unma.ac.id
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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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Perceptions, Challenges and Coping Strategies of Mathematics Teachers in the Implementation of Limited Face-To-Face Classes Gumera, Meryl Fe; Ancog, Elmar B.
International Journal of Educational Innovation and Research Vol. 2 No. 2 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v2i2.5305

Abstract

This study investigated how mathematics teachers at Ozamiz City School of Arts and Trades perceived the implementation of limited face-to-face classes. The researcher purposively identified ten (10) secondary mathematics teachers, parents, and students who have participated in the implementation of limited face-to-face classes. A semi-structured interview was utilized to interview the Mathematics teachers, parents, and students at OCSAT. All online and offline interviews were recorded and verified because the researcher sought to capture the data precisely and comprehensively. Using Merriam Case Study Model, particularly a three-component triangulation, the outcome is supported by the feedback from parents and students to have an authenticity of results from the main respondents. This model helps identify the perceptions, challenges encountered, coping strategies, and suggestions and recommendations by the mathematics teachers in implementing limited face-to-face classes. Results showed that mathematics teachers acquire a sense of positivity because, with almost two (2) years of modular distance learning, teachers become excited to teach again. However, disadvantages occur using this modality that make teachers drained physically and mentally. With inconsistent findings using dissonance theory, the need to resume full in-person instruction was concluded.
Tasks Beyond Instruction: A Case Study on Teachers’ Ancillary Functions Arañas, Jophil Q.
International Journal of Educational Innovation and Research Vol. 2 No. 2 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v2i2.5740

Abstract

Teachers play multi-faceted roles. In addition to teaching, they also perform duties not directly related to teaching but are part of school’s operations. As one of the rural schools in the Division of Ozamiz City, Sangay Integrated School teaching personnel are tasked to take multiple ancillary functions. This study explored the experiences of teachers having ancillary functions in Sangay IS for the School Year 2022-2023. It employed a case study research design where twelve (12) Sangay Integrated School served as the participants of this study. It utilized a semi-structured interview, and the data gathered were analyzed using Braun and Clarke’s thematic analysis. It generated five (5) themes, which answered the five (5) research problems. Based on the findings, teachers regard ancillary functions as additional tasks. These functions help teachers in their personal and professional development; however, time for instruction and family is sacrificed. To overcome this challenge, they employed workload management. They realized they needed assistance from more knowledgeable individuals to function effectively and efficiently, which can be done through mentoring, seminars, and training. It is recommended that school leaders may evenly distribute ancillary loads. Teachers may also create a checklist to balance their time well on what things are needed to do. An orientation for newly-appointed coordinators may also be done for their awareness of their responsibilities. The Department of Education may also employ a thorough and accurate time-use study that can clearly show which tasks should be assigned to teachers and which should be removed from their responsibility.
Do the Learners are inclining towards the student credit card scheme? the reality and its prospect Bar, Koushik; Patra, Anujit; Guha, Abhijit
International Journal of Educational Innovation and Research Vol. 3 No. 1 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v3i1.6720

Abstract

Recently, taking an educational loan is a major concern of matter in the economics of education research. The researchers attempted to understand the perception of postgraduates’ students about the student credit card scheme launched by the state government of West Bengal in India. Three hundred fifty-four students were chosen randomly from 12 universities. Five points Likert-type scale was used to measure the perception of the students about student credit card. The researchers used a quasi-mixed method. Data were analysed by the use of descriptive, inferential statistics and also qualitatively by thematic analysis. The study found that the perception of the postgraduates ‘students about student credit card schemes has changed significantly due to their duration of study in university. But, perception about the same scheme has not been influenced by gender, age, academic stream, residential location, family income, caste category, availed or not of the scheme. Study also found that thirty six percent of students are satisfied with the scheme. On the other side large percent (47%) students are opposing the scheme in terms of either they feel not satisfied directly, or criticise this policy due to various reasons. However, some students favour it as the scheme has an inherent motive to promote students to receive higher education.
Preservice Teachers’ Perspectives on the implementation of Inclusive Education Bunbun, David Uwumborlame; Owusu, Teddy Afriyie
International Journal of Educational Innovation and Research Vol. 3 No. 2 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v3i2.6808

Abstract

The study sought to explore preservice teachers’ perspective on the implementation of inclusive education in the university of Education, Winneba, specifically, the department of Special Education. The study employed a phenomenological design. Semi-structured interviews were used to gather data for the study. The population of the study comprised preservice teachers in their final year. The purposive sampling technique was used to select the participants. The sample size of the study was 21 preservice teachers within the department of Special Education. Majority of the respondents perceived that, the implementation of inclusive education is a movement away from segregation, it is a tool for effective inclusive teaching. The study recommends that, Policy makers such as the Ministry of Education should make available copies of the inclusive education Policy book to preservice teachers. This would enable preservice teachers to have indebt knowledge on the policy and as well as its practice. It is also recommended that, the University of Education, Winneba should organize and schedule frequent workshop trainings on inclusive education professional development for preservice teachers.
School principal’s training programs, challenges, and improvement opportunities: rapid review Alladatin, Judicaël; Lionel, Roche; Insaf, Al-chikh
International Journal of Educational Innovation and Research Vol. 3 No. 1 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v3i1.6830

Abstract

Effective school leaders, with relevant training programs, high-quality management, and in-service pedagogical training, are recognized for their ability to positively influence student performance (Sanfo, 2020). In this study, we focus on analyzing training programs for school principals, assessing aspects such as their strengths, shortcomings, opportunities, as well as potential challenges. The aim was to identify the most effective models for training and preparing school principals in order to optimize their impact on educational success. To this end, we conducted a rapid review of 27 articles from scientific and gray literature. The results of this rapid review will be discussed with a view to an in-depth reflection on the strengths, challenges and opportunities inherent in the various training methods. The analysis shows that school principals’ training is vital in the sense that it prepares trainees for their demanding and increasingly complex future roles. However, these programs sometimes suffer from shortcomings related to the selection process, the consistency between what is taught and what is experienced in the field, and the incoherence of the content of the training curriculum. The analysis also highlighted some opportunities that could improve these programs if integrated, as well as factors that could be barriers to the correct implementation of these valuable training programs.
Students’ Inconsistency when Solving a Geometry Problem in Three-Dimensional Context Alghadari, Fiki; Ma’ruf, Abdul Hakim; Yundayani, Audi
International Journal of Educational Innovation and Research Vol. 3 No. 1 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v3i1.6905

Abstract

There is an issue regarding students' consistency in completing geometry assignments, as indicated by several research findings and assessments. Diagnosing how students integrate concepts in the conceptual design and understanding the reasons behind their inconsistency in completing assignments are the main focuses of this case study. This research was conducted with 58 high school students in Tanjungpandan, Indonesia. The data were obtained from students' answers to problems of the three initial levels of geometry thinking and retrospective reports about their answers. The data were analyzed based on three phases: the concept-eliciting and integrating phase, the relationship-eliciting phase, and the relationship-integrating phase. The study revealed that students' performance in geometry analysis aligned with the epistemological concept issue. Visual objects garnered the most attention from students, leading to their analysis techniques being primarily object-oriented. Some stages of property analysis were skipped, causing students to make claims about objects of thought when they should have been establishing relationships between properties to classify shapes through rigorous geometry analysis. Numerical computation remains an essential aspect of geometry analysis. The conceptual design has not yet reached the abstraction stage, resulting in experiments to solve problems not always yielding the correct solutions. In education, this highlights the need for a deep understanding of concept epistemology, efficient concept integration, and the cultivation of abstract thinking skills.
Enhancing Student Feedback Efficacy: A Critical Analysis of University's Module Evaluation Questionnaires Winch, Junko; Demirkol, Sam
International Journal of Educational Innovation and Research Vol. 3 No. 1 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v3i1.7037

Abstract

This report discusses a British university Module Evaluation Questionnaires (MEQ) which was produced as a part of university-wide interdisciplinary MEQ project at a British University. Purpose: The aim of this report is to investigate the purpose of university MEQ and to review aims and weakness of the current Sussex University MEQ seven questions/statements. Methods: The method is quantitative and critical review and analysis was conducted. Data was collected at University of Sussex, UK. The participants were three members of the MEQ project team. The focus of analysis is to identify the aim and weakens of the current University MEQ questions/statements. Results: MEQ has three stakeholders, students, university and staff. Each stakeholder’s purpose of MEQ are different. University has institutional and teaching staff have teaching and academic promotional purposes. It is suggested to MEQ designers to take consideration of students whose mother tongue is not English and to write questions as simple and clear language as possible. Implications: The primary recommendation of this report is to undertake a staff-student partnership to agree the purpose of the MEQs and co-design a revised instrument that meets the stated purpose.
The Fossilization: What Initial Representations of Future Instructors? Chmanti-Houari, Imane; Hassani, Mohammed Oudrhiri
International Journal of Educational Innovation and Research Vol. 3 No. 1 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v3i1.7110

Abstract

Previous research has shown the influence of teachers' initial representations on their assimilation and transmission of scientific concepts to students. In this regard, the aim of the present study is to identify the difficulties faced by future Life and Earth Sciences (LES) teachers in assimilating the concept of fossilization, particularly those related to the mobilization of time and space. Using a mixed-methods approach, we designed a questionnaire that was administered to 30 trainee teachers at the RCJET in Fez, selected by simple random sampling. The data was processed using statistical data processing software (answers to closed questions) and the content analysis method (answers to open and semi-open questions). Various types of obstacles to the mobilization of time and space were detected. The inability to apply the principle of actualism. The conception of the evolution of fossilization processes outside the space-time framework. The inability to conceive fossilization as a contingent and exceptional phenomenon, requiring a long time, difficult to observe with the naked eye, difficult to experiment due to their taking place in different palaeogeographic sites. They also raised the need for special training in geology. As a result, we are proposing an increase in the number of hours spent on practical work, the scheduling of geological field trips, the development of new methods and approaches, and the integration of Information and Communication Technologies (ICT). In order to generalise and validate its results, although they were significant, our research will be extended to a larger sample, and in other countries.
Cooperative learning as a strategy of improving mathematics performance and attitudes Ndebil, Matthew Bugre; Ali, Clement Ayarebilla
International Journal of Educational Innovation and Research Vol. 3 No. 1 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v3i1.7163

Abstract

There has been an increasing concerns that the traditional instructional methods militate against students’ performance and positive attitudes towards school mathematics. This study employs cooperative learning strategy to provide an innovation as a way of ameliorating the canker. We utilised the quasi-expermental (prepost non-equivalent) design. In this design, two senior high schools selected. One school was the experimental (SHS A) and the other was the control (SHS B). A sample of 224 students were assigned to the experimental (110) and control (114) groups. After treatments, mathematics achievement tests were used to gather the data. The data was analysed with means, standard deviations, percentages, p-values and t-statistics. The outcomes revealed that students who had tutorials in the cooperative strategy performed better than those who had tuition through the traditional. Even within the experimental group, there was no statistically significance differences between boys and girls. It was concluded that students’ performance and attitudes toward learning mathematics were positively enhanced by cooperative learning. It was therefore recommended that stakeholders make conscious efforts to inspire teachers to model more cooperative learning techniques in mathematics instruction.
Status of teaching and learning descriptive writing in Zanzibar secondary schools: a case of Wete District Hamad, Ali Juma; Ndibalema, Placidius; Matalu, Kulwa
International Journal of Educational Innovation and Research Vol. 3 No. 1 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v3i1.7223

Abstract

This paper investigated the status of teaching and learning descriptive writing among Secondary Schools in Zanzibar. The paper focused on (i) Identifying the types of errors made by secondary school students in their descriptive writing skills and (ii) exploring teaching and learning materials in descriptive writing for secondary schools. A mixed method approach was used, and a case study design employed. Simple random sampling was used to select 140 form four students and they have given a test. Also, eight English language subject teachers and two quality assurers were purposively selected. Data were collected using students’ test, interview, and documentary reviews. The results depict that students had different errors such as grammatical errors, punctuation marks, coherence and content problems. Also, the findings show that many topics prosed using non-digital materials such as textbooks, and written text for teaching and learning descriptive writing in secondary schools. These materials were also not sufficient to give students ability and competence in descriptive writing in ordinary secondary schools. This indicates that there is a need for designing digital lessons for supporting teaching and learning descriptive writing for F1 students. The study concludes that proper teaching and learning digital contents lessons is needed to support teachers and motivate students in the teaching and learning of descriptive writing to secondary school students. To achieve effective descriptive writing to secondary school students, curriculum developers, teachers and other education stakeholders should emphasize on digital materials to motivate students in teaching and learning process.

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