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Amiruddin Setiawan
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INDONESIA
Indonesian Journal of Education and Social Science
Published by Papanda Publisher
ISSN : -     EISSN : 28306996     DOI : 10.56916/ijess
Core Subject : Education, Social,
Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other
Indonesian Journal of Education and Social Science (IJESS), with ISSN 2830-6996, is a biannually online, peer-reviewed and open-access journal which is published by Papanda. IJESS aims to publish high-quality papers in all areas of Education and Social sciences. The journal is committed to publishing new scholarly research ideas and insights in the shape of research articles that have a significant impact on the Education and Social Science field as a whole.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 68 Documents
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Experiences of Postgraduate Doctoral Students’ Supervision Through Distance Education: A Case of Oshana Region, Namibia Shapaka, Rehabeam
Indonesian Journal of Education and Social Sciences Vol. 4 No. 1 (2025)
Publisher : Papanda Publishier

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijess.v4i1.1095

Abstract

This article delves into postgraduate doctoral students learning experiences at doctoral supervision aiming to investigate postgraduate doctoral students learning experiences at doctoral supervision at distance education in Oshana Region in Namibia. Qualitative case study research design, which emanates from constructivist worldview, was employed to explore postgraduate doctoral students learning experiences at doctoral supervision at distance education in Oshana Region in Namibia. Interview schedules, field notes and open-ended questionnaire were used to collect data. Criterion purposeful sampling technique was used to choose six doctoral students who finished doctorate studies at distance education. Typological analysis, thematic analysis, content analysis and Atlas.ti were used to analyse data. Findings have established that a close relationship and effective communication in postgraduate doctoral student supervision constitutes practices which have effects on postgraduate student supervision which affect their performance which result in positive and negative postgraduate student outcomes. Postgraduate doctoral student should use supervision practice to improve, enhance their performance. Postgraduate doctoral student should study and learn the application of postgraduate doctoral supervision practice; apply them to optimise success and enhance teaching and learning that result on postgraduate doctoral student outcomes. The type of relationship, and communication, academic and personal concern and interest, mode of supervision as well as challenges faced by postgraduate doctoral student have effect on postgraduate doctoral student supervision.
Mapping the Landscape of ICT Integration in Education: A Systematic review of Literature Baako, Issah; Osei, Eric Opoku; Abroampa, Winston Kwame
Indonesian Journal of Education and Social Sciences Vol. 4 No. 2 (2025)
Publisher : Papanda Publishier

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijess.v4i2.1096

Abstract

The integration of Information and Communication Technologies (ICT) in education has received considerable attention and interest in the field of education. However, there is a lack of systematic literature reviews that explore the visibility and bibliometric portrait of ICT integration. This article aims to address this knowledge gap by conducting a comprehensive review of existing literature, focusing specifically on the utilization of ICT within slum community schools. A total of 71 relevant articles were identified and subjected to quality evaluation and review consideration. The study follows the Tripartite Model for Systematic Literature Review by Daniel and Harland (2017). The review focuses on articles published between 2012 and 2022 to understand the current state of research on ICT for Education (ICT4E) and its impact on teaching and learning. The examination reveals a scarcity of literature on the influence of inadequate ICT resources on teachers' beliefs and actual utilization of ICT in educational settings. Additionally, there is a lack of research exploring how teachers and students overcome technological obstacles within classrooms. These gaps emphasize the need for further investigation into the implementation of ICT4E in Ghanaian public schools. This review is part of an ongoing research that commenced in 2021 and aims to provide a literature map of ICT integration in education, with a focus on the past decade.
Exploring The Motivation and Study Habits of Consistent BSED Science Major Deans Listers Ramboy, Michelle; Sajulga, Aussien Angel; Gomez, Hanilie; Sombilon, Donna Fe; Tantog, Alfer Jann; Catubig, Daisy; Naparan, Genesis
Indonesian Journal of Education and Social Sciences Vol. 4 No. 2 (2025)
Publisher : Papanda Publishier

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijess.v4i2.1135

Abstract

This study employs a qualitative descriptive approach within a case study design to explore the motivations and study habits of consistent Dean’s Listers majoring in BSEd Science. Guided by Self-Determination Theory (Ryan & Deci, 2017), the research uses in-depth semi-structured interviews and Merriam’s analytical method to examine internal motivations and learning strategies. Eight participants, selected through purposive sampling, had consistently achieved Dean’s List status for at least three semesters. Thematic analysis revealed that academic validation, personal satisfaction, and scholarship incentives drive their performance. Common study habits include note-taking, early morning or late-night study, and group collaboration. Findings underscore the importance of intrinsic motivation and a supportive learning environment in sustaining academic success. While the study is limited to BSEd Science majors in one region, it provides meaningful insights into student achievement and offers practical implications for educators and policymakers aiming to strengthen science education.
Design and Development of the Students Performance Prediction Modul Using Open Education Resource Ibrahim, Abu Bakar; Sauji, Anis Athira; Mazlan, Ahmad Uzair; Dzulkifly, Summayyah
Indonesian Journal of Education and Social Sciences Vol. 4 No. 1 (2025)
Publisher : Papanda Publishier

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijess.v4i1.1144

Abstract

Data mining is a tool to assist in decision-making. It is a modern technique, and it is still at a low level of implementation in this approach in Malaysia. In the market sector, data mining methods are usually used specifically to understand, predict, and schedule, which will improve organizational results. This project aims to predict student performance in MyGuru using activity log data. The prediction in this study helps to see a clear vision of student patterns and the activities they access most when logging in to MyGuru. With the resulting prediction model, student performance can be detected, which is influenced by the activities while accessing MyGuru. In developing this research, the main important part is extracting features. Feature extraction needs to be done clearly so that accuracy values ​can be achieved. The features in this study are selected from the attributes in the activity log. After converting the raw data, the data becomes a new dataset that is used to create a model according to the classifier. The classifiers used in this research are Random Forest, Support Vector Machine, Naive Bayes, K-Nearest Neighbors, and J48, which are involved in developing the model. The most accurate classifier for predicting student performance was Random Forest, which was 96.9%. Students, while using the MyGuru system, with the total of courses viewed was 15.68%, out of a total number of 644 people.The findings show that accuracy cannot be obtained if the original dataset has some issues, such as unbalanced data. Imbalanced data can affect accuracy.
Assessing Variuos Interventions Guiding the Effectiveness of Local Economic Development Initiatives for Local Governments of Ohangwena region, Namibia SHIWAYU, Eliud Mandume; Haufiku, Isdor; Nghuushi, Paulus Ndatiheeno
Indonesian Journal of Education and Social Sciences Vol. 4 No. 1 (2025)
Publisher : Papanda Publishier

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijess.v4i1.1145

Abstract

The core objective of this study was to assess various interventions guiding the effective implementation of local economic development (LED) initiatives for local governments (LGs) of the Ohangwena region (OhR) in Namibia and elsewhere worldwide. The Acts, Theories, Economic Policies, and Procedures are designed for sustainable measurements of MDGs in comprehending the SDGs in LGs toward the interlinkages of economic, social, institutional, political, and environmental features. Therefore, the study assessed various theories, acts, policies, and procedures that provide a framework for exploring the processes of effective interventions by LGs in a management sense. A questionnaire and an interview guide were used and designed according to the objectives of this study. The data was collected through mixed-method research (MMR) and analyzed using Microsoft Excel (MSE) for quantitative data, and inductive thematic analysis (ITA) for qualitative data, which provided relevant analysis for the data. The results of the study on Theories 89%, Acts 91,2%, Policies, Procedures, and Regulation 91,3% would effectively bolster LED management through evidence-based interventions guided by internal and external stakeholders to confirm the effective interventions for best practices of LED initiatives toward sustainable measurements and minimal standards of various interventions for effective LED initiatives in LGs. The article assessed the economic policies, procedures, theories, acts, and institutions needed to generate and sustain economic growth and development. It argues that the effectiveness of LED initiatives represents an informative and integrated understanding of interventions on policies, procedures, acts, theories, and institutional reforms needed in broad local areas of LGs.
Politics of Education in Nigeria: Government Influence and Its Implications Ugwu, Vitalis Ikechukwu
Indonesian Journal of Education and Social Sciences Vol. 4 No. 2 (2025)
Publisher : Papanda Publishier

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijess.v4i2.1170

Abstract

There has been an inseparable link between politics and education in the society. The fact that politics and government decisions can affect all aspects of society has closely linked education to politics. Government policies and political decisions regulate nearly everything that happens in the society including education. Adopting qualitative document analysis design and anchored on Political Economy of Education Theory, this article explores how politics and government influence education and its implication on the structure and quality of education delivery in Nigeria from colonial period to date. Specifically, this article addresses the following research questions: (i) In what ways do politics and government influence the structure and delivery of education in Nigeria? (ii) What are the implications of influence of politics and government on Nigerian educational system? Based on data from secondary sources such as books, journal articles, and newspapers, the findings of this study show that politics and government influence the educational system through funding, policy formulation and implementation, appointment of educational leaders, curriculum development and implementation, and admission policies, among others. The implication of government influence is that when the government does not handle well any of the means through which they influence education, it will affect negatively the standard and quality of education in Nigeria. All the stakeholders in education and the general public need to understand the relationship between the government and education. The knowledge will enable the stakeholders to support the government in making policies that will promote quality education.
Management Techniques and Lecturers Output in Obafemi Awolowo University, Ile-Ife, Nigeria Ajadi, Olugbenga Timothy
Indonesian Journal of Education and Social Sciences Vol. 4 No. 2 (2025)
Publisher : Papanda Publishier

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijess.v4i2.1188

Abstract

Publication and teaching cannot be underrated when measuring lecturers output in the university.  This is because, lecturers output is central to research and training, career progression and university global ranking.  The study generally identified the various management strategies and their implications for lecturer’s publication and teaching output.  Specifically, it investigated the most prominent management strategies used, the level of lecturers’ publication and teaching output and the influence of management strategy on lecturers’ output in Obafemi Awolowo University, . The population of the study comprised 1,225 academic staff of the university with a sample size of 250 using multistage sampling procedure. Questionnaire titled Management Techniques and Lecturers Output Questionnaire (MTLOQ) was used to elicit information from respondents.  The study found participative management strategy as the most prominent strategy in Obafemi Awolowo University, followed by delegative and authoritative strategies  In addition, the level of lecturer’s publication was low with 175 low google scholar appearance, 196 low high citation counts, 155 do not publish frequently, 192 with low number of publications and 172 do not published in indexed journals and teaching output was high with 203 respondents having high good students performance, 178 having high frequent student feedback, 207 recorded high graduation rates and 191 recorded high student class participation.  It was recommended that the university should take over the payment of lecturer’s publication in high impact journals to increase the university and lecturer’s visibility.  The university can also attach monetary incentive to lecturers with good number of publications in indexed journals.
Teachers’ Perceptions of their Learners, Teaching and Rurality in Mathematics Teaching Mbhiza, Hlamulo Wiseman; Zondo, Ayanda Sizwe
Indonesian Journal of Education and Social Sciences Vol. 4 No. 2 (2025)
Publisher : Papanda Publishier

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijess.v4i2.1270

Abstract

This qualitative multiple case study investigates the interplay between teachers' perceptions, their pedagogical approaches, and the unique challenges of teaching mathematics in rural South African schools. Drawing on semi-structured interviews and Video-Stimulated Recall Interviews (VSRIs) with 5 Grade 10 teachers in Acornhoek, Mpumalanga Province in South Africa, the research reveals how teachers' beliefs about their learners' capabilities and the socio-economic context shape their teaching practices. The findings indicate that teachers often resort to ritualized discourse and direct instruction, limiting opportunities for learners to engage in critical thinking and problem-solving. This reliance on teacher-centred approaches is attributed to perceived deficiencies in learners' foundational knowledge and a lack of resources, which teachers believe necessitate a more directive teaching style. Furthermore, the study highlights the cultural sensitivities that influence pedagogical choices, as teachers navigate local norms that restrict the use of relatable examples in mathematics teaching. The reluctance to incorporate culturally responsive teaching practices underscores the need for teachers to connect mathematical concepts to learners’ lived experiences. Through employing Fairclough's Critical Discourse Analysis, the research uncovers the underlying perceptions that inform teachers' strategies and their implications for learner engagement and understanding. Ultimately, the study calls for a re-evaluation of teaching practices in rural mathematics education, advocating for approaches that foster active participation and enhance the educational experiences of rural learners. This study contributes to the field by illuminating how rural South African mathematics teachers’ perceptions and socio-cultural contexts shape their pedagogical choices, revealing a reliance on directive teaching practices that limit learner engagement and highlighting the need for culturally responsive, learner-centred approaches to improve mathematics education in under-resourced settings.

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