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INDONESIA
Indonesian Journal Education
Published by Lembaga Riset Mutiara Akbar
ISSN : -     EISSN : 29625513     DOI : 10.56495
Core Subject : Education,
Education Mathematics Other
Indonesian Journal Education (IJE) adalah jurnal yang diterbitkan oleh Lembaga Riset Mutiara Akbar, Medan, Indonesia merupakan jurnal akses terbuka yang dapat digunakan sebagai media interaksi bagi seluruh cendikiawan di berbagai bidang pendidikan, dan penelitian. Pokok bahasannya meliputi studi tekstual dan kerja lapangan dengan berbagai perspektif tentang pendidikan, penelitian serta berbagai perspektif dalam kepentingan pendidikan. Jurnal ini bekerja untuk Cendekiawan, peneliti, dosen, serta profesor dari berbagai institusi dan afiliasi di Indonesia.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 105 Documents
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A valid, practical, and effective transformational leadership–based educational management model for improving elementary school teachers’ performance in padang lawas regency Siregar, Astri Novia
Indonesian Journal Education Vol. 5 No. 1 (2026): Indonesian Journal Education (IJE)
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ije.v5i1.1536

Abstract

This study aims to develop a transformational leadership–based educational management model that is valid, practical, and effective for improving elementary school teachers’ performance in Padang Lawas Regency, North Sumatra. The research was motivated by suboptimal teacher performance caused by conventional principal leadership practices and the limited integration of management functions with transformational leadership principles. The study employed a Research and Development (R&D) approach based on the Borg and Gall model, involving stages from preliminary study to final product refinement. Participants included principals and teachers from public elementary schools in Sosopan District. Data were collected through interviews, observations, questionnaires, documentation, and testing, and analyzed using qualitative and quantitative techniques, including validity, reliability, and effectiveness analysis. The results indicate that the developed model meets high criteria of validity, practicality, and effectiveness. Implementation across three trial stages demonstrated significant improvements in principals’ transformational leadership dimensions and teacher performance in planning, implementation, and evaluation of learning. The findings suggest that integrating educational management functions with transformational leadership principles can systematically enhance teacher performance and support sustainable school quality improvement.
The effect of graphic organizer strategy on students’ reading comprehension of grade eleventh of SMA YP HKBP 1 Pematangsiantar Silalahi, Brooklyn Fransius Bonatua; Napitupulu, Selviana; Hutauruk, Bertaria Sohnata
Indonesian Journal Education Vol. 5 No. 1 (2026): Indonesian Journal Education (IJE)
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ije.v5i1.1541

Abstract

This research investigates the effect of the Graphic Organizer strategy on students’ reading comprehension of narrative texts, focusing specifically on literal and inferential understanding. The study employed a quasi-experimental design involving two eleventh-grade classes of SMA YP HKBP 1 Pematangsiantar. An experimental class was taught using story-map graphic organizers, and a control class was taught using conventional reading instruction. Both groups were given a pre-test and post-test to measure their comprehension before and after the treatment. The results of the descriptive analysis showed that both classes improved after instruction; the experimental class increased from a mean score of 63.81 to 85.71, while the control class improved from 75.00 to 89.52. Paired sample t-test results indicated significant improvement within each group. However, the independent sample t-test showed no statistically significant difference between the post-test scores of the two groups (Sig. = .228 more than 0.05). This finding indicates that although the Graphic Organizer strategy helped students improve their comprehension and organize narrative information more effectively, it was not significantly more effective than the conventional method within the duration and conditions of this study.
Teachers’ strategies in teaching English vocabulary through games in elementary school Siregar, Tiarnita Maria Sarjani; Simanjuntak, Awan Catharina Letare; Situmorang, Cindy F S; Saragih, Eunike Katherin Octaviani; Tarigan, Putri Sabatini Br; Siregar, Yananda Knia Defakto
Indonesian Journal Education Vol. 5 No. 2 (2026): Indonesian Journal Education (IJE)
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ije.v5i2.1566

Abstract

This study aims to examine teachers' strategies in teaching English vocabulary through games in elementary schools. Vocabulary is an important foundation in language learning, and the use of games is considered capable of making the learning process more interesting and meaningful for students. This study employs a literature review method to analyze various findings related to the application of games in vocabulary learning. The results of the study show that teachers use various games such as flashcards, word-matching games, bingo, guessing games, and role play, which are systematically integrated into the learning process. The use of games helps students understand the meaning of words, improve memory, and use vocabulary in simple communication. In addition, games also increase students' motivation, participation, and confidence. Overall, game-based vocabulary learning is effective in elementary schools if it is well designed and properly managed by teachers.
An analysis on the use of cohesive devices in improving students' ability in writing recount text at the ninth grade of SMP Negeri 1 Siantar Sihotang, Tiodor; Herman, Herman; Sinaga, Yanti Kristina
Indonesian Journal Education Vol. 5 No. 2 (2026): Indonesian Journal Education (IJE)
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ije.v5i2.1608

Abstract

This study aims to analyze the use of cohesive devices in improving students’ ability to write recount texts at the ninth grade of SMP Negeri 1 Siantar. A qualitative research design was employed, with data collected from 30 students’ written texts based on their personal experiences. The analysis was guided by Halliday and Hasan’s cohesion framework, which includes grammatical cohesion (reference, substitution, ellipsis, and conjunction) and lexical cohesion. The findings revealed a total of 1,025 cohesive devices, with reference (38.82%) and conjunction (34.14%) as the most dominant types, followed by lexical cohesion (26.04%). In contrast, substitution (0.68%) and ellipsis (0.29%) were rarely used. These results indicate that students possess a basic understanding of cohesion, particularly in organizing ideas and maintaining textual flow. However, their use of cohesive devices remains limited in variation and sophistication. Therefore, more explicit instruction and practice are recommended to enhance students’ mastery of diverse cohesive strategies and improve overall writing quality.
Interaction effects of teaching methods and gender on students' achievement and interest in Microsoft Word Muogbo, Uchenna Favour; Enemuo, Chinwe Juliana
Indonesian Journal Education Vol. 5 No. 2 (2026): Indonesian Journal Education (IJE)
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ije.v5i2.1620

Abstract

This study examined the interaction effects of teaching methods and gender on students’ academic achievement and interest in learning Microsoft Word among senior secondary school students in Anambra State, Nigeria. A quasi-experimental pretest–posttest non-equivalent group design was adopted using 196 SS2 students selected from four secondary schools in the Nnewi Education Zone. Data were collected using the Computer Studies Achievement Test (CSAT) and Computer Studies Interest Scale (CSIS), with reliability coefficients of 0.90 and 0.89 respectively. Mean, standard deviation, and Analysis of Covariance (ANCOVA) were used for data analysis. The findings revealed that experiential learning significantly improved students’ achievement and interest compared to the conventional lecture method. Female students exposed to experiential learning achieved higher academic performance gains, while male students demonstrated greater increases in learning interest. The study also established significant interaction effects between teaching methods and gender on both achievement and interest in Microsoft Word. These results indicate that experiential learning promotes active participation, enhances digital literacy skills, and creates more engaging classroom experiences. The study concludes that experiential learning is a more effective instructional strategy for computer studies and recommends its integration into secondary school curricula to support inclusive and technology-oriented learning environments.

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