Journal of Education for Sustainability and Diversity
Journal of Education for Sustainability and Diversity (JESD) (e-ISSN: 2963-8895) is an academic peer-reviewed journal published by Angstrom Centre of Education Foundation (Yayasan Pusat Pendidikan Angstrom). JESD publishes research papers to support the realization of the 4th Sustainable Development Goal (Quality Education) to ensure inclusive and equal education and promote lifelong learning opportunities for all. The scope of JESD is (but is not limited to): • Equity and quality education for early childhood, primary, and secondary education. • Equity and quality education for women and men. • Equity and quality education for vocational and tertiary education, including university. • Equity and quality education for persons with disabilities, indigenous peoples, and children in vulnerable situations. • Sustainability development for skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship. • Literacy and numeracy for All • Sustainable lifestyles • Human rights, peace and non-violence, and global citizenship. • Cultural diversity.
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<![CDATA[Social Participation Differences between SEN and TD Student in Indonesian Inclusive Primary School: A Mixed Method Study ]]>
<![CDATA[Wilson, Lemuel]]>;
<![CDATA[Pandia, Weny Savitry S.]]>;
<![CDATA[Wirastari, Maria]]>
<![CDATA[ Journal of Education for Sustainability and Diversity Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Angstrom Centre of Education ]]>
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DOI: 10.57142/jesd.v3i1.104
<![CDATA[SEN students have some characteristics that differentiate them from Typical Development (TD) in social aspects. They tend to have poor social skills and sometimes come up with behavioral problems. Children with TD and sometimes teachers have overall negative attitudes that make their social life even more difficult. This study aimed to prove is there any differences between SEN and TD primary school students’ social participation and factors that influenced it. 252 regular and 30 SEN students involved in a causal-comparative study for four aspects of social participation. Fieldwork used two sociometric questionnaires and a Peer Social Self-Concept instrument. Results indicated that there are differences between social interaction, peer acceptance, reciprocal friendship, and peer social self-concept. Explanatory case studies in two schools with positive and negative social participation revealed that peer acceptance, reciprocal friendship, and social interaction influenced by disabilities type and negative attitude towards SEN. Besides, peer social self-concept influenced exclusively by negative attitudes towards SEN. School management, education about social matters for SEN, TD, and parents expected to improve social participation in SEN.]]>
<![CDATA[A Project-Based Learning at University: Preparing Special Education Teachers ]]>
<![CDATA[Khoeriah, N. Dede]]>;
<![CDATA[Effendi , Zulfa Rahmah]]>;
<![CDATA[Astuti , Eka Yuli]]>;
<![CDATA[Nugroho, Yuli Sutoto]]>
<![CDATA[ Journal of Education for Sustainability and Diversity Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Angstrom Centre of Education ]]>
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DOI: 10.57142/jesd.v3i1.105
<![CDATA[Project Based Learning (PBL) is a student-oriented learning approach based on activities or projects. This study aims to describe the PBL learning model for students in vocational education courses for children with intellectual disabilities. This research focuses on vocational learning for students with modality-based intellectual disabilities; syntax implementation in the PBL model and lesson plans. The research method used is descriptive qualitative. The results showed that through PBL learning there was an increase in student competence in the following aspects: 1) Understanding of the concept of the PBL learning model; 2) the ability to analyze Competencies, especially the mapping of competency units from the Special Competency Standards for Persons with Disabilities in accordance with aspects of knowledge and skills in Competencies; 3) competency in compiling task analysis; 4) competence in understanding the modalities of students with intellectual disabilities. Therefore, the PBL learning model strategy needs to be continuously implemented to form good competence for students as prospective special education teachers.]]>
<![CDATA[Interwoven Emotions in the Development of Creative Processes: EcoeducaSustainable, an Educational Innovation Project ]]>
<![CDATA[Soler, Seila]]>;
<![CDATA[Rosser, Pablo]]>
<![CDATA[ Journal of Education for Sustainability and Diversity Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Angstrom Centre of Education ]]>
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DOI: 10.57142/jesd.v3i1.374
<![CDATA[The research examines the role of emotions in creativity within educational environments, emphasizing the influence of sustainability education on adolescent students. Utilizing the Positive and Negative Affect Schedule (PANAS), the study explores how emotions impact students' well-being and academic achievements, advocating for early emotional assessments. Central to the research is the EcoeducaSustainable project, which integrates sustainability education to study its effect on emotional responses and creativity. The project employs Spearman's Rho to reveal complex emotional dynamics, offering insights on how to enhance educational strategies through emotional engagement. The findings highlight the importance of addressing emotions in education, particularly for fostering environments conducive to creativity and sustainable learning. This work significantly contributes to the fields of emotional intelligence, creativity, and sustainability in education.]]>
<![CDATA[The Causal Impact of Recruitment and Selection on the Perceived Performance of Teachers: Evidence from Public Secondary Schools in Phnom Penh, Cambodia ]]>
<![CDATA[Chhy, Sothy]]>;
<![CDATA[Kawai, Norimune]]>
<![CDATA[ Journal of Education for Sustainability and Diversity Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Angstrom Centre of Education ]]>
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DOI: 10.57142/jesd.v3i1.540
<![CDATA[In recent years, schools have investigated recruitment and selection practices to contribute to teacher performance, demonstrating that they value them. This quantitative study aimed to examine the impact of recruitment and selection practices on the performance of public secondary teachers in Phnom Penh, Cambodia, and the relationship between recruitment and selection and teacher performance. Our findings indicate that recruitment and selection impact teacher performance through processes and methods. It demonstrates the relationship between recruitment and selection and teacher performance through its critical exploration. The implications for our research contribute to recruitment and recruitment processes and methods that lead to teacher performance and the relationship between recruitment and teacher performance. The findings suggest a policy implication that there needs to be a greater need to improve recruitment and selection policies to enhance teacher performance. This study underlines the importance of recruitment and selection processes and methods as academic sources for researchers.]]>
<![CDATA[Analyzing the Relationship between Performance Appraisal and Teacher Performance: Evidence from Cambodia ]]>
<![CDATA[Chhy, Sothy]]>;
<![CDATA[Kawai, Norimune]]>
<![CDATA[ Journal of Education for Sustainability and Diversity Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Angstrom Centre of Education ]]>
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DOI: 10.57142/jesd.v3i1.544
<![CDATA[In recent years, MoEYS has implemented a strategic plan to adhere to SDG 4 in promoting the quality of education. MoEYS also devotes itself to performance appraisals to measure and enhance teacher performance in Cambodian secondary schools. This quantitative study analyses the relationship between performance appraisal and teacher performance. It further examines the factors in current performance appraisal practices that influence teacher performance in public secondary in schools Phnom Penh, Cambodia. This study discovered the performance appraisal processes and methods that influence teacher performance. Our findings indicate a significant relationship between performance appraisal and teacher performance. Additionally, this study provides solutions to improve performance appraisal on target setting and performance rating assessment. It also provides a substantial roadmap for school principals to practice the performance appraisal more effectively to enhance teacher performance. Future research should consider performance appraisal practices that could influence teacher performance in Cambodian primary schools.]]>
<![CDATA[Optimizing Total Quality Management (TQM) Principles as a Strategy for Educational Transformation Towards the Golden Generation 2045 ]]>
<![CDATA[Ardianti, Vika]]>;
<![CDATA[Sumiatun, Sumiatun]]>;
<![CDATA[Mustiningsih, Mustiningsih]]>;
<![CDATA[Rochmawati, Rochmawati]]>;
<![CDATA[Camara, Jun Solver]]>
<![CDATA[ Journal of Education for Sustainability and Diversity Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Angstrom Centre of Education ]]>
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DOI: 10.57142/jesd.v3i1.604
<![CDATA[Improving the quality of education is needed by developing human resources as an effort to prepare a superior generation of 2045, one of which is by paying attention to the implementation of TQM principles in schools. TQM is a management approach for an organization centered on quality, which is one of the keys to the success of the most effective educational goals to improve school quality. The purpose of this study is to provide an overview of how the golden generation 2045 and its challenges, educational transformation strategies and optimization of TQM principles. The research was conducted using the Systematic Literature Review (SLR) method. Researchers collected some literature in various scientific journals that were in accordance with the topic or discussion on Google Scholar with the Publish or Perish application and Science Direct. The results of this study found that the application of TQM principles has been quite well implemented by most schools, especially secondary education.]]>
<![CDATA[The Implementation of Inclusive Education at Sekolah Alam Bireuen (SABIR) ]]>
<![CDATA[Normawati, Yeni Irma]]>;
<![CDATA[Ulandary, Yury]]>;
<![CDATA[Setiawan, Robiansyah]]>;
<![CDATA[Istiarsyah, Istiarsyah]]>;
<![CDATA[Maisura, Maisura]]>;
<![CDATA[Anggraini, Zirlia]]>
<![CDATA[ Journal of Education for Sustainability and Diversity Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Angstrom Centre of Education ]]>
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DOI: 10.57142/jesd.v3i1.610
<![CDATA[The aim of research is to find out how inclusive education is implemented at Sekolah Alam Bireuen (SABIR) based on Index for Inclusion. The research uses a qualitative approach with descriptive research type. The subjects of research were 5 teachers. Data collection techniques used questionnaire and interviews. The data analysis technique used in this research was descriptive data analysis with interactive model analysis from Miles and Huberman, namely data reduction, data presentation, and drawing conclusions which are then triangulated. The results of this study show that: 1) SABIR has attempted to create an inclusive learning environment for children with special needs even though the accessibility should be improved and teachers must be given training regarding to individual learning programs’ making ; 2) SABIR has made every effort to mobilize all available resources at the school in implementing inclusive education even though there is a shortage of special teachers. Quality education must be a concern for many parties.]]>
<![CDATA[Japanese Teachers’ Attitudes and Self-Efficacy Toward Inclusive Education: Three-Way ANOVA and Regression Analyses ]]>
<![CDATA[Oo, Zun Wai]]>;
<![CDATA[KAWAI, Norimune]]>;
<![CDATA[MATSUMIYA, Nagako]]>;
<![CDATA[HAYASHIDA, Masashi]]>
<![CDATA[ Journal of Education for Sustainability and Diversity Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Angstrom Centre of Education ]]>
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DOI: 10.57142/jesd.v3i1.612
<![CDATA[In the last two decades, interest in inclusive education has grown, and researchers have begun to study teachers’ attitudes toward it. However, few studies have examined both pre-service and in-service teachers’ perspectives, particularly in Japan. Therefore, the current study contributed to investigating the attitudes and self-efficacy of pre-service and in-service teachers toward inclusive education in Japan. A descriptive survey was used to collect data for quantitative analysis. Firstly, no significant main effects and interactions of attitudes were found for all independent variables. Next, it was found that there were two main effects on the self-efficacy scale: training and prior contact with disabilities. Finally, two predictors for the attitude scale were found: self-efficacy and training in inclusive education and special needs education. These results implied a better understanding of the attitudes and self-efficacy of pre-service and in-service teachers. They provided insight into how to improve teacher training for inclusive quality education for all, as envisioned by SDG 4.]]>
<![CDATA[The Efficacy of Mnemonic Strategies in Improving the Basic Multiplication Facts Retrieval ]]>
<![CDATA[Wulandary, Verra]]>;
<![CDATA[Kawai, Norimune]]>
<![CDATA[ Journal of Education for Sustainability and Diversity Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Angstrom Centre of Education ]]>
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DOI: 10.57142/jesd.v3i1.614
<![CDATA[The current quasi-experimental study aims to investigate the efficacy of mnemonic strategies (Visual imagery and Story-linking) to improve the basic multiplication fact retrieval of grade 3 students with mathematics difficulties. The authors employed a quantitative approach within the matching-only pretest-post-test control group design to analyze the data on 206 subjects, of whom 78 exhibited mathematical difficulties. The study was conducted in eight inclusive primary schools in Purwakarta City, Indonesia. The research findings indicated that the N-gain acquisition of students in the experimental group (0.38) outperformed students in the control group (0.11). Similarly, the N-gain acquisition of students with mathematics difficulties in the experimental group (0.26) indicated a higher enhancement than those in the control group (0.08). Overall, the mnemonic strategies improved the students’ retrieval of basic multiplication facts on students with and without mathematics difficulties. However, mnemonic strategies have successfully achieved two of the Sustainable Development Goals 4 (SDG 4) by the 2030 Agenda for Sustainable Development on ensuring students with disabilities as one of the vulnerable groups, have equal access to education and guaranteeing both male and females are literate and numerically literate. These findings have practical implications for educators, providing them with actionable insights to develop effective teaching strategies for students with mathematics difficulties.]]>
<![CDATA[Adapting Self-Regulated Strategy Development Model to Teach Deaf Learners English Writing Skills ]]>
<![CDATA[Morai, Mamotjoka]]>;
<![CDATA[Kawai, Norimune]]>;
<![CDATA[Hayashida, Masashi]]>;
<![CDATA[Shinkai, Akira]]>;
<![CDATA[Matsumiya, Nagako]]>
<![CDATA[ Journal of Education for Sustainability and Diversity Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Angstrom Centre of Education ]]>
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DOI: 10.57142/jesd.v3i1.615
<![CDATA[Writing is a facet of learning and daily communication. However, many deaf and hard-of-hearing learners (DHHLs) struggle with writing despite teachers’ efforts to teach writing effectively. For decades, researchers have developed interventions and theories for improving writing instruction with limited implementation research to assess what works and what does not, for whom, where, and how. The international goal to achieve quality education through Sustainable Development Goal 4, with target 4.6 for improving literacy skills by 2030, has increased awareness of improving learners’ literacy skills in developing countries, including those with disabilities. However, there is limited research on evidence-based interventions in improving DHHLs’ literacy skills, particularly in writing. One of these interventions is the self-regulated strategy development model (SRSD). This study describes the implementation of SRSD in Lesotho with two Grade 6 DHHLs, specifically focusing on identifying the teacher’s instructional adaptations and learners’ development as writers during SRSD instruction. This study also considers the pedagogical implications of SRSD instruction when used with DHHLs with limited English backgrounds.]]>
