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Journal of Education for Sustainability and Diversity
Published by Angstrom Centre of Education
ISSN : -     EISSN : 29638895     DOI : https://doi.org/10.57142/jesd
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 91 Documents
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The Implementation of Inclusive Education at Sekolah Alam Bireuen (SABIR) Normawati, Yeni Irma; Ulandary, Yury; Setiawan, Robiansyah; Istiarsyah, Istiarsyah; Maisura, Maisura; Anggraini, Zirlia
Journal of Education for Sustainability and Diversity Vol. 3 No. 1 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v3i1.610

Abstract

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.
Japanese Teachers’ Attitudes and Self-Efficacy Toward Inclusive Education: Three-Way ANOVA and Regression Analyses Oo, Zun Wai; KAWAI, Norimune; MATSUMIYA, Nagako; HAYASHIDA, Masashi
Journal of Education for Sustainability and Diversity Vol. 3 No. 1 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v3i1.612

Abstract

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.
The Efficacy of Mnemonic Strategies in Improving the Basic Multiplication Facts Retrieval Wulandary, Verra; Kawai, Norimune
Journal of Education for Sustainability and Diversity Vol. 3 No. 1 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v3i1.614

Abstract

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.
Adapting Self-Regulated Strategy Development Model to Teach Deaf Learners English Writing Skills Morai, Mamotjoka; Kawai, Norimune; Hayashida, Masashi; Shinkai, Akira; Matsumiya, Nagako
Journal of Education for Sustainability and Diversity Vol. 3 No. 1 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v3i1.615

Abstract

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.
How Do Junior High School Students Solve Problems in Non-Routine Mathematics Problems Zulkipli, Zulkipli; Saidah, Muthiah as
Journal of Education for Sustainability and Diversity Vol. 3 No. 1 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v3i1.616

Abstract

One indicator of success in learning mathematics is problem solving ability. There are two types of mathematics questions that are generally known, namely routine and non-routine questions. Based on these reasons, the question arises of how junior high school students represent mathematically in solving non-routine mathematics problems. This research uses a qualitative approach with descriptive research type. Data was collected using research instruments in the form of non-routine mathematics test instruments to measure students' mathematical representation abilities in problem solving. Then the subject will be interviewed about how he represents the answer to the question. The data will be analyzed by researchers using the Miles, Huberman, Saldana model to describe and provide mathematical problem solving skills. There are findings that need attention, namely the existence of differences in variations in problem solving. This can happen because students have different mathematical interpretation and representation abilities.
Dynamics and Diagnosis of Independent Thinking Processes of Students (on the Example of the First Teenagers) Buriyeva, Kibrio; Omonovich, Khimmataliev Dustnazar
Journal of Education for Sustainability and Diversity Vol. 3 No. 1 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v3i1.633

Abstract

The article describes, creative, modular technologies for improving the socio-psychological mechanisms of the development of independent thinking of adolescent students are included in the practice. The following methodologies were used, which were considered subtests of the scientific and theoretical sources on the topic, comparative analysis, observation, question and answer, conversation, Wexler and Amtxauer methodologies: methodology "separation of important characters", methodology "quantitative relations", methodology of "intellectual disability", methodology "complex analogy", conducting training sessions on advanced pedagogical technologies in order to determine the psychological impact,generalization of mathematical-statistical results in order to prove the scientific value of empirical materials.  Theoretical and practical significance of the study: scientific-theoretical justification of the problem of independent thinking of adolescents; identification of its specific psychological and pedagogical characteristics; identification of the content, forms and methods of independent thinking of adolescents, the development of its holistic system; development of criteria aimed at determining effective forms of independent thinking of adolescents, as well as scientifically based conclusions and recommendations on The practical significance of the study is that the ideas advanced in it can be used in the study of general secondary education schools “sense of Homeland”, “literature” (grades 5-6) educational subjects, a special course “independent thinking of adolescents”, Physical Education, Higher and secondary specialized vocational education institutions, teachers ' training and retraining institutes “pedagogy”, “psychology of young Times”.
Correlation of Phonological Skills and Reading Skills in Children at Risk of Reading Difficulty Syahida, Amaliya; Novianti, Ranti; Kurniawan, Citra
Journal of Education for Sustainability and Diversity Vol. 3 No. 1 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v3i1.642

Abstract

This study aims to determine the correlation between phonological ability and reading ability in children at risk of reading difficulties, utilizing quantitative methods with a correlation research design to obtain accurate data on the relationship between these two variables. The results indicated a strong and positive relationship between phonological ability (Variable 1) and reading ability (Variable 2), with a Kendall tau correlation coefficient of 0.527 and a significance value of 0.002. The findings emphasize that enhancing phonological skills in children at risk of reading difficulties can significantly improve their reading ability. Consequently, it is recommended to implement early phonological skill development training and to conduct further research with larger samples and more diverse methodologies to reinforce these findings. This study aligns with Sustainable Development Goal 4 (SDG 4), which advocates for inclusive and equitable quality education and promotes lifelong learning opportunities for all.
“Is Inclusive Education Inclusive Enough?”: Portraying Student with Disabilities’ Experiences on Immersive Learning Ashar, Muhammad Nurul; Evans, David; Murtadlo, Murtadlo; Pamuji, Pamuji; Beny, Acep Ovel Novari
Journal of Education for Sustainability and Diversity Vol. 3 No. 1 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v3i1.645

Abstract

Inclusive education holds the important role on developing students’ understanding and character on inclusivity during teaching students with disabilities. Thus, an appropriate teaching method should be assigned on this course. Immersive learning has previously been studied in improving the learning gain for many students, however its application in inclusive education course has rarely been done. This study portrayed the students with disabilities experience on studying inclusive education course with immersive learning. Their experiences were explored on two main aspects including the reception towards immersive learning, and the inclusivity of the immersive learning. Data were collected through test and close-ended questionnaire from nearly thirty students after the intervention. Responses from test were analyzed statistically with Wilcoxon test, while data from questionnaire were analyzed using the statistic descriptive. Results report that students perform a positive outcome after the intervention session with many feel that the lesson is more inclusive. Statistic also shows the difference on students score before and after the lesion. This happened either for students with disability or students without disability. This study may provide a new way of teaching for students with disability, yet further studies are still needed.
The Psychological Well-being of Adolescents in Suburban Communities in Indonesia: Online Survey Barida, Muya; Widyastuti, Dian Ari; Krisphianti, Yuanita Dwi; Martaningsih, Sri Tutur; Ahmad, Aslina
Journal of Education for Sustainability and Diversity Vol. 3 No. 1 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v3i1.646

Abstract

The psychological well-being condition of adolescents need to be considered. In this article, we explore the condition of psychological well-being whose aspects consist of autonomy, environmental mastery, personal growth, positive relations, purpose in life, and self-acceptance of adolescents through a psychological well-being scale submitted online. A total of 2,884 junior high school-aged adolescents from the Special Region of Yogyakarta filling the psychological well-being scale. We found that 6% of adolescents' psychological well-being was in the very low category, 22% was in the low category, 43% was in the medium category, 20% was in the high category, and 8% was in the very high category. This category can be a consideration for teachers that the psychological well-being of adolescents or students can be improved so that their academic performance can increase. Psychological well-being is something that must be strengthened because it is one of the Sustainable Development Goals (SDG) in Indonesia.
Analysis of Pre-service History Teachers’ Attitudes Toward the Use of Distance Education Environments Alaca, Eray; Agbal, Sema
Journal of Education for Sustainability and Diversity Vol. 3 No. 2 (2025)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v3i2.644

Abstract

The purpose of this study is to analyze attitudes of pre-service history teachers toward the use of distance education environments. It was examined whether attitudes of pre-service history teachers toward using distance education environments differed by gender, class, internet access, and device type. The research study group consisted of 86 pre-service history teachers studying in the History Department of the Faculty of Science and Literature at a Turkish state university. As data collection tools, the "Attitude Scale Regarding the Use of Distance Education Environments During the Pandemic Process" consisting of 25 items and the "Personal Information Form" consisting of 6 questions were applied to the participants. The data collected for the study was analyzed using the SPSS 24.0 program. As a result, it was found that pre-service history teacher attitudes toward using distance education environments were below intermediate.

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