Indonesian Journal of Education (INJOE)
Indonesian Journal of Education (INJOE) publishes articles on education and learning in general. Contains articles / research results written by experts, scientists, practitioners, and reviewers in the field of education and learning. Some of Indonesian Journal of Education (INJOE): Education and learning theory and foundation, Education and learning philosophy, Education and learning technology, Education and learning media, Education evaluation, Education Management, Education and learning innovation, Education for all levels, Formal education, Informal education, Education non-formal, Rural education, Urban education, Education and learning curriculum, Educators and students, Education and learning policies, Learning methods and strategies, Learning assessment, socio-cultural, etc.
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<![CDATA[I SPEAK BETTER ENGLISH: TEACHERS’ EXPERIENCES TOWARDS STUDENTS’ ATTITUDE IN SPEAKING THE LANGUAGE ]]>
<![CDATA[Dave Aiken T. Ondes]]>;
<![CDATA[Stephanie Shane C. Leornas]]>;
<![CDATA[Rud-gie G. Paculanang]]>;
<![CDATA[Mark Dave D. Gatera]]>;
<![CDATA[Johana U. Caka, MAELT]]>
<![CDATA[ Indonesian Journal of Education (INJOE) Vol. 3 No. 2 (2023): AUGUST ]]>
Publisher : <![CDATA[CV. ADIBA AISHA AMIRA ]]>
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<![CDATA[This study used qualitative research design and a phenomenological approach. The participants of this study were five English Teachers teaching in the parameters of Parang, Maguindanao, BARMM, Philippines. The researchers used a semi-structured in-depth interview in this study. The findings of this study revealed the experiences of the teachers toward students’ attitudes toward speaking the language. The study shows the behavior and performance of the students: fear and anxiety in speaking English; poor English speaking skills; the effect of social media; poor grammar in English sentence construction; discouragement caused by unfair judgment; use of jokes to skip English recitation; motivation and encouragement; providing opportunities and differentiated instructional activities. In addition, it also revealed the teachers’ teaching methods and coping strategies regarding the students’ issues with speaking the language. The participants made recommendations and coping strategies based on their personal experiences and challenges in order to create a program that would inspire and motivate them to improve their speaking skills.]]>
<![CDATA[HIKMA – A TEACHING METHOD TO INSPIRE HIGHER LEARNING : ]]>
<![CDATA[Muhammad Jawad Hashim]]>
<![CDATA[ Indonesian Journal of Education (INJOE) Vol. 3 No. 2 (2023): AUGUST ]]>
Publisher : <![CDATA[CV. ADIBA AISHA AMIRA ]]>
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<![CDATA[Existing teaching methods are uninspiring and diminish the desire to learn. A new teaching format, hikma, was developed to inspire learning and acquire wisdom. Hikma is a well-prepared narrative lecture followed by scholarly open discussion on a topic. It is delivered by a learned teacher to a group of students. A written guide for students outlines expectations and etiquettes for the session. Learners listen respectfully without interrupting. The teacher’s presentation is carefully prepared and well planned. The presentation includes definitions, examples, case studies, findings from research, as well as historical perspective, personal experiences, stories, and quotes. Content is selected to weave a central message. The talk progresses logically and builds an argument leading to a conclusion that the students can infer (guided discovery). Presentation style stimulates reflection and introspection. Students’ questions are kept towards the end to prevent the discourse from being side-tracked. In the second part of the session, a focused discussion is moderated by the teacher. Each student is given the opportunity ask a carefully thought-out question. After the discussion, the teacher reiterates the key learning points to close the session. In essence, hikma is a teaching format based on skilled scholarly narrative and open discourse. Hikma is designed to nurture reflection, deep thinking, and respect for wisdom.]]>
<![CDATA[HEADMASTER AS A CHANGE AGENT IN REALIZING THE VISION OF A SUPERIOR SCHOOL ]]>
<![CDATA[Edi Suhariyono]]>
<![CDATA[ Indonesian Journal of Education (INJOE) Vol. 3 No. 2 (2023): AUGUST ]]>
Publisher : <![CDATA[CV. ADIBA AISHA AMIRA ]]>
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<![CDATA[This study aimed to analyze the role of the head of the school as an agent of change in realizing the vision of an excellent school. The research explored the vital characteristics of school leaders and examined the implementation steps to understand how the head of the school positively influenced change within the school. The findings revealed that a director of the school with visionary LeadershipLeadership, practical communication skills, high integrity, and the ability to build strong relationships played a central role in realizing the vision of an excellent school. The implementation steps included effective communication, forming a change team, identifying change needs and opportunities, active participation of stakeholders, providing training and development, and regular monitoring and evaluating change progress. These steps were crucial factors in achieving the objectives of the school's vision for excellence. In conclusion, the head of the school played a critical role as an agent of change. By possessing the qualities above and actively engaging in the implementation process, they inspired and empowered the school community to create a collaborative and supportive environment for positive change. Regular monitoring and evaluation ensured continuous growth and development. Therefore, the head of the school needs to possess strong leadership qualities and actively involve all stakeholders in pursuing the school's vision. Their actions and efforts influenced the school's success, enabling the desired outcomes.]]>
<![CDATA[STUDENTS’ PERCEPTIONS ON THE USE OF GAMIFICATION APPROACH IN GRAMMAR CLASS ]]>
<![CDATA[Nur Laily Lupita Sari]]>;
<![CDATA[I`anatul Avifah]]>
<![CDATA[ Indonesian Journal of Education (INJOE) Vol. 3 No. 2 (2023): AUGUST ]]>
Publisher : <![CDATA[CV. ADIBA AISHA AMIRA ]]>
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<![CDATA[This study explores students' perceptions on the use of a gamification approach in grammar classes at Universitas Billfath, focusing on two English as a Foreign Language (EFL) classrooms—Basic English Grammar and Advanced English Grammar—comprising 36 participants. Employing a qualitative method with analytical descriptives, the research used a survey to assess students' views on the gamification approach in their respective grammar classes. The primary objective of this assessment was to comprehensively investigate the effective implementation of gamification in grammar classrooms, aiming to capitalize on its strengths and address its limitations to achieve the desired educational objectives. The data collection was accomplished through the distribution of questionnaires. Subsequently, the questionnaire responses were quantitatively analyzed and categorized based on specific themes to gain valuable insights into students' perceptions on the use of gamification in grammar classes]]>
<![CDATA[PROFILE OF CREATIVE THINKING SKILLS AND STUDENT LEARNING OUTCOMES IN PROJECT-BASED SCIENCE LEARNING ]]>
<![CDATA[Pabrianto Pabrianto]]>;
<![CDATA[Fenny Roshayanti]]>;
<![CDATA[Joko Siswanto]]>
<![CDATA[ Indonesian Journal of Education (INJOE) Vol. 3 No. 2 (2023): AUGUST ]]>
Publisher : <![CDATA[CV. ADIBA AISHA AMIRA ]]>
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<![CDATA[National education requires students to have the ability to think creatively, especially exact subjects such as physics. The purpose of this study is to determine the profile of creative thinking of grade VII students of SMPN 10 Teluk Keramat on material for changing the form of objects for the 2020/2021 school year. The subjects of this study were grade VII students of SMPN 10 Teluk Keramat consisting of two classes A and B totaling 56 students. The research method used is the descriptive method. The variable of this study is the ability to think, namely creative thinking which is measured using a written test in the form of essay questions. Data collection uses questions developed from four creative thinking indicators, each question is given a score of 1-4 with the criteria of each indicator. Based on the results of the study, the creative thinking ability of grade VII students of SMPN 11 Teluk Keramat is 8.69 (15.51%) from a maximum score of 14. It can be seen from the ability of students based on the indicators of fluency 2.25 (33.92%), Flexibility 02.64 (58.92%), Originality 1.87 (53.57%) and Elaboration 1.87 (64.24%). The results of students' creative thinking ability are still lacking. Therefore, students' creative thinking skills need to be improved in the learning process.]]>
<![CDATA[ANALYSIS OF STUDENT LEARNING INTERESTS IN CHEMISTRY CLASS XI IPA AT A PANYIPATAN PRIVATE SENIOR HIGH SCHOOL ]]>
<![CDATA[Rahmah Rahmah]]>;
<![CDATA[Novi Rahmawanti]]>;
<![CDATA[Novrian Dony]]>
<![CDATA[ Indonesian Journal of Education (INJOE) Vol. 3 No. 2 (2023): AUGUST ]]>
Publisher : <![CDATA[CV. ADIBA AISHA AMIRA ]]>
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<![CDATA[This study aims to describe the profile of students' interest and the factors that influence students' interest in learning chemistry in class XI IPA SMAS Abdul Kadir Panyipatan. This type of research is a qualitative descriptive research with a phenomenological approach. Data collection techniques were carried out through interviews, direct learning activities carried out by researchers, questionnaires, and document studies. The number of samples 15 students, was carried out using a census technique by taking the entire population of class XI IPA students. The results showed that the profile of students' interest in studying chemistry in class XI IPA at Abdul Kadir Panyipatan Private High School was 20% high, 33.3% medium, and 46.7% low. The factors that influence the learning interest of class XI IPA students consist of internal factors which include curiosity, initial ability, perception, intelligence, aspirations, and motivation. Internal factors include teachers, learning models, teaching materials, and peers.]]>
<![CDATA[INCLUSIVE EDUCATION PERSPECTIVES: MONTESSORI AND VYGOTSKY'S APPROACHES TO CREATING A SUPPORTIVE LEARNING ENVIRONMENT FOR ALL CHILDREN ]]>
<![CDATA[Ferdinand Salomo Leuwol]]>;
<![CDATA[Mustofa Aji Prayitno]]>;
<![CDATA[Taryana Taryana]]>;
<![CDATA[Yayuk Suprihartini]]>;
<![CDATA[Gamar Al Haddar]]>
<![CDATA[ Indonesian Journal of Education (INJOE) Vol. 3 No. 2 (2023): AUGUST ]]>
Publisher : <![CDATA[CV. ADIBA AISHA AMIRA ]]>
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<![CDATA[This article delves into the application of Maria Montessori's and Lev Vygotsky's thoughts within the realm of inclusive education. Employing a descriptive comparative methodology, it meticulously scrutinizes both theorists' perspectives to uncover the convergences and divergences in their views on inclusive educational practices. Drawing upon an extensive literature analysis of the original works of Montessori and Vygotsky, as well as relevant research studies, this research aims to shed light on the synergies and disparities between their pedagogical philosophies. The research findings reveal common ground in their emphasis on active learning methodologies, recognition of the significance of progression and procedural learning, and a shared commitment to prioritizing the child's individual needs within the educational framework. Nevertheless, the research underscores the distinctive features within Montessori's advocacy for fostering independence and self-exploration, juxtaposed with Vygotsky's emphasis on the pivotal role of social interaction and guided instruction. The practical implications distilled from their respective viewpoints furnish valuable insights that resonate with the design and implementation of inclusive learning strategies. By interweaving Montessori's self-directed learning ideals with Vygotsky's scaffolding concept, the article contends that an enriched and adaptive approach to inclusive education can be cultivated. This study endeavors to enrich the discourse surrounding the integration of Montessori's and Vygotsky's pedagogical tenets, fostering a comprehensive understanding of how these distinct yet complementary philosophies can be harnessed to fashion an inclusive educational environment that not only accommodates the diverse needs of all learners but also nurtures their holistic growth.]]>
<![CDATA[IDENTIFICATION OF BEST PRACTICES FOR PRINCIPALS WITH HIGHLY ACHIEVEMENT IN INDONESIA ]]>
<![CDATA[Abdul Wahab Syakhrani]]>;
<![CDATA[Nurul Aini]]>;
<![CDATA[Rezki Akbar Norrahman]]>;
<![CDATA[Thea Karuni Respati]]>;
<![CDATA[Ignatius Septo Pramesworo]]>
<![CDATA[ Indonesian Journal of Education (INJOE) Vol. 3 No. 2 (2023): AUGUST ]]>
Publisher : <![CDATA[CV. ADIBA AISHA AMIRA ]]>
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<![CDATA[This qualitative research study aimed to identify the best practices for principals with achievements in Indonesia. The study was conducted using a qualitative approach, specifically through interviews with ten high-performing principals from different regions in Indonesia. The interviews were transcribed and analyzed using thematic analysis to identify common themes and patterns related to best practices. The findings of this study revealed that the best practices for principals with achievements in Indonesia were categorized into three main themes: instructional leadership, school climate and culture, and professional development. Instructional leadership involves setting high expectations for student achievement, providing adequate instructional support to teachers, and monitoring and evaluating student progress. School climate and culture focused on creating a positive and supportive school environment, promoting a sense of belonging, safety, and respect among all school community members. Professional development emphasizes continuous learning and growth for teachers and school leaders, supporting and investing in professional learning communities, providing access to high-quality resources and training, and creating a culture of innovation and risk-taking. The study also identified some unique practices specific to the Indonesian context, such as involving community stakeholders in decision-making processes, building strong relationships with local government officials, and promoting local culture and traditions in the school environment. The study highlights the importance of best practices in school leadership for improving school performance and outcomes in Indonesia. This study's findings can inform the development of policies and programs to improve school leadership practices and support high-performing principals in Indonesia. Further research is needed to explore the effectiveness of these practices in improving student achievement and well-being in the Indonesian context.]]>
<![CDATA[CHARACTER EDUCATION MANAGEMENT PLANNING IN EARLY CHILDHOOD EDUCATION ]]>
<![CDATA[Rezki Akbar Norrahman]]>
<![CDATA[ Indonesian Journal of Education (INJOE) Vol. 3 No. 2 (2023): AUGUST ]]>
Publisher : <![CDATA[CV. ADIBA AISHA AMIRA ]]>
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<![CDATA[This study aims to investigate character education management planning in the context of early childhood education. The main focus of this research is to design and implement an effective planning framework for character building at the early developmental stage of children. The methods used in this research included literature analysis, case studies, observations and interviews with educators. The results illustrate that character education management planning in early childhood education needs to consider children's developmental characteristics as well as the need for positive values formation. The planning model involves identifying relevant character values, developing interesting and developmentally appropriate lesson plans and implementing them through play and social interaction activities. The discussion highlights the importance of educators integrating character education in every aspect of early childhood learning. Planning that is tailored to children's characteristics helps shape positive attitudes, behaviors and interactions in the educational environment. The implications of this research support early character education efforts as an important foundation for children's personal development with integrity.]]>
<![CDATA[Transformation of Islamic Religious Education in Higher Education in the Digital and Technological Era ]]>
<![CDATA[Agustian Zen]]>;
<![CDATA[Kresnawidiansyah A]]>;
<![CDATA[Mohamad Sarip]]>;
<![CDATA[Zulhimma Zulhimma]]>;
<![CDATA[Fahrina Yustiasari Liriwati]]>
<![CDATA[ Indonesian Journal of Education (INJOE) Vol. 3 No. 2 (2023): AUGUST ]]>
Publisher : <![CDATA[CV. ADIBA AISHA AMIRA ]]>
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DOI: 10.54443/injoe.v3i2.68
<![CDATA[This paper looks at how Islamic religious education in higher education has changed as a result of digital and technological advancements. It looks at how Islamic religion education uses interactive multimedia and online learning platforms, highlighting how these technologies improve education quality and make learning materials more accessible. The use of mobile applications and digital technology for distance learning in Islamic religious education are also discussed in this paper. It acknowledges the difficulties associated with implementing digital technology, such as limitations in infrastructure, faculty and student readiness, and the significance of ethical and secure technology use. To overcome these obstacles, the paper suggests approaches like infrastructure planning, faculty training, and policy development. It concludes that incorporating digital technology can foster interactive learning environments, increase resource accessibility, and enhance the quality of education. The effectiveness of various digital innovations and the factors that influence the adoption of technology in religious education require additional investigation. However, additional research is required to determine the factors that influence the adoption of technology in religious education and to assess the efficacy of various innovations in digital technology.]]>
