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INDONESIA
Indonesian Journal of Education (INJOE)
Published by CV. Adiba Aisha Amira
ISSN : -     EISSN : 2810059X     DOI : -
Core Subject : Education,
Education
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 30 Documents
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Search results for , issue "Vol. 4 No. 3 (2024): DECEMBER" : 30 Documents clear
DEVELOPING CRITICAL THINKING SKILLS OF PRIMARY SCHOOL STUDENTS THROUGH INDEPENDENT CURRICULUM LEARNING Irwan Irwan; Arnadi Arnadi; Aslan, Aslan
Indonesian Journal of Education (INJOE) Vol. 4 No. 3 (2024): DECEMBER
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

The development of critical thinking skills among elementary school students plays an important role in preparing the younger generation to face the challenges of the fourth industrial revolution era. The method used is a literature study on this theme. The results of the study revealed that Merdeka Belajar Curriculum provides ample space to improve students' critical thinking skills through flexible learning, focusing on students, and closely related to context. Effective strategies include project-based learning, collaborative problem solving, and technology integration in the learning process. However, the research also identified challenges such as the need for intense enrichment of teacher competencies and adaptation of assessment methods to appropriately measure critical thinking skills. In conclusion, Merdeka Belajar Curriculum has great potential to improve the critical thinking skills of primary school students, but this achievement is highly dependent on careful implementation along with comprehensive support from all education stakeholders. Recommendations for further studies include long-term studies on the long-term impact of this curriculum on the development of students' critical thinking skills and the exploration of new assessment models that are in line with the objectives of the Merdeka Belajar Curriculum.
STATE OF PREPAREDNESS OF KENYA’S PUBLIC UNIVERSITIES TOWARDS DELIVERY OF COMPETENCY BASED CURRICULUM Paul Okeyo Ogembo
Indonesian Journal of Education (INJOE) Vol. 4 No. 3 (2024): DECEMBER
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

Competency based curriculum (CBC) is a new dispensation in Kenya on its gradual replacement of 8:4:4 System of Education. The first cohort being in Grade Eight, Kenyan public universities seem not to be having measures in place towards its delivery. It is against this backdrop that this paper was purposed to assess the state of preparedness of Kenya’s Public Universities towards delivery of CBC.Specifically the paper sought to establish  lecturers’ readiness for implementation of CBC;to establish universities’ infrastructural  and curricula material preparedness toward implementation of CBC;to establish whether Kenya’s Public university schools of education are already preparing the teacher trainees towards teaching CBC programs and to establish Faculties’ attitudes towards CBC programs delivery. The study was underpinned by Concern Based Model by Hall et.al (2006). The study explored empirical literature through meta-analytical approach. The study established that: universities are not materially and infrastructural ready for implementation of CBC; That most lecturers are not ready for implementation of CBC; that many public universities are not yet training their teachers towards delivery of CBC programs; That university faculties have positive attitudes toward CBC programs. The findings have implications on universities and other stake holders to prepare lecturers for CBC, university management to look for means within their reach to help in funding and develop CBC curricula materials and infrastructure for its effective delivery, schools of education to develop teacher training curricula with CBC integration.
DESIGN-BASED THINKING INTENTIONS AMONG SECONDARY STUDENT-TEACHERS: IMPLICATIONS TO INSTRUCTIONAL DELIVERY Canare, Laarni; Pecson, Ryan; Olubia, Leandro; Romero, Monina; Gemma, Adraneda
Indonesian Journal of Education (INJOE) Vol. 4 No. 3 (2024): DECEMBER
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

As future educators, student-teachers must execute the needed deliverables as instructional implementers. However, many still need help once deployed in their respective cooperating schools due to the strenuous tasks they need to do, especially in selecting, designing, developing, and evaluating learning resources. With that in mind, the primordial intention of the study is to examine the design-based thinking intentions among secondary student-teachers deployed in various secondary schools in the divisions of Bataan and Balanga City and implicate the results to instructional delivery. It specifically examines the profile of student-teachers in terms of sex, area of specialization, and location of cooperating school; determines the design-based thinking intentions of student-teachers in terms of understanding (empathizing and defining), exploring (ideating and prototyping), and materializing (testing and implementing); and determines the implications of the findings to effective instructional delivery. Using the descriptive-developmental design of quantitative research, the data are gathered from 172 out of 199 student-teachers under the College of Education (COEd) who are randomly selected. The primary data-gathering tool used in the study is an adopted survey questionnaire. The quantitative data gathered from the study will be analyzed using descriptive statistics (i.e., frequency count, percentage, mean, and standard deviation) and inferential statistics (i.e., T-test and F-test/ANOVA). The results indicate that most respondents are female, majoring in Filipino, English, and Social Studies, and deployed in rural schools. The student-teachers exhibit a high level of design-based thinking intentions across all domains. Also, significant differences are noted in the design-based thinking intentions of student-teachers when grouped according to their profile.
JHS SCIENCE TEACHERS' PERSPECTIVES, PRACTICES, AND CHALLENGES IN TEACHING THE ATOMIC STRUCTURE Dela Cruz, Matthew; Baltazar Jr. , Almario; Chua, Marie Franz; Estrella, Mieraflor; Basilio, Eleonor
Indonesian Journal of Education (INJOE) Vol. 4 No. 3 (2024): DECEMBER
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

The concept of atomic structure is a difficult topic to discuss among students and has been one of the teachers’ major concerns for many years. This study was conducted to determine the JHS (Junior High School) science teachers’ perspectives, practices, and challenges in teaching atomic structure in selected public JHS. A survey method was employed, and the quantitative and qualitative results showed that the teacher-respondents had good perspectives, were proficient in the subject matter, and were eager to teach the concept properly. The use of visual aids/models, hand-outs/printed materials, and video lessons/presentations to teach atomic structure is the teachers’ choice and is an invaluable learning material and tool in teaching the atomic structure to JHS students. The main challenges in teaching are the students' low interest and background and the lack of resources and training among teachers on the topic. There is a need for enhanced pedagogical tools, strategies, and skills, as well as training for teachers to support the atomic structure teaching and learning development and progress.
TEACHER STRATEGIES IN MANAGING STUDENTS' LEARNING INTEREST IN THE INDEPENDENT CURRICULUM Dina Destari; Adita Kusumawati, Erna; Fitroh, Ismaul; Frida Utami, Rhisty
Indonesian Journal of Education (INJOE) Vol. 4 No. 3 (2024): DECEMBER
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

This research examines the strategies used by teachers in managing students' learning interest in the context of the Independent Curriculum through a review of relevant literature. The Merdeka Curriculum, which emphasizes flexibility and freedom of learning, requires teachers to apply innovative and adaptive approaches in order to motivate and optimize students' potential. Through analysis of various literature sources, this research identified three main effective strategies: (1) Differentiated Learning, which adapts learning activities to each student's abilities and learning style to ensure full engagement; (2) Professional Development, where teachers actively improve skills and knowledge through ongoing training and involvement in professional communities; and (3) Inclusive Learning Environments, which create classrooms that support diversity and facilitate the development of students' social and emotional skills. The conclusion of this research shows that the application of these strategies by teachers can significantly increase students' interest in learning, create a more dynamic learning environment, and support the achievement of better learning outcomes within the Independent Curriculum framework. These findings provide important insights for educational practitioners and policy makers in efforts to improve the quality of learning in an era of more independent and inclusive education.
STRENGTHENING COMMUNITY UNITY AND UNITY THROUGH PRESERVING BEJAMU SAMAN ART Melia, Melia; Lembong, T Misbah; Rusnawati, Rusnawati
Indonesian Journal of Education (INJOE) Vol. 4 No. 3 (2024): DECEMBER
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

The bejamu saman art in Gayo Lues has a uniqueness that is not found in other arts, namely that it is able to strengthen the unity and unity of society. The aim of this research is to explain the unity and integrity of the Gayo Lues community from the preservation of Bejamu Saman art, explain the uniqueness of Bejamu Saman art which differentiates it from other arts, and to find out the importance of Bejamu Saman art for the Gayo Lues community. The method used in this research is a descriptive qualitative approach with data collection techniques through observation, interviews and documentation. The results of the research show that in the process of implementing this Bejamu Saman art, it can strengthen the unity and integrity of the community, because the Bejamu Saman art can knit ties of friendship because in this Bejamu Saman art invites people from other villages to come and stay for two days and two nights in their village. and the occurrence of social contact in society because preparation for the implementation of this art requires close cooperation. The art of Bejamu Saman is also unique, so this art attracts a lot of public attention. The uniqueness of this bejamu saman lies in its poetry which contains songs with the theme of the human relationship with Allah SWT and its movements produce sounds that are beautiful to hear and each movement of the saman contains meaning as an instruction for the next movement that will be played.
IMPROVING THE QUALITY OF ISLAMIC EDUCATION THROUGH AN INTEGRATED CURRICULUM Shidqiyah Shidqiyah; Rafika Nisa; Munawir Munawir; Al-Amin
Indonesian Journal of Education (INJOE) Vol. 4 No. 3 (2024): DECEMBER
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

Islamic education today has to enrich its graduates not only with religious knowledge and comprehension of doctrines, but also equip them for the twenty first century society. The development of the integrated curriculum addresses this problem as it merges several disciplines while relating religious education to real-life situations. A literature study approach was employed in examining the issue under consideration. The findings indicate that an integrated curriculum approach can enhance active and constructive engagement of learners in the teachings of Islam which can create a relevant education that meets the expectations of contemporary society. However, the integration of an interdiciplinary curriculum does not bear fruits easily as there are some barriers such as lack of willingness to embrace change, scarcity of funds and the proper evaluation of students rated. Therefore, some strategies to overcome these challenges include effective training programmes, investment in resource development and improved coordination among stakeholders.
A COMPARATIVE STUDY BETWEEN TRADITIONAL AND DIGITAL STORYTELLING IN IMPROVING LISTENING SKILLS OF ESL LEARNERS Didi Sudrajat; Kartika Puspandari; Fitria Meisarah
Indonesian Journal of Education (INJOE) Vol. 4 No. 3 (2024): DECEMBER
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Abstract

Storytelling has long been recognised as an effective method in language learning, but with technological advances, digital storytelling is emerging as an attractive alternative. The research method used was literature. The results show that both methods are effective in improving listening skills, with digital storytelling showing a difference. Digital storytelling is considered more engaging and interactive by learners, while traditional storytelling is considered more personalised and allows direct interaction with the speaker.
EDUCATION INNOVATION AND DIGITALISATION AS THE KEY TO GLOBAL COMPETITIVENESS Loso Judijanto; Siti Indah; Naf’an Torihoran
Indonesian Journal of Education (INJOE) Vol. 4 No. 3 (2024): DECEMBER
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In the era of globalisation and industrial revolution 4.0, innovation and digitalisation of education have become crucial factors in improving the global competitiveness of a nation. The research method used in this study is literature. The results show that effective integration of technology in the education system can create a learning environment that is more adaptive, personalised and relevant to the needs of the global market. Therefore, the importance of a holistic approach that considers aspects of accessibility, data security, and inclusion in the process of digitalisation of education.
INTEGRATION OF ARTIFICIAL INTELLIGENCE IN 21ST CENTURY EDUCATION CURRICULUM Loso Judijanto; M. Syarif; Rengga Yudha Santoso
Indonesian Journal of Education (INJOE) Vol. 4 No. 3 (2024): DECEMBER
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

The integration of artificial intelligence (AI) in the 21st century education curriculum is an important step to prepare learners for the digital age. AI can be used to support the learning process and develop skills needed in the future. The application of AI in education brings positive impacts, especially for students, by transforming teaching methods and learning experiences. The integration of AI into the curriculum aims to build students' technological literacy and critical thinking skills. This is in line with the literacy needs of Science, Technology, Engineering, Arts, and Culture in the 21st century which includes data literacy and STEMAL (Science, Technology, Engineering, Mathematics, Arts, and Language). Understanding the influence of AI and the appropriate steps to integrate it into the curriculum is an important urgency. This is done to prepare learners for the Golden Indonesia 2045 and build relevant education in the future.

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