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Dede Salim Nahdi
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INDONESIA
Journal of Education For Sustainable Innovation
Published by Papanda Publisher
ISSN : -     EISSN : 30251052     DOI : https://doi.org/10.56916/jesi
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
The Journal of Education For Sustainable Innovation is a peer-reviewed journal that publishes empirical as well as research articles, reports, and essays relating to all aspects of the emerging field of Education for Sustainable Innovation as it is practiced in formal primary and secondary schools, colleges and universities, community organizations, government agencies, businesses and nonprofit organizations around the world. The primary aim of JESI is to enrich the academic sphere with research achievements and to share insights regarding education for sustainable innovation. This encompasses theories, instructional quality, planning, design, and technology, approached from both disciplinary and interdisciplinary standpoints, though not restricted solely to these topics. The journal invites articles from the field of environmental education which pioneered much of the work in education for sustainable innovation, as well as from all diverse disciplines as part of the urgent need to integrate education thinking and practice into every aspect of human activity.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 41 Documents
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Virtual Reality in Linguistic Teaching to Immigrants Sánchez, Eduardo; Burgos, Marta; Saborido, Ana
Journal of Education For Sustainable Innovation Vol. 1 No. 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jesi.v1i2.561

Abstract

The purpose of this study is to evaluate the opportunities and limitations of virtual reality for language teaching for migrants in everyday life situations where the significance of cultural background can also play a lateral role. To develop this virtual reality tool, a co-creation approach was used, involving two types of end-users: immigrants and refugees, as well as teachers and facilitators from three different parts of the world. Europe: Catalonia, Germany and Greece. To assess opportunities and constraints, a mixed qualitative and quantitative approach will be used, where end-users will be interviewed and a questionnaire will be administered to collect their evaluations. In this approach, analysing the responses from the user's perspective is essential for continuous improvement. This research is part of the European project WELCOME (Multiple Intelligence Conversation Agent Services for Reception, Management and Integration of Third Country Nationals in the EU), which aims to use technology to support the reception and integration of migrants in Europe. The results obtained from this study will help developers associated with the project to improve the technology and virtual reality to make it more accessible and user-friendly for migrants and serve as a language acquisition tool in real-life situations.
Enhancing access to learning aids and resources at windhoek correctional facility N Sisinyize; G Tubaundule; M Kaunozondunge; A Kambimbi; D Mujoro G
Journal of Education For Sustainable Innovation Vol. 1 No. 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jesi.v1i2.571

Abstract

This research study aims to improve access to learning aids and resources for inmates in Technical, Vocational Education and Training (TVET) within the confines of the Windhoek Correctional Facility, aiming to facilitate the rehabilitation and successful reintegration of incarcerated individuals, as well as suggest possible recommendations to achieve enhanced access to learning Aids and Resources at correctional facilities in Namibia. The study used a qualitative-method approach, including case study, interviews, and observations, to evaluate the facility's existing learning environments and assess the sufficiency and accessibility of resources. It also explores the impact of restricted access on inmates' educational and personal growth. The research seeks inspiration from successful models in other correctional facilities and identifies innovative approaches, such as technology integration, partnerships with educational institutions, and community involvement. The findings will inform policy recommendations and practical interventions.
Utilizing Standards in Competency Assessment for General Education – A Case Study of British Columbia, Canada and Lessons for Vietnam Duong, Thi Thanh Huong; Vu, Truong An
Journal of Education For Sustainable Innovation Vol. 1 No. 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jesi.v1i2.575

Abstract

The utilization of standards in competency assessment is a critical consideration in contemporary education. This study examines the experience of British Columbia in employing standardized criteria for assessing competencies in general education, drawing valuable insights for Vietnam. This paper analyzes the competency assessment frameworks and methods adopted by the province of British Columbia, Canada. It delves into the adoption and adaptation of standards, the alignment of assessment processes with predefined criteria. Findings highlight that incorporating standards in competency assessment enhances assessment validity and transparency. Standards facilitate a more consistent and reliable assessment process, while also aiding the establishment of clear performance expectations for learners. These findings offer valuable lessons for Vietnam's education system, emphasizing the potential benefits and challenges of integrating standardized criteria into competency assessment practices.
Disaster Management in Tanzanian Secondary Schools: An Assessment of Disaster Risk Preparedness and Mitigation Strategies Kambuga, Yusuph Maulid
Journal of Education For Sustainable Innovation Vol. 1 No. 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jesi.v1i2.577

Abstract

This study assessed the disaster risk preparedness in schools and mitigation strategies within school culture's quantitative and qualitative nature. Safety schools ensure high-quality management by implementing effective risk management strategies. To achieve quality education, schools must prioritise disaster risk mitigation strategies. In so doing, three objectives were employed, which include examining the influence of disaster-risk preparedness on school safety measures, assessing teachers' and students' emergency preparedness skills, and evaluating safety equipment availability in schools. The study utilised a mixed-methods approach, encompassing questionnaires, interviews, and physical observations. The research was conducted in the Dodoma region, focusing on five public secondary schools. A total of 152 participants were purposefully and randomly selected for the study. The quantitative data was analysed descriptively, while the qualitative data was thematically paraphrased and presented as quotes. The study further revealed that schools have insufficient safety equipment, leading to unpreparedness during emergencies. Additionally, it was found that teachers and students rarely receive emergency preparedness training, increasing crisis risk in schools. Furthermore, most schools lack essential safety equipment such as fire extinguishers, fire alarms, and fire exits, which puts them at potential disasters.
Designing for/in the inclusive school Montanari, Mirca; Persi, Rosella
Journal of Education For Sustainable Innovation Vol. 2 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jesi.v2i1.647

Abstract

The quality of inclusive education is, now more than ever in the post-pandemic historical phase, closely connected to the constant and profound renewal and transformative readjustment of design practices in every school order and grade. Educational design for all, for pupils with and without special educational needs, is an effective teaching tool that facilitates participation and reduces barriers to learning based on the framework provided by the main inclusive models (ICF, Universal Design for Learning). In identifying and attempting to remove the obstacles that may be generated within it, schools tend to embrace and promote a strong design culture that is attentive to the needs of all, committed to making a fertile contribution to the development of educational policies in the name of enhancing and interpreting the heterogeneity of differences in the classroom. In this perspective, several good inclusive school practices are examples of personalized and individualized teaching activities that, undertaken and implemented in concrete day-to-day operations, have a systemic impact on educational pathways without excluding anyone.
Social Cognition Approach: Using Observation and Interview Methods via Qualitative Research Mehrad, Aida; Nguyen, Kaden; Dihii, Joyce B.
Journal of Education For Sustainable Innovation Vol. 2 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jesi.v2i1.718

Abstract

This study focuses on social psychology and uses the social cognition approach and qualitative observational and interview methods to observe and analyze random individuals in public settings. Likewise, it aims to identify patterns, social dynamics, and psychological phenomena that govern human behavior by closely monitoring and analyzing the mannerisms and actions of diverse individuals in the same environment. The research involves unobtrusively observing individuals of various demographic backgrounds in public spaces, focusing on non-verbal cues and situational contexts. The study seeks to understand how people interact with others, navigate social situations, and respond to external stimuli in real-world settings. Key objectives include identifying similarities and differences in social behaviors, exploring the impact of environmental factors on individual actions, and observing non-verbal communication in social interactions. Additionally, the research investigates the influence of cultural and contextual variables on observed behaviors to provide insights into the complexities of human behavior. The study was conducted in Barcelona, Spain, with 10 cases for observing and interview-short conversations with some random groups. The findings have implications for understanding social dynamics, developing effective communication strategies, and understanding why people behave in specific ways based on our experience and receiving data according to the people and environment information.
Unhu/Ubuntu theory as the basis of administrator-teacher relationship: A grounded theory approach Gomba, Clifford
Journal of Education For Sustainable Innovation Vol. 2 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jesi.v2i1.758

Abstract

The teacher’s functionality depends on the working environment he/she is operating in and, in some ways, depends on the relationship with the headmaster. The relationship may be due to, but not limited to, leadership styles, personalities, and other attributes of both the teacher and the school management system. Workplace relationships influence the performance of employees in any organization. This grounded theory study aims to get an understanding of the basic social processes in administrator-teacher relationships and come up with an explanation of that kind of relationship. Eleven (n = 11) participants in the study were all qualified teachers, teaching at the two rural-based Catholic-run schools. Data collected through interviews were audiotaped, memoed, and transcribed. The results from this study showed that teachers classified their relationship with their administrators as professional/good, complicated and bad, selective treatment, supportive and indifferent, or no relationship; and all linked to having unhu/ubuntu or lack of it. It is the recommendation of this study that administrators should be trained, and have unhu/ubuntu philosophy when dealing with their teachers and students.
The advancement of technology and the concept of distance learning in the global context: Reaching out the unreachable Kuboja, Joshua; Mwakobela, Upendo
Journal of Education For Sustainable Innovation Vol. 2 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jesi.v2i1.805

Abstract

The field of education has changed significantly due to the rapid progress of technology, especially in the area of online learning. This paper examines how technology has enabled education to reach new populations worldwide, expanding access to learning opportunities. By examining present trends and advancements in distance learning technologies, this paper explains how technology has connected geographical, socio-economic, and cultural obstacles to education. It explores how digital platforms, virtual classrooms, online resources, and interactive learning tools can increase access to quality education and empower people regardless of where they are from or their background. Moreover, this study explores the difficulties and advantages linked with the worldwide adoption of remote learning projects. It explores topics like the digital divide, limitations in infrastructure, adjustments in teaching methods, and understanding different cultures, while also showcasing creative solutions and successful strategies used to tackle these obstacles. Using information from academic sources, real-life examples, and research studies, this paper enhances our comprehension of how technology-based remote learning is changing the global educational scenery. It highlights how using technology can help connect with those who are typically out of reach, promoting equal access to education for everyone.
Mapping Geometric Minds: Exploring 3D Thinking Skills of Elementary School Students Using the Van Hiele Model Nahdi, Dede Salim; Jatisunda, Mohamad Gilar; Cahyaningsih, Ujiati; Rasyid, Abdur; Hidayah, Ratna
Journal of Education For Sustainable Innovation Vol. 2 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jesi.v2i1.806

Abstract

This study investigates elementary school students' 3D geometric thinking skills using the Van Hiele model. The research employed a grounded theory approach, utilizing tests, observations, and interviews to assess students' geometric thinking levels across two elementary schools in West Java and Central Java, Indonesia. A total of 6 test items were developed based on Van Hiele's theory, targeting the visualization, analysis, and informal deduction levels. Results showed varied performance between the two schools. Students from the Majalengka school demonstrated stronger visualization skills (77.14%), while those from the Surakarta school showed better performance in analysis (67.86%) and informal deduction (53.57%). Overall, students exhibited a good foundational understanding of 3D shapes, with most achieving the visualization and analysis levels. However, challenges emerged at the informal deduction level, where students often opted for simpler problem-solving methods over more systematic approaches. The study highlights the effectiveness of the Van Hiele model in assessing geometric thinking development and provides valuable insights for curriculum development and teaching strategies. It emphasizes the need to reinforce visualization and analysis skills while gradually introducing more abstract and systematic thinking in geometry education. The findings contribute to the understanding of elementary students' 3D geometric thinking skills and offer a basis for improving geometry instruction at the primary level.
Leadership culture and implementation of county integrated development plan in Western Counties, Kenya Leonard, Momos
Journal of Education For Sustainable Innovation Vol. 2 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jesi.v2i1.808

Abstract

In Kenya, the County Governments are required by planning and budgeting guidelines (URT, 2011) to have five years strategic plans (CIDP) which all the counties comply. However, its implementation is always not effective. The rationale of this cram was to study the role of organizational culture on implementation of county integrated development plans in devolved governments in western region Kenya. The selection of this subject was discriminatory by the reality that implementation of County Integrated Development Plan in the Counties in Western Region has been an issue for the last ten years. The aim of the study was to establish the effect of leadership culture on implementation of County Integrated Development Plans in devolved units of Western Region. The research used descriptive study design to gather information on the role of leadership culture on implementation of CIDP and was guided by balanced scorecard theory. A sample size of 364 and questionnaires was used in data collection. The research instrument was constructed based on the constructs identified in the conceptual framework. Both descriptive and inferential statistics were used to analyze the data. Data analysis was done using multi hierarchical regression model. Mean and standard deviation was also calculated and the results presented in form of tables. The findings of the study showed that leadership culture had a significant impact on CIDP implementation where the correlation coefficient (R) of 0.492 established a fair linear correlation linking leadership culture and CIDP Implementation among the devolved units of Western Region Counties. Leadership culture explained 24.2% of the variance in CIDP implementation in devolved units of Western Region as signified by R- square of 0.242. The significance value was 0.000<0.05. This showed that the model was statistically significant in predicting the influence of leadership culture on implementation of CIDP among the devolved units of Western Region. County Governments ought to look into their leadership culture as it positively influences the implementation of CIDP. Leadership culture comprises of vision and values, communication, empowerment and trust, decision-making, accountability and performance and development and learning. Additionally, granting a decision-making authority, access to information, collaboration and participation, skill development and training, recognition and rewards and supportive leadership contributes to enhanced CIDP implementation in County Governments across the Country.

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