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INDONESIA
Indonesian Educational Research Journal
Published by S&Co Publishing
ISSN : -     EISSN : 30250757     DOI : https://doi.org/10.56773/ierj
Core Subject : Education,
Education
Indonesian Educational Research Journal provides a platform for research on the future challenges and developments that education will face. Indonesian Educational Research Journal is an international, peer-reviewed open-access journal that publishes original work in all areas of education, serving the community as a broad-scope journal for academic trends and future developments in the field. The journal publishes a broad range of article types and formats, and there are no limitations in theoretical, empirical, or methodological content. Indonesian Educational Research Journal particularly welcomes research with the potential for global impact, especially about perspective, and work on achieving the United Nations Sustainable Development Goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 3 (2024): Education system and implementation to improve various skills" : 5 Documents clear
Pre-service Teachers Perception of the Use of E-learning During Covid-19 Pandemic in Colleges of Education in North-West, Nigeria Ismaila, Abdullahi Abubakar; Bello, Umar; Gambari, Isiaka Amosa
Indonesian Educational Research Journal Vol. 1 No. 3 (2024): Education system and implementation to improve various skills
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v1i3.17

Abstract

This study of pre-service teachers’ perception of the use of e-learning during the Covid-19 pandemic in colleges of education in the North-west, Nigeria, was guided by two objectives; to find out the availability of e-learning tools in colleges of education in North-west, Nigeria during Covid-19, to investigate the perceived usefulness of e-learning by the pre-service teachers in colleges of education in North-west, Nigeria during Covid-19 and two research questions; are e-learning tools available for teaching and learning in colleges of education in North-west, Nigeria during Covid-19? How do pre-service teachers perceive the usefulness of e-learning in colleges of education? The researchers used mixed methods (quantitative and qualitative) for data collection.  A Multistage (called clustering) sampling technique was employed to select the sample from the colleges of education in North-west, Nigeria. The total population of the study is 113,030. The total sample that was chosen is 372 for quantitative and 23 for qualitative. The instruments used for data collection were adapted (questionnaires were used for quantitative, while data-blank was used for qualitative). The frequency and percentage were employed to analyze the respondents’ demographic information. The summary of the major findings points out that, there are no adequate e-learning resources in colleges of education in North-west, Nigeria that will enable them to use e-learning during Covid-19, and the pre-service teachers in colleges of education in North-west, Nigeria didn’t use to e-learn during Covid-19. The study affirmed that e-learning can be used as an instructional tool in colleges of education in North-west, Nigeria.
Fostering Inclusive Practices: The Relationship between In-service Teachers’ Self-efficacy and Beliefs about Inclusive Practices Omoro, Martanus Ochola; Possi, Mwajabu A. K.
Indonesian Educational Research Journal Vol. 1 No. 3 (2024): Education system and implementation to improve various skills
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v1i3.23

Abstract

Teachers' self-efficacy is a crucial element in fostering inclusive practices in school and classroom settings. Teachers' confidence about their ability and motivation to promote inclusive teaching practices in their classrooms is influenced by this important variable. The purpose of this study was to determine whether there is a relationship between teachers' self-efficacy and their beliefs about inclusive practices in Tanzania's primary schools. This study involved 254 in-service primary school teachers from 18 schools in Dodoma and Mwanza. This study employed a correlational study design. Findings indicate that levels of teacher self-efficacy and beliefs about inclusive practices exhibit a positive, but weak relationship. It was found that teachers' levels of self-efficacy are related to their beliefs about the effectiveness of inclusive education in teaching pupils with disabilities in general classrooms as compared with those who do not utilize inclusive education. In light of the findings of this study, it is suggested that measures be taken to improve teachers' personal variables in order to improve their competence and confidence in using inclusive instruction, building pupils' engagement, and managing classrooms in schools.
Enhancing Digital Literacy and Language Rhetoric among School Leavers: Rethinking Tanzania’s Basic Education Language Curriculum John, Philpo
Indonesian Educational Research Journal Vol. 1 No. 3 (2024): Education system and implementation to improve various skills
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v1i3.25

Abstract

This study assessed the language curriculum implemented for basic education in Tanzania on the adequacy of the digitally-enhanced language competences needed in the world of work inspired by digital era. It argues that although language curriculum has been recently changed to respond to the needs of the competence-based language teaching approach, yet the school leavers from basic education in Tanzania not only are unable to sufficiently demonstrate the curriculum target languages proficiency in various communicative situations but also, they do not live the digital citizenship. Using findings from the narrative literature review, the study has shown that, digital literacy, media literacy, job market rhetoric tourism language, and trade and commerce language skills are not adequately integrated in the language curriculum implemented for basic education in Tanzania. Since the reform seemingly show to have been informed by the social efficiency and learner-centered curriculum ideologies, these job-competitive skills have to be at the centre of the language curriculum for basic education to help the school leavers overcome digitally-enhanced communicative challenges of the contemporary world of work. A job-seeker needs to demonstrate the target language proficiency required and its rhetoric so as to deliver services as expected at work. The findings of this study have implications for language curriculum development and policy-making in the country.
Assessing Impact of Metacognitive Interventions on Academic Achievement of Higher Secondary School Students in Education Meher, Venkateswar; Baral, Rajashree; Bhuyan, Sanjukta
Indonesian Educational Research Journal Vol. 1 No. 3 (2024): Education system and implementation to improve various skills
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v1i3.27

Abstract

The present study investigates the impact of metacognitive interventions on the academic achievement of higher secondary school students in education. The study used a quasi-experimental design where two different Govt. aided higher secondary schools were selected randomly from the Sambalpur locality. The treatment was assigned randomly, where the students of the experimental group were taught using metacognitive interventions i.e., thinking aloud, brainstorming, concept mapping, and self-assessment, and the students of the control group were taught by following the traditional approach. Achievement test in Education subjects was constructed and used.  The total number of 79 samples were taken into account (experimental group = 41, control group = 38) for experimentation. The collected data was analyzed with the help of Analysis of Covariance. The results of the study revealed a significant positive impact of metacognitive interventions on the academic achievement of higher secondary school students in Education with reference to contributors of educators, learning and motivation, and current issues in education. There was no significant interaction effect among strategy of teaching, gender, and caste on academic achievement of students in Education. The present study has implications for policymakers, principals, teachers, parents, and students.
Mathematical Concepts and Cultural Values at Abui Community Culture: Ethnomathematics Study in Traditional Villages, Alor Regency, Indonesia Auw, Ester M.N. Elly; Son, Aloisius Loka; Laja, Yosepha Patricia W.
Indonesian Educational Research Journal Vol. 1 No. 3 (2024): Education system and implementation to improve various skills
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v1i3.30

Abstract

This study aims to explore mathematical concepts and cultural values in the Abui community, in the village of Takpala, Alor Regency, Indonesia. The research method used is qualitative research with an ethnographic approach. The research subjects are three informants and the research objects are the Fala foka house, Lopo, Moko, and the Lego-lego dance. The instruments used in this research are observation, interviews, and documentation. The research findings obtained include: 1) mathematical concepts found in Fala foka, Lopo, Moko, and Lego-lego dance in the traditional village of Takpala are plane figures such as squares, circles, rectangles, rhombuses, and triangles, as well as spatial figures such as square pyramids, cylinders and pointed cones, and concepts of lines and sets; 2) cultural values found in the roof of Fala foka include supplication, the attic symbolizes unity, the pillars symbolize the four cardinal directions, Lopo symbolizes purity, Moko symbolizes the identity of the Alor community, and the Lego-lego dance symbolizes unity. It is recommended for teachers to apply the results of this research in the learning process, and for further researchers to use the results of this research in designing mathematics learning based on ethnomathematics.

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