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Arwan Wiratman
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redaksi.josse@gmail.com
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Jl. Makkarani Komp. Green Riyousa Blok E. No 12. A Gowa Sulawesi Selatan, Indonesia
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INDONESIA
Journal of Social and Scientific Education
Published by South Sulawesi Education Development
ISSN : 30470684     EISSN : 30470684     DOI : https://doi.org/10.58230/josse.v1i1.30
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
JOSSE: Journal of Social and Scientific Education is a scientific publication media managed and published by South Sulawesi Education Development (SSED) (Deed of Establishment of the Institution No. 32 dated July 17, 2009, by Notary Ina Kartika Sari S.H. - Decree of the Minister of Law and Human Rights of the Republic of Indonesia Number C-58.HT.03.01 Year 2003). JOSSE: Journal of Social and Scientific Education is a scientific publication media that plays an important role in presenting research results and theoretical studies in the field of education. This journal is not only a valuable reference source, but also a useful publication tool for various parties, such as teachers, lecturers, students, school supervisors, policymakers, and education observers. By accepting articles in English and Indonesian, JOSSE seeks to bridge collaboration and knowledge exchange at the national and international levels, with the following scope of study: Learning Material Development Measurement, Assessment, and Evaluation of Education Teacher Professional Development Learning Activities Education Policy Educational Facilities and Infrastructure
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "Vol. 2 No. 1 (2025): February 2025" : 5 Documents clear
Conditions: Online Professional Development in Early Childhood Education Pölzl-Stefanec, Eva; Feierabend, Sarah
Journal of Social and Scientific Education Vol. 2 No. 1 (2025): February 2025
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v2i1.260

Abstract

This article examines the conditions for effective participation in online professional development (OPD) for early childhood education (ECE) professionals in Austria. Drawing on international research, it emphasizes the critical role of continuous professional development in enhancing the quality of early childhood education and care, which ultimately benefits children's long-term development. With digital formats gaining popularity due to their flexibility and accessibility, this study explores the specific needs and challenges Austrian ECE professionals face when engaging in OPD. Based on a quantitative survey of 269 ECE professionals, the study identifies five key themes: OPD attendance, preferences for OPD, general conditions for OPD, the influence of location, and time management. The results reveal a strong preference for flexible OPD formats, highlighting the value of small group sizes, German-language materials, interactive elements, and practical transfer tasks. The findings underscore the importance of a target-oriented OPD design that addresses structural barriers, including staff shortages, inadequate technical equipment, and time constraints. By providing tailored and accessible digital learning opportunities, OPD can support ECE professionals in their professionalization efforts, thereby strengthening the field of early childhood education in Austria.
School Climate and Teacher Attrition Intentions: A Case Study of Junior High Schools in Bole District, Ghana Kanyiri, Agape
Journal of Social and Scientific Education Vol. 2 No. 1 (2025): February 2025
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v2i1.280

Abstract

Scholars have often alluded to factors influencing teacher attrition rates in schools, including inadequate compensation, limited career progression, excessive workload, lack of professional development, and poor work-life balance. Yet, the extent to which a hostile school climate prompts teacher attrition or, at the very least, attrition intentions has received relatively little attention. This study explores this gap by examining the relationship between school climate and teacher attrition intentions in the Bole District of Ghana. Data were collected from teachers and head teachers through interviews and focus group discussions, supplemented by a review of transnational discourse on school climate and teacher attrition. Using inductive thematic analysis, the study identified a distinctly hostile school climate in Bole’s Junior High Schools, characterized by authoritarian leadership, a lack of collegial support, exclusion based on ethnicity, religion, or political affiliation, and prevalent student indiscipline. While actual attrition levels were low—primarily due to limited alternative employment opportunities, transfer difficulties, and teachers’ reluctance to separate from their families—attrition intentions were high, fueled by the persistent hostility within the school environment. The study posits that a hostile school climate significantly increases the risk of teacher attrition by eroding job satisfaction and professional well-being. To mitigate these risks, the study recommends the adoption of participatory leadership approaches, the promotion of inclusivity in school environments, and the establishment of effective disciplinary measures to foster a more supportive and cohesive climate conducive to teacher retention and student success.
Challenges to the Development of Intercultural Communication Competence: A Study from the Tertiary Students' Perspectives Nguyen, Hong-Thu Thi
Journal of Social and Scientific Education Vol. 2 No. 1 (2025): February 2025
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v2i1.292

Abstract

This paper aims to study the challenges to the development of intercultural communication competence from the perceptions of students of the 44th course of English Language at Hanoi Law University, to point out the problems caused by the challenges, and propose some practical strategies to improve the effectiveness of intercultural communication. The study used a mixed-method approach, combining qualitative and quantitative methods. Questionnaires and interviews were the main instruments utilized to collect the quantitative and qualitative data.  The results show that the participants highly agree with the views on intercultural challenges such as cultural knowledge, language, ethnocentrism, uncertainty, stereotypes, prejudice, and discrimination. Challenges have caused many problems affecting the effectiveness of intercultural communication. Some solutions to improve intercultural communication competence have been noted, such as raising cultural awareness, changing attitudes positively in communication, improving cross-cultural communication skills, and actively participating in activities related to foreign cultures. This paper contributes valuable insights into the existing intercultural communication theory and offers further recommendations for fostering intercultural communication competence in higher educational environments.
How AI Tools are Accepted and Utilized in Academia: A Mixed Methods Study Fabia, Jose Noel; Napoles, Vanessa; Goh, Joselito Eduard; Borbon, Jr., Mateo
Journal of Social and Scientific Education Vol. 2 No. 1 (2025): February 2025
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v2i1.295

Abstract

This mixed methods study investigates the factors influencing the acceptance and utilization of Artificial Intelligence (AI) tools among students and associates in a Philippine higher education institution, using the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The study reveals that both groups exhibit high familiarity with AI and utilize it for various academic tasks, with performance expectancy and facilitating conditions identified as the primary drivers of acceptance. The study employed a cross-sectional design with an embedded parallel mixed-methods approach. An online survey questionnaire was used to investigate the usage and acceptance of AI tools among students and associates. The findings underscore the importance of comprehensive training, transparent AI governance, and ethical guidelines to foster responsible AI integration in academia. The study also discusses the ethical considerations surrounding AI's use in education, emphasizing the need for responsible implementation to maximize its benefits while minimizing potential risks.
Penggunaan Media Pembelajaran dalam Pembelajaran Bahasa Indonesia di Sekolah Menengah Atas: Apa Kata Siswa? Hidayatullah, Al Abil; Ramadhanti, Dina; Helda, Trisna
Journal of Social and Scientific Education Vol. 2 No. 1 (2025): February 2025
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v2i1.302

Abstract

Penelitian ini merupakan sebuah studi pendahuluan untuk mengetahui pandangan awal siswa tentang penggunaan media dalam pembelajaran bahasa Indonesia di SMAN 15 Padang. Dengan menggunakan pendekatan kualitatif, dilakukan analisis mendalam terhadap pandangan siswa tentang penggunaan media pembelajaran yang meliputi lima aspek, yaitu: pengalaman belajar menggunakan media pembelajaran, preferensi media pembelajaran, akses penggunaan media pembelajaran, efektivitas pembelajaran, dan keterlibatan dan interaktivitas. Sebanyak 15 orang mahasiswa dipilih secara purposive untuk dijadikan subjek penelitian atau informan penelitian. Pengumpulan data dilakukan dengan metode wawancara dan analisis data dilakukan dengan cara analisis deskriptif. Analisis data menunjukkan hasil berikut ini. Pertama, dari segi pengalaman belajar menggunakan media pembelajaran, siswa merasa guru masih belum menggunakan sarana pembelajaran secara maksimal. Siswa masih kesulitan belajar karena pembelajaran  dilaksanakan belum bervariasi karena guru menggunakan buku teks pelajaran dan sesekali menggunakan infokus untuk membantu menyampaikan materi pembelajaran. Kedua, dari segi preferensi media pembelajaran, siswa merasa nyaman menggunakan media pembelajaran yang bervariasi karena dapat membantu mereka meningkatkan motivasi belajar. Ketiga, dari segi akses penggunaan media pembelajaran, siswa mengikuti pembelajaran menggunakan media yang digunakan guru di kelas. Mereka biasanya mengakses informasi menggunakan ponsel di luar sekolah karena ponsel hanya boleh digunakan di luar sekolah. Keempat, efektivitas pembelajaran, siswa merasa pembelajaran terasa menyenangkan jika guru menggunakan media pembelajaran yang menarik dan efektif. Kelima, keterlibatan dan interaktivitas, siswa merasa pemberian kuis dan simulasi sangat menarik. Sebagian siswa merasa lebih senang belajar secara mandiri dan sebagian lagi menyukai pembelajaran dengan adanya bimbingan langsung dari guru. Dengan demikian, guru perlu merencanakan media pembelajaran yang tepat dan bervariasi, serta sesuai dengan kebutuhan belajar siswa sehingga tujuan pembelajaran dapat tercapai.

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