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International Journal of Studies in International Education
Published by Asosiasi Riset Ilmu Pendidikan Indonesia
ISSN : 3047356X     EISSN : 30480884     DOI : 10.62951
Core Subject : Humanities, Health, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences
The fields of study in this journal include the sub-groups of Educational Sciences, Social Sciences, Language and Literature, Sports and Health, Mathematics and Mathematics and Natural Sciences
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 88 Documents
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Development of Digital Learning Media Pantun Melayu For High School Students to Improve The Competence of Literary Appreciation Elmustian Elmustian; Siti Andriana
International Journal of Studies in International Education Vol. 2 No. 4 (2025): November : International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v2i4.438

Abstract

This article discusses the development of Digital Learning media based on Malay rhymes for high school students (SMA) with the aim of improving the competence of literary appreciation. The research was conducted using research and Development (R & D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data were collected through observation, questionnaires, and literature appreciation tests given to students before and after using digital learning media. The results showed that digital learning media Malay poem was able to improve students' understanding of the structure, meaning, and cultural values in the poem. In addition, this media makes it easier for teachers to present literary material in an interactive and interesting way, thereby increasing student learning motivation. The integration of digital media in learning also facilitates students in exploring literature more creatively. This finding confirms that the integration of digital technology in traditional literary learning can support the improvement of cultural literacy competence and literary appreciation in high school students. This innovation opens up new possibilities for engaging students with their cultural heritage in a digital era, encouraging a deeper understanding and connection with traditional arts.
Improving the Students’ Speaking Ability Through Problem-Based Learning at SMK Negeri 2 Malinau : A Classroom Action Research Akbar Ginandar; Dwiyani Pratiwi
International Journal of Studies in International Education Vol. 2 No. 4 (2025): November : International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v2i4.448

Abstract

This study aims to improve the English speaking skills of students in class XI DPIB B at SMK Negeri 2 Malinau through the application of the Problem-Based Learning (PBL) model. The background of this research is the low speaking ability of students, which is characterized by limited vocabulary, lack of confidence, and low participation during English learning activities. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, which was conducted in two cycles consisting of planning, action, observation, and reflection stages. The research subjects were 32 students of class XI DPIB B. Data were collected through speaking performance tests and observations of students’ learning behavior during the implementation of the PBL model. The collected data were analyzed using quantitative and qualitative techniques. The results showed a significant improvement in students’ speaking skills, as indicated by the increase in the average score from 64.00 in the pre-test to 68.75 in cycle I and 76.00 in cycle II. Furthermore, the percentage of learning completeness increased from 25% in the pre-test to 81.25% at the end of cycle II. Observational data also revealed positive changes in students’ learning behavior, including higher participation, increased motivation, and greater confidence in speaking English. These findings demonstrate that the Problem-Based Learning model is effective in improving students’ English speaking skills and learning engagement.
Development of Chemical Bonding LKPD Assisted by Augmented Reality with a Deep Learning Approach and its Effect on Learning Activities and Higher Level Thinking Skills (Hots) of Eleventh Grade High School Students Dita Novita Rini; Eli Rohaeti
International Journal of Studies in International Education Vol. 3 No. 1 (2026): International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v3i1.456

Abstract

This study aims to develop a Student Worksheet (LKPD) on Chemical Bonding assisted by Augmented Reality (AR) based on deep learning and to examine its feasibility, practicality, and effectiveness in improving learning activities and higher-order thinking skills (HOTS) of high school students. The research employed a 4D development model (define, design, develop, and disseminate) using a pretest posttest control group design involving 11th grade students. Research instruments included expert validation sheets, learning activity questionnaires, and HOTS test instruments. Data were analyzed using descriptive and inferential statistical methods. The results indicated that the AR-based LKPD met very feasible and practical criteria based on expert judgment and student responses. Furthermore, there was a statistically significant difference between the experimental and control groups in learning activities and HOTS achievement (p = 0.005). The increase in HOTS scores in the experimental group was categorized as moderate, indicating meaningful learning gains. These findings demonstrate that the AR-assisted Chemical Bonding LKPD is effective as an innovative learning medium for supporting students’ understanding of abstract chemistry concepts and fostering higher-order thinking skills.
The Impact of Erosion of Trust among Educators on the Decline of Key Performance Indicator (IKU) Achievement in Higher Education I Ketut Wiriawan
International Journal of Studies in International Education Vol. 3 No. 1 (2026): International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v3i1.471

Abstract

Trust among educators constitutes a critical social capital that underpins organizational effectiveness in higher education institutions. This study investigates the impact of trust erosion among educators on the decline in the achievement of Key Performance Indicators (KPIs/IKU) in higher education. The central problem addressed in this research is the weakening of academic collaboration, reduced engagement in the tridharma of higher education, and the emergence of latent conflicts that negatively affect KPI achievement, particularly in lecturer performance, research collaboration, and the implementation of the Merdeka Belajar–Kampus Merdeka (MBKM) policy. This study aims to analyze the relationship between the level of trust among educators and institutional KPI performance, as well as to identify the organizational and social mechanisms underlying this phenomenon. A mixed-methods explanatory design was employed, combining quantitative survey data with in-depth interviews and institutional performance document analysis. The findings reveal a significant negative correlation between trust erosion and KPI achievement. The study concludes that strengthening organizational trust is a strategic prerequisite for sustaining and improving higher education performance.
The Effect of Training, Work Skills, and Independent Learning on Performance of Gig Workers at BALATKOP UKM Jawa Tegah Yunita Sinta Amanda; Sungkowo Edy Mulyono
International Journal of Studies in International Education Vol. 3 No. 1 (2026): International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v3i1.473

Abstract

The competitiveness of gig workers in the digital economy era raises issues such as competency gaps with market needs and instability in the quality of gig workers' work. This study explains the influence of training, work skills, and independent learning on the performance of gig workers who participate in training programs at the Central Java Province Cooperative and SME Training Center. Therefore, this study aims to examine the influence of each variable partially and simultaneously. This study uses a quantitative approach by distributing questionnaires to the entire population or using a saturated sample of 50 gig workers participating in training at BALATKOP UKM. The data was obtained using a Likert scale questionnaire instrument compiled based on the operational definitions of the variables and analyzed using multiple linear regression analysis to test the influence of training (X2), work skills (X2), and independence (X3) on performance (Y). The results of the study show that training, job skills, and independent learning each have a positive and significant effect on gig worker performance, and simultaneously, these three variables have a 66.5% effect on performance. This synthesis of findings confirms that gig worker performance is not only determined by the quality of training programs and technical skill mastery, but also by the ability to manage the learning process independently. Therefore, the conclusion is that the development of training programs at BALATKOP UKM needs to be designed in an integrated manner to simultaneously strengthen training, work skills, and independent learning as a strategy for improving the sustainable performance of gig workers.
Implementing Storytelling Method in Teaching English to Primary School Students Rostina Rostina; Dien Afni Ariyati; Sri Hariati Mustari
International Journal of Studies in International Education Vol. 3 No. 1 (2026): International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v3i1.475

Abstract

Storytelling has been widely recognized as an effective method for teaching English to young learners because it presents language in meaningful and engaging contexts. This study aims to explore the implementation of storytelling in teaching English to primary school students and to examine the perceived benefits and challenges from the teacher’s perspective. The study employed a qualitative descriptive research design involving one English teacher who taught Grade 6 students at SDN 261 Pinrang. The participant was selected through purposive sampling due to her experience in applying storytelling activities in English instruction at the lower primary level. Data were collected through a semi-structured interview and documentation, including lesson plans and teaching materials related to storytelling used in the classroom. The data were analyzed using descriptive qualitative analysis by identifying recurring themes related to classroom implementation, student responses, perceived benefits, and instructional challenges. The findings reveal that storytelling was mainly implemented in listening and speaking activities using simple and familiar stories, visual aids, and follow-up tasks such as comprehension questions and story retelling. According to the teacher, storytelling contributed positively to students’ listening skills, vocabulary acquisition, motivation, and confidence in using English. Students showed higher levels of attention, engagement, and willingness to participate during storytelling sessions compared to traditional teaching methods. However, several challenges were also identified, including difficulty in selecting age-appropriate and culturally relevant stories, limited instructional time, large class size, and the teacher’s need for further training in designing effective storytelling activities. Despite these challenges, the study concludes that storytelling can create a positive and supportive learning environment when it is carefully planned and supported by adequate teacher preparation. The findings highlight the importance of instructional support to maximize the effectiveness of storytelling in primary EFL classrooms.
Integration of Social Activities and Leadership Values in Character Building of Students by the PIJAR Semarang Community Yola Mutia Damayanti; Mintarsih Arbarini
International Journal of Studies in International Education Vol. 3 No. 1 (2026): International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v3i1.476

Abstract

This study examines the integration of social activities and leadership values in shaping the character of students by the PIJAR Semarang Community as a form of community-based non-formal education. The background of this study stems from the increasing problems with student character, such as low empathy, responsibility, and self-confidence, as well as the increasing cases of violence and bullying in the educational environment. These conditions indicate that formal education has not been fully able to address the challenges of shaping student character. This study uses a qualitative approach with descriptive methods. The research was conducted at the PIJAR Semarang Community by involving community managers, volunteers, and students as research subjects. Data were collected through in-depth interviews, observation of activities, and documentation to obtain a comprehensive understanding of the character-building process. The results of the study show that the PIJAR Semarang Community integrates social activities and leadership values through academic and non-academic learning programs that are designed to be contextual and participatory. Social activities such as play-based learning, social action, field trips, art performances, and leadership training are the main media for instilling character values. The character values developed include responsibility, cooperation, empathy, discipline, and self-confidence. Leadership values are instilled through habit formation, volunteer role models, providing opportunities for participation, and the active involvement of students in every activity. This study also found several obstacles in the form of differences in student character, limited resources, and low self-confidence among some students in leadership. To overcome these obstacles, the PIJAR Semarang Community implemented intensive mentoring, motivation building, and adjustments to activities to make them more inclusive. Overall, this study confirms that the integration of social activities and leadership values in community-based non-formal education plays an important role in the holistic and sustainable character building of students.
Evaluation of School Fund Management as a Post Conflict Education Recovery Strategy in Dili City, Timor Leste Yus Tya Wiranti; Emiliana Sri Pudjiarti
International Journal of Studies in International Education Vol. 3 No. 1 (2026): International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v3i1.483

Abstract

This research is motivated by the importance of school fund management as a post-conflict education recovery strategy in Dili City, particularly at SMP Akadiru-hun, which faces challenges such as damaged facilities, limited teacher capacity, and weak financial governance. A literature review indicates that Post-Conflict Education Theory and Educational Financial Management Theory emphasize efficiency, priority, transparency, and accountability as the foundation for education system recovery. This study used a mixed methods approach, with quantitative data collected in the form of questionnaires from 20 respondents and qualitative data collected through in-depth interviews with four key informants. The descriptive statistical analysis showed an average score of 17.85 for the Education System Recovery and Strengthening Index. Efficiency and Priority of Fund Use was 17.45, and Transparency and Accountability of Fund Management was 18.75. Pearson correlation analysis showed a moderate positive relationship between Education System Recovery and Strengthening and Transparency and Accountability in Fund Management (r = 0.360). In contrast, the relationships between Education System Recovery and Strengthening and Efficiency and Priority of Fund Use (r = -0.014) and Efficiency and Priority of Fund Use and Transparency and Accountability in Fund Management (r = 0.056) were very weak and insignificant. Qualitative findings confirm that school fund management that follows government standard operating procedures contributes to post-conflict education recovery, although internal transparency still needs improvement. This study concludes that efficient, targeted, and accountable school fund management can be an effective strategy in post-conflict education recovery.

Page 9 of 9 | Total Record : 88

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