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Indonesian Journal of Education and Pedagogy
Published by CV. Yudhistt Fateeh
ISSN : -     EISSN : 30475619     DOI : https://doi.org/10.61251/ijoep
Core Subject : Education,
Education
Indonesian Journal of Education and Pedagogy (IJOEP) is a peer-reviewed journal which has a commitment to disseminating research findings relevant to scholars, researchers, and those involved in facilitating the communication of educational-pedagogical research findings to policy makers and practitioners across all formal and informal educational phases. IJOEP makes research understandable for readers in the educational sector who might not be familiar with the specific area of expertise or background of the authors. The target audience includes educators, researchers, policy makers, and a wide range of other people with an interest in education. IJOEP publishes quantitative and qualitative research papers, literature reviews, book reviews, and theoretical discussion pieces related to critical inquiry in and of education and pedagogy. Its purposefully broad scope allows it to cover a wide range of topics. This extensive coverage makes it possible to examine current topical issues and policies that have an impact on pedagogy, education, and educational institutions across the globe.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (2025): April" : 5 Documents clear
Grade 8 students' academic achievement in World History using jigsaw Mandin, Steven Rigor; Martin, Aiza B.; Abatol, Saudia Arabiya Mae C.; Bansale, Jay C.
Indonesian Journal of Education and Pedagogy Vol. 2 No. 1 (2025): April
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v2i1.93

Abstract

This study assessed the academic achievement of twenty-five Grade 8 Diligence students at Banahao National High School in World History using the jigsaw method. Employing a mixed-method design, the study utilized pre-and post-assessments to evaluate students' academic performance before and after implementing the jigsaw. The Wilcoxon signed-rank test was applied to determine the significant differences in scores between the pre- and post-assessments. Results showed an increase in median values from 16 in the pre-assessment to 28 in the post-assessment. The results indicate the effectiveness of the intervention in improving the academic performance of the students. Also, the p-value is less than 0.05, showing that there is a significant difference in the class performance. A thematic analysis was also used to examine students' experiences with the jigsaw. Students' responses from the FGD show that the jigsaw has enhanced students' class performance. It encourages cooperation and participation, builds and develops students' interaction, and promotes fun and practical learning. Both findings indicated improved academic achievement, with most students attaining satisfactory scores in the post-assessment. Additionally, there was notable active participation during class discussions and positive feedback from students regarding their learning experience with the method.
Reframing domestic roles: Language and gender equality in rural communities Ilahiyah, Ajeng Inayatul; Herlina Dedy Listiani
Indonesian Journal of Education and Pedagogy Vol. 2 No. 1 (2025): April
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v2i1.118

Abstract

Traditional gender roles are deeply rooted and often reinforced through everyday language, particularly in rural communities in Indonesia. Word choice and phrases such as “husband helping the wife washing the dishes” or “husband helping wife with childcare” imply that children and domestic work are primarily the responsibility of the wife alone, accidentally perpetuating gender inequality. By involving interactive workshops and discussions with both men and women to raise awareness about the impact of language on gender roles in Kendalrejo village-Pemalang Regency, Central Java, this article examines how altering word choice can influence perceptions of gender roles and promote equality in domestic work. Purposive sampling was carried out to ensure diverse representation, and 10 participants were chosen and joined the research intervention using the framework of Participatory Action Research (PAR). The finding of this research portrays a significant shift in perception with increased recognition of men’s role in domestic work for both women and men. This is a part of mainstreaming gender equality by underscoring the importance of word choice in shaping social norms as well as offering a practical approach in rural settings.
Common mistakes in pronouncing silent letters for English education students Mira Andini; Ekaningsih, Nur
Indonesian Journal of Education and Pedagogy Vol. 2 No. 1 (2025): April
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v2i1.113

Abstract

Mispronunciation of silent letters remains a persistent challenge for English Education students due to the irregularities and complexities of English phonology, often leading to confusion and communication difficulties. This study aims to examine common mistakes in pronouncing silent letters among English Education students and to identify which silent letters are most problematic. Using a quantitative approach, a pronunciation test was conducted with 50 students at Islamic Private University in Semarang, Indonesia. Participants were asked to read sentences containing silent letters, and the resulting data were analyzed to identify mispronunciations and calculate their frequency and percentage. The results revealed that the silent letter “l” was the most frequently mispronounced (23.00%), while “u” had the lowest mistake rate (1.60%). These findings highlight the varying levels of difficulty posed by different silent letters, suggesting that pronunciation instruction should prioritize those with higher mistake rates to enhance students’ accuracy and overall proficiency.
Enhancing graph interpretation skills of Grade 9 students in learning microeconomics through I2 strategy Calingacion, Jojenn P.; Dacera, Alyssa Lira M.; Castro, Melissa G.; Lubay, Joshua C.; Bug-os, Rona Flor Fatima C.; Bansale, Jay C.
Indonesian Journal of Education and Pedagogy Vol. 2 No. 1 (2025): April
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v2i1.123

Abstract

This action research aimed to enhance the graph interpretation skills of 35 Grade 9 Apitong students of Baybay National High School in learning microeconomics through the I2 strategy. Utilizing a mixed-methods research design, the study incorporated pre-and post-assessments to evaluate students' graph interpretation skills. Quantitative data were analyzed using the Wilcoxon signed-rank test to assess significant differences in performance, while thematic analysis was employed to gain insights into students' experiences with the I2 strategy. The findings revealed a significant improvement in students’ graph interpretation skills after the implementation of the strategy. Thematic analysis results highlighted mastery of graphing skills, and enhanced learning experience and skill master in interpreting graphs. Notably, the I2 strategy proved instrumental in enhancing the ability of Grade 9 students, who initially had a poor understanding and interpretation of graphs in learning microeconomic concepts.
Understanding well-being in varied students of inclusive classrooms Bernadetha Haule, Daigo; Husseni Barantota, Siraju; Amirrachman, R. Alpha; Sanga, Amitile Pius
Indonesian Journal of Education and Pedagogy Vol. 2 No. 1 (2025): April
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v2i1.128

Abstract

This qualitative case study establishes an investigation into the psychosocial welfare of students with learning differences who receive education in the inclusive classrooms of Madania School located in Bogor, Indonesia. The study evaluates inclusive practice mechanisms through PERMA and Maslow's hierarchy of needs to understand their impact on students' emotional, social, and academic welfare. The researchers conducted in-person interviews as well as direct observations with students, faculty staff and administrative officials during their data collection stage. The results reveal that students at Madania School experience social inclusion with healthy emotional development and psychological security because of their favourable classrooms, caring teacher actions, and efficient bullying prevention strategies. The mentioned factors minimize negative elements while helping students reach their objectives of self-actualization.

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