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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 28 Documents
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Enhancing the tenth graders’ self-efficacy in learning Social Studies through technology-based pedagogies Bandibas Jr., Porferio S.; Bedon, Berlie Ann F.; Cabaltera, Ma.Glesilda N.; Lloren, Jessa Betty; Pacate, Lovely Joy M.; Bansale, Jay C.
Indonesian Journal of Education and Pedagogy Vol. 1 No. 3 (2024): December
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v1i3.71

Abstract

This research aimed to improve students' self-efficacy in Social Studies using technology-based pedagogies. The study utilized mixed methods sequential explanatory design which involves quantitative and qualitative data. Pre- and post-assessments were used to measure the development of students’ test scores and supported by pre- and post-self-efficacy surveys to identify the changes in students’ levels of self-efficacy. The Wilcoxon signed-rank test was used to determine the significant difference in pre- and post-self-efficacy survey scores. At the same time a paired sample t-test was used to analyze the pre- and post-assessment scores. On the other hand, the data obtained from the interview on the students’ experiences was analyzed thematically using Colaizzi's descriptive phenomenological data analysis technique. Results showed that students’ self-efficacy in learning Social Studies has improved with increased student engagement, active participation, and a more vibrant learning environment while implementing the interventions. Furthermore, the study recommends that teachers integrate different technological tools in their classes to enhance students' self-efficacy.
Mitigating public speaking anxiety among EFL learners through peer teaching: An evaluative survey study Ayiz, Abdul; Tauchid, Ahmad
Indonesian Journal of Education and Pedagogy Vol. 1 No. 3 (2024): December
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v1i3.75

Abstract

This study investigates the effectiveness of peer teaching in reducing public speaking anxiety among English as a Foreign Language (EFL) learners. Public speaking anxiety is a prevalent issue among EFL learners, hindering their language development and performance. This research employs an evaluative survey design to assess the impact of peer teaching on public speaking anxiety among 67 EFL students. The results show a statistically significant reduction in public speaking anxiety after participating in peer teaching sessions, with a mean anxiety score decreasing from 64.23 to 54.44. The qualitative data further supports the quantitative findings, indicating that peer teaching fosters a collaborative learning environment, reduces fear of judgment, and provides constructive feedback, leading to increased confidence and reduced anxiety. The study highlights the pedagogical value of peer teaching in EFL classrooms, suggesting that it can be a useful tool in addressing public speaking anxiety and improving language learning outcomes.
Podcasts impact on the listening skill development in a private school in a Latin American country Molina, Lourdes; Arteaga, Magali
Indonesian Journal of Education and Pedagogy Vol. 1 No. 3 (2024): December
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v1i3.76

Abstract

Podcasts are digital tools, which consist in audio files that can be downloaded from any technological devices connected to internet. There is some research that support the use of this tool in the processo of EFL classes, but there is a research gap in the field in our country. For this reason, this research analyzed the effectiveness of the use of podcasts as a didactic tool to improve the listening comprehension skill in English in eighth grade students. A population of 72 students was evaluated through a pre-test and post-test. This is a quasi-experimental design with quantitative data. Satistical analyses were used to measure the impact of the intervention. The Mass Whitney test was applied due to the lack of normality in the data. The results of the Mann Whitney U test revealed a significant difference in the development of the skill after the implementation. Likewise, the paired t-test results demonstrated a relevant variation in the English listening comprehension skills before and after the implementation of the podcast, with a p value less than the significance level of 0.05. The research findings suggest that the use of podcasts as a teaching tool is effective in improving listening comprehension skills. The results open the door for implications aimed at the use of podcasts in English classes to help students reach proficiency in the language.
Assessing the influence of multimedia instruction on knowledge transfer in higher education: Multimodal learning experiences Bernadetha Haule, Daigo; Shaker, Thanaa; Nkwera, Godfrey Yohanes
Indonesian Journal of Education and Pedagogy Vol. 1 No. 3 (2024): December
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v1i3.77

Abstract

This study investigates the impact of multimedia instruction on knowledge transfer in higher education. Focused on the evolution from traditional lecture-based methods to interactive approaches, the research conducted at the Indonesian International Islamic University with postgraduate students highlights live demonstrations as the preferred multimedia tool, perfectly aligning with the practical nature of postgraduate education. The key findings underscore the integral role of technological infrastructure and teacher training in ensuring successful multimedia integration. Notwithstanding challenges such as curriculum misalignment and resistance to change, the study emphasizes the overwhelmingly positive impact of multimedia on learning outcomes. This insight offers crucial considerations for refining postgraduate curricula, strategically investing in technology, and promoting faculty development initiatives. The intricate interplay among technological infrastructure, teacher expertise, and curriculum alignment stresses the imperative of a holistic strategy. Implications extend to aligning multimedia content with student preferences, investing in robust institutional support, and recognizing the potential for personalized learning through multimedia tools. The study advocates for the strategic integration of visual and interactive elements in education, urging universities to embrace multimedia for optimal instructional outcomes and preparing students for modern world complexities, offering valuable insights for educators, instructional designers, and policymakers.
Students’ perceptions regarding the use of Duolingo to enhance grammar learning Fanni, Syandi Mei; Maharani, Mega Mulianing
Indonesian Journal of Education and Pedagogy Vol. 1 No. 3 (2024): December
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v1i3.98

Abstract

English grammar is still particularly challenging for EFL students; a language learning application like Duolingo, provides interactive exercises with gamified elements. While many studies emphasize the role of technology in language education, research on students’ perceptions of using specific applications like Duolingo for grammar learning remains limited. Duolingo is widely praised for its interactive learning approach; there is a disconnect between its theoretical promise to enhance grammar skills and its practical effectiveness in this area, with some users reporting limited progress in grammar compared to other language components. This study investigated students’ perceptions of using Duolingo to enhance English grammar learning through a descriptive qualitative approach, utilizing semi-structured interview with 15 students. Data were collected through a face-to-face interview. The findings revealed that students perceive Duolingo as an engaging and flexible tool to enhance grammar learning due to its gamification features and accessibility. Duolingo effectively supported basic grammar comprehension and motivated learners to engage in learning actively. However, students highlighted limitations, including the lack of in-depth explanations for complex grammar rules and challenges such as technical issues and pressure from the grading system. While Duolingo was viewed as a complementary tool, students emphasized integrating it with conventional classroom instruction to enhance comprehension through direct interaction and feedback. These findings suggest combining Duolingo with face-to-face instruction could provide a more balanced and practical approach to grammar learning.
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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