cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Choiril Anwar
Contact Email
yudhisttfateeh@gmail.com
Phone
+6281931704317
Journal Mail Official
editorial.ijoep@gmail.com
Editorial Address
Gang Melati 8 RT 06 RW 03 Ds. Mlaten, Kec. Mijen
Location
Kab. demak,
Jawa tengah
INDONESIA
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 53 Documents
 2   3   4   5   6 
Analyzing educational big data to determine effect of family factors on student performance Sultan Juma Sultan Alalawi; Izwan Nizal Mohd Shaharanee; Jastini Mohd Jamil
Indonesian Journal of Education and Pedagogy Vol. 3 No. 2 (2026): August
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v3i2.430

Abstract

The performance of 25.776 students from Oman's education big data is analysed in this study. The data analysed through descriptive statistics and Multi liner regression methods. To investigate the effects of family factors on student performance. Four family factors—family size, number of brothers, number of sisters, and birth order—were used for this study. The result of study shows that birth order, family size, and the number of brothers and sisters have significant effect on student performance. The results of the analysis indicated that three family children have optimal student performance in Sultanate of Oman. In addition, children born into small families performed better than children born into large families. Regarding the birth order result revealed that second born child has showed better performance compared to other children. Finally, the number of brothers showed the most effect variable among four family factors. The importance of this study to maximize student performance, our findings highlight the significance of integrated measures that improve family-school partnerships while also encouraging participation and confidence. The study concludes that family size, number of brothers, number of sisters, and birth order are critical, interrelated factors in student performance and recommends that educators and policymakers should consider the family size and birth order of students' families in order to provide appropriate parental counselling, which would enable them to enhance their children's academic performance in general.
Evaluating legal text translation using translation quality assessment: Comparative studies on undergraduates and postgraduates’ translation products Chairunisa Sonya Sastrawinata; Esti Junining; Sugeng Hariyanto
Indonesian Journal of Education and Pedagogy Vol. 3 No. 2 (2026): August
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v3i2.444

Abstract

This study examines differences in the quality of legal translation between undergraduate and postgraduate EFL students using the Translation Quality Assessment (TQA) framework. Legal translation requires not only linguistic competence but also a deep understanding of legal concepts and contextual accuracy, making it a complex and specialized field. Although translation competence models and legal translation theories have extensively explained the knowledge and skills required for legal translators, limited empirical research has examined how these theoretical competencies are reflected in the actual translation performance of students at different academic levels. This study addresses this gap by comparing the legal translation quality of undergraduate and postgraduate students using the Translation Quality Assessment (TQA) framework. This research employed a quantitative design involving 33 undergraduate and 6 postgraduate students, who completed a legal translation task comprising 26 sentences. The translated outputs were evaluated based on three criteria: accuracy, readability, and acceptability. Statistical analysis, including the Mann–Whitney U test, was conducted to determine significant differences between the two groups. The findings reveal a statistically significant difference in translation quality (p = 0.009), with postgraduate students outperforming undergraduates. Postgraduate students demonstrated greater ability to apply contextually appropriate and legally informed translation strategies, while undergraduate students tended to rely on literal translation. These results indicate that advanced academic exposure and legal knowledge significantly influence translation performance. This study highlights the importance of integrating legal competence and translation competence to enhance students’ professional readiness in handling legal texts.
The effect of using authentic materials on school students' listening comprehension and vocabulary learning Abdallah Baniabdelrahman
Indonesian Journal of Education and Pedagogy Vol. 3 No. 2 (2026): August
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v3i2.452

Abstract

This study investigated the impact of teaching authentic materials on school learners’ listening comprehension and vocabulary learning. The participants in the study were two tenth-grade sections randomly selected from a secondary school in Kuwait City. The instruments were a listening comprehension test and a vocabulary-building test, administered using a quasi-experimental quantitative design. The results revealed that authentic materials had a more significant effect than non-authentic materials on improving listening comprehension and vocabulary building. Moreover, the use of authentic materials resulted in a higher rate of knowledge retention. The study concluded that authentic materials are useful and effective for improving students' listening comprehension, vocabulary development, and overall learning. Based on the study's results, it is recommended that the use of authentic materials in English-language textbooks be increased.

Page 6 of 6 | Total Record : 53

 2   3   4   5   6 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue Vol. 3 No. 2 (2026): August Vol. 3 No. 1 (2026): April Vol. 2 No. 3 (2025): December Vol. 2 No. 2 (2025): August Vol. 2 No. 1 (2025): April Vol. 1 No. 3 (2024): December Vol. 1 No. 2 (2024): August Vol. 1 No. 1 (2024): April