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Muthia Mutmainnah Darmuh
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Mauve Journal De Leardu
Published by Generasi Sains Indonesia
ISSN : -     EISSN : 30481554     DOI : https://doi.org/10.37899/mjdl
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Welcome to Mauve Journal De Leardu [e-ISSN: 3048-1554], the premier online destination for researchers, scholars, and innovators. Our platform provides a global network of professionals and experts in various fields of research, promoting knowledge-sharing and collaboration on a scale like never before. In here, we are dedicated to empowering researchers, educators, and practitioners from all corners of the world to explore the frontiers. through a range of digital resources. From scholarly articles and research papers to thought-provoking discussions and interviews with leading experts in the field, our platform offers a wealth of information and insights that inspire innovation and discovery. We believe that research and innovation have the power to change the world, and we are committed to providing a platform that empowers researchers and scholars to make a difference. Whether you are a seasoned researcher or an aspiring student, our platform is designed to help you unlock your potential and achieve your academic and professional goals. The scope of this journal covers education studies, including but not limited to teacher education, vocational education, psychological education, educational counseling, educational technology, educational management, special education, curriculum development, philosophy of education, e-learning, teaching and learning, comparative education, compulsory education, continuing education, developmental education, and language education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 43 Documents
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Harmonizing Global English: Fostering Cultural Acumen in English Language Teaching Textbooks from Teachers’ Perspectives in Nepal Paudel, Pitambar
Mauve Journal De Leardu Vol. 1 No. 3 (2024): Mauve Journal De Leardu
Publisher : Generasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/mjdl.v1i3.46

Abstract

The escalating prevalence of English on a global scale has precipitated a surge in its non-native speakers. This phenomenon, deeply intertwined with the forces of globalization, has engendered multifaceted transformations across domains such as science, technology, commerce, communication, and educational policies. The dissemination of English as a lingua franca evinces both advantageous and detrimental ramifications within non-native contexts, particularly in relation to the advocacy, preservation, and manifestation of indigenous languages. It is imperative that English language teaching (ELT) textbooks in non-native settings adopt a conscientious approach towards foregrounding local languages and cultures, recognizing culture as the matrix of beliefs and customs that underpin societal life and are articulated through language. Given the pivotal role of textbooks as primary conduits of knowledge and information across diverse cultural cohorts, the present inquiry endeavors to scrutinize the attitudes of English educators towards the treatment of English and cultural awareness within ELT materials. Employing an exploratory sequential research design, a cohort of 50 English instructors, uniformly utilizing a prescribed course book albeit hailing from disparate geographic locales, was purposefully selected through non-random sampling methodologies. Methodologically, a combination of semi-structured interviews and questionnaires served as instruments for data acquisition, which was subsequently subjected to both qualitative and quantitative analyses. Findings unveil a conspicuous inclusion of English varieties within the textbook corpus, yet discernible lacunae persist in the nuanced exploration of cultural awareness facets. The discerned lacunae in the nuanced exploration of cultural awareness facets within ELT textbooks underscore the imperative for curricular revisions and pedagogical enhancements aimed at fostering a more culturally sensitive and inclusive approach to English language education in non-native contexts.
A Secondary School Accounting Teacher Perceptions on Student Assessment in Formal Education in Nepal Chapagai, Shiva Dutta
Mauve Journal De Leardu Vol. 1 No. 3 (2024): Mauve Journal De Leardu
Publisher : Generasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/mjdl.v1i3.47

Abstract

Remittances are very crucial in the world economy and are a significant source of income to developing countries. Not only are they a source of financial life line to households, they are also a major boost to economic growth in recipient countries. Remittances have come to play a major role in the social and economic development by offering investment opportunities, improving household consumption, alleviating poverty and empowering women. This paper shall examine how remittance income can empower women in Nepal. The research design applied was a descriptive cross-sectional study design which uses a structured questionnaire as the source of primary data. The responses were measured using a five-point Likert scale, and the analysis of the data was done using descriptive statistics, such as the mean, t -test, and percentages. The findings reveal that remittances have a significant impact, or increase on the financial autonomy of women, their educational access, medical services, and their control or influence in the households. Besides, they promote community development and alleviation of poverty. T-stats and weak p-stats affirm the congruence of respondents about such impacts. The results highlight the significance of adopting policies and specific interventions that will help optimize the benefits of remittances and make them a sustainable means of women empowerment and the development of the entire society.
Impact of Remittance Income on Women’s Empowerment in Nepal Chapagai, Shiva Dutta
Mauve Journal De Leardu Vol. 1 No. 3 (2024): Mauve Journal De Leardu
Publisher : Generasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/mjdl.v1i3.50

Abstract

Remittances are very crucial in the world economy and are a significant source of income to developing countries. Not only are they a source of financial life line to households, they are also a major boost to economic growth in recipient countries. Remittances have come to play a major role in the social and economic development by offering investment opportunities, improving household consumption, alleviating poverty and empowering women. This paper shall examine how remittance income can empower women in Nepal. The research design applied was a descriptive cross-sectional study design which uses a structured questionnaire as the source of primary data. The responses were measured using a five-point Likert scale, and the analysis of the data was done using descriptive statistics, such as the mean, t -test, and percentages. The findings reveal that remittances have a significant impact, or increase on the financial autonomy of women, their educational access, medical services, and their control or influence in the households. Besides, they promote community development and alleviation of poverty. T-stats and weak p-stats affirm the congruence of respondents about such impacts. The results highlight the significance of adopting policies and specific interventions that will help optimize the benefits of remittances and make them a sustainable means of women empowerment and the development of the entire society.
Mediating role of instructional and assessment strategies on learners' engagement in Educational statistics, in teachers' training colleges, Mfoundi division. Tchocgnia Yanya, Arsene
Mauve Journal De Leardu Vol. 1 No. 3 (2024): Mauve Journal De Leardu
Publisher : Generasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/mjdl.v1i3.57

Abstract

Cameroon, like many nations worldwide, is striving to achieve quality basic education and reduce the rate of school dropouts. In this process, teacher-trainers carry an immense responsibility of transmitting relevant and motivational skills to student teachers, ensuring that when they enter the field, they remain mindful of their role in shaping the nation builders of tomorrow. However, one cannot effectively train nation builders without first being a competent educator and critical thinker. This study was designed to examine the extent to which student teachers are responsive to instructional and assessment strategies that promote critical thinking and decision-making skills during field practice for the benefit of future generations. A total sample of 265 student teachers was selected from both a government and a private teacher training institution. Data were collected through questionnaires administered using simple random sampling, yielding a 74.8% response rate. The instrument contained 35 items addressing dependent and independent variables. Data analysis was conducted at the 0.05 significance level using correlation and regression with IBM SPSS version 21. The findings revealed that direct instruction, interactivity, quizzes, and portfolio assessments all correlated positively with student engagement. Quiz-mediated and portfolio-mediated interactivity emerged as the most effective strategies, suggesting that combining these methods offers the greatest potential for enhancing student engagement in educational statistics.
Correlates of Extent of Readiness of ESSU Faculty after its First Year of OB Curriculum Implementation Madriaga, Estelita; T. Arguelles, Ma. Caroll; Balagbis, Jairus Ken; Caspe, Ronilo C.; N. Abucay, Lea Nelly; Ronda, Marion Nico; N. Abucay, Melissa
Mauve Journal De Leardu Vol. 1 No. 3 (2024): Mauve Journal De Leardu
Publisher : Generasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/mjdl.v1i3.62

Abstract

This was a quantitative correlational research that evaluated the preparedness of the faculty at Eastern Samar State University after the first group of graduates in the K-to-12 Basic Education Program. A total of 139 members of the faculty were selected randomly as the sample of nine different colleges, i.e., the College of Arts and Sciences, the College of Agriculture and Natural Sciences, the College of Nursing and Applied Sciences, the College of Computer Studies, the College of Technology, the College of Education, the College of Business Management and Accountancy, and the College of Criminal Justice Education. Descriptive statistics (percentages and means) were used to acquire primary data. The correlation coefficient of Pearson was used to test the relationship between the independent variables (faculty profile characteristics) and the dependent variable (perceived professional readiness). The level of significance was fixed to α =.05 to accept or reject the null hypotheses. The results showed that the various variables of faculty profile, including the highest level of education, teaching years, attendance in training seminars and workload did not significantly relate to the perception that teachers held about their professional readiness.
Language Loss and Refugee Identity: A Pedagogical Reading of Jan Dost’s A Handful of Dirt Abdus Salam; Oishy, Mahfuza Rahat
Mauve Journal De Leardu Vol. 1 No. 4 (2024): Mauve Journal De Leardu
Publisher : Generasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/mjdl.v1i4.88

Abstract

The short story A Handful of Dirt by Jan Dost vividly portrays the refugee experience, focusing on alienation, language loss, and the psychological burden of displacement. Refugees often struggle to adapt to new environments, and communication barriers intensify their sense of isolation. This study seeks to analyze how Dost’s narrative reflects these linguistic and emotional challenges while drawing educational implications for language teaching. Employing a qualitative text-based method, the analysis explores the protagonist’s inability to master the host country’s language, his attempts to preserve his mother tongue, and his anthropomorphic conversations with inanimate objects as a coping strategy. These narrative elements reveal how language is inseparable from identity and belonging. The findings highlight the pedagogical value of refugee literature in language education. Dost’s story underscores the need for culturally responsive teaching, mother-tongue maintenance, and empathy-driven curricula for refugee learners. By incorporating such narratives, educators can foster awareness, inclusivity, and emotional engagement in classrooms. In conclusion, A Handful of Dirt serves not only as a literary depiction of exile but also as a resource for understanding and improving language education practices in multicultural contexts.
Challenges and Opportunities in Implementing Local Curriculum in Community Schools of Nepal Adhikari, Sapana
Mauve Journal De Leardu Vol. 1 No. 4 (2024): Mauve Journal De Leardu
Publisher : Generasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/mjdl.v1i4.106

Abstract

Educators and policymakers often face obstacles in adapting and delivering educational content that reflects the community's cultural, environmental and social needs. This study investigates the challenges of implementing local curriculum in community schools of Nepal. The data were collected through documents and interviews with the stakeholders and analyzed through the qualitative content analysis. Key challenges identified include insufficient teacher training, resource limitations, lack of community engagement and inconsistent policy enforcement. Teachers struggle with inadequate instructional materials tailored to local needs, and low community awareness results in limited ownership of the curriculum. Resource disparities and gaps in government support further compound these problems. This study offers insights into improving local curriculum integration in community schools by addressing these challenges. The findings suggest the need for capacity-building, greater community involvement, and more consistent government policies. Ultimately, the local curriculum can enhance culturally relevant education, but its success depends on overcoming these diverse challenges through reforms and sustainable support.
English Language Teachers' Perceptions and Practice of Critical Thinking in Classrooms Bhandari, Bhim Lal
Mauve Journal De Leardu Vol. 1 No. 4 (2024): Mauve Journal De Leardu
Publisher : Generasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/mjdl.v1i4.107

Abstract

This paper discovers English language teachers' perspectives and practice of critical thinking in classrooms. Information was gathered through four English language teachers’ semi-structured interviews exposed purposively selected from four community schools in the Rupandehi, Nepal. The findings indicate that while teachers possess a positive perception of CT and have relevant classroom experiences, several barriers hinder the full integration of critical thinking into their pedagogical practices. These challenges include devotion to conventional teaching methods, students’ limited linguistic proficiency, a rigid curriculum, insufficient resources and lack of institutional support, deep-rooted beliefs and teaching experiences, and a lack of professional development opportunities for teachers. The study's implications can offer valuable insights into the perspectives and practices of secondary English language educators about the development of critical thinking in language instruction.
Intercultural Communication in English for Business Darmuh, Muthia Mutmainna; Hasib, Mujib
Mauve Journal De Leardu Vol. 1 No. 4 (2024): Mauve Journal De Leardu
Publisher : Generasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/mjdl.v1i4.113

Abstract

This paper discusses how intercultural competence can be incorporated into the English as a business instruction in Indonesia, where the current methods of teaching still put a great emphasis on grammar and language accuracy. The research, qualitative and based on literature, resorts to sociocultural and sociolinguistic theories to examine the way in which language should be viewed not only as a communicative means, but also as a means of cultural negotiation. The findings confirm three major observations: first, the current curricula lacks sufficient coverage of cultural aspects of communication; second, experiential techniques of learning (role plays and case studies) are necessary to develop the ability to change and be interculturally sensitive; and third, institutional and policy-level support is necessary to maintain a significant change. One of the conclusions of the study is that linguistic proficiency cannot on its own guarantee success in global business situations. Rather, intercultural competence, defined as capacity to decode cultural messages, cope with uncertainty, and relate ethically to divergent thinking, should be made the core of business English teaching in Indonesia.
Engaging in International Projects and Foreign Exchange Programs During and After the Pandemic: Insights and Practices Karki, Sujeet; Neupane, Bharat Prasad; Sapkota, Rajesh
Mauve Journal De Leardu Vol. 1 No. 4 (2024): Mauve Journal De Leardu
Publisher : Generasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/mjdl.v1i4.116

Abstract

This is an autoethnographic research that examines the advantages of participating in international projects and foreign exchange programs during the COVID-19 pandemic and beyond. These activities are perceived as professional practices which allow teachers to contribute to the development of learners, intercultural awareness, and global cooperation via online tools through the application of autoethnography as the methodology. The personal narratives were used to generate data, and the data were gathered in the form of screenshots and thematic analysis based on the framework created by Gibbs (2008). The results indicate that involvement in international projects substantially professionalized teachers by enhancing 21 st -century competencies, including critical thinking, collaboration, communication, creativity, digital literacy, and intercultural awareness. The engagements also contributed to creating networks across the globe, enhancing rapport with colleagues and learners around the world, and transforming the practice of teaching throughout and after the pandemic. To sum up, international partnerships and foreign exchange programs do not only play a vital role in the professional development of teachers, but also enable learners to generate confidence, master languages, and experience cultural diversity. The paper brings out the possibilities of technology-mediated global initiatives as sustainable practices in improving teacher identity and advancing education during and after a crisis.

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