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INDONESIA
Indonesian Journal of Educational Studies
Published by Universitas Negeri Makassar
ISSN : 26216736     EISSN : 26216744     DOI : 10.26858/ijes.v22i2.11770
Core Subject : Health, Education, Social,
Education Languange, Linguistic, Communication & Media Nursing Social Sciences
IJES is providing a platform that welcomes and acknowledges high quality empirical original research papers about education written by researchers, academicians, professional, and practitioners from all over the world. IJES publishes any research- based articles on and about education i.e. articles which contribute to the understanding, theoretical development, theoretical concept and implementation of theories of education at any levels.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 235 Documents
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mplementation of Differentiated Instruction in Planning, Teaching, and Assessing EFL in the Independent Curriculum Hamzah, Ikhlasul; Sunra, La; Halim, Abdul; Tahir, M.; Korompot, Chairil Anwar; Djirong, Agussalim
Indonesian Journal of Educational Studies Vol 28, No 1 (2025): Indonesian Journal of Educational Studies (Early Access)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijes.v28i1.76837

Abstract

Abstract. This study aims to explore the implementation of Differentiated Instruction (DI) in the planning, implementation, and evaluation of English language (EFL) learning in the Independent Curriculum at SMK Negeri 4 Makassar. A qualitative approach with a case study design was used to explore the perceptions of six teachers and six students through interviews, observations, and documentation. The results showed that learning planning was not fully based on student profiles. Teachers used uniform lesson plans without differentiation of content, process, or product. DI implementation was carried out in a limited and situational manner, such as student grouping or peer tutoring assistance, but was not yet structured. Evaluation was still predominantly summative, without initial or formative assessments that could direct differentiation strategies. Teachers understood DI intuitively, but did not yet have a strong theoretical basis. Students expressed the need for more varied learning methods, according to their interests and learning styles. The main obstacles in implementing DI were time constraints, a large number of students, and minimal training. This study recommends teacher training in differentiation planning and formative assessment integration to support more adaptive and inclusive learning. Keywords: Differentiated Instruction, Merdeka Curriculum, Lesson Planning, Learning Evaluation, EFL
Nativization and Standardization of Nigerian Pidgin (Naija): A Study of its Expanding Domains and Attitudes Ndifon, Mamina M; Ghevolor, Asa; Ekoro, Daniel; Okpene, Dominic; Edung, Augustine
Indonesian Journal of Educational Studies Vol 28, No 1 (2025): Indonesian Journal of Educational Studies (Early Access)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijes.v28i1.76299

Abstract

This research investigates the ongoing processes of nativization and potential standardization of Nigerian Pidgin (Naija) by examining its expanding functional domains and mapping contemporary societal attitudes. Once primarily a lingua franca for trade and informal interaction, Naija is now nativized as a first language for a growing urban population and is permeating high-prestige domains such as popular music (Afrobeats), cinema (Nollywood), broadcast media, social media, and political discourse. This study employs a mixed-methods approach, combining sociolinguistic questionnaires to gauge attitudes from a diverse demographic with critical discourse analysis of Naija usage in select media and online platforms. The research aims to determine whether these expanding domains are fostering a de facto standard variety and to what extent this influences the language’s prestige. Findings will illuminate the complex interplay between language use, identity, and power in modern Nigeria, contributing to debates on its official status. Ultimately, this study provides crucial insights into the dynamic evolution of Naija from a contact language to a potent, full-fledged national symbol capable of expressing the complete range of human experience in the Nigerian context.
Addressing Misconceptions in Genetics Through Conceptual Change Strategies: An Empirical Study Of Secondary Schools in Delta State, Nigeria Ewere, Chukwuka Rita
Indonesian Journal of Educational Studies Vol 28, No 1 (2025): Indonesian Journal of Educational Studies (Early Access)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijes.v28i1.76690

Abstract

This study evaluated the effectiveness of conceptual change strategies on genetics achievement among secondary school students in Delta State, Nigeria. A quasi-experimental design involved 160 students, divided into an experimental and a control group. The experimental group was taught using conceptual change strategies like Predict-Observe-Explain (POE) and collaborative learning, while the control group received traditional lecture-based instruction. The Genetics Conceptual Understanding Test (GCUT) was administered as a pretest and posttest. Analysis of the data using ANCOVA showed that students taught with conceptual change strategies achieved significantly higher posttest scores than those in the control group, even after adjusting for initial differences. The study concludes that conceptual change strategies are more effective than traditional methods for enhancing students' understanding of genetics. It is recommended that teachers and curriculum planners adopt these approaches to address misconceptions and improve learning outcomes in biology.
ULTURALLY SUSTAINING PEDAGOGY AS COMMUNITARIAN LEGAL PLURALISM: DECOLONIZING CITIZENSHIP EDUCATION IN MULTICULTURAL NATIONS Berebon, Charles
Indonesian Journal of Educational Studies Vol 28, No 1 (2025): Indonesian Journal of Educational Studies (Early Access)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijes.v28i1.77343

Abstract

This paper proposes a radical reconceptualization of citizenship education through the theoretical integration of Culturally Sustaining Pedagogy (CSP) and Communitarian Legal Pluralism (CLP). It argues that standard civic education curricula in multicultural nations function as a form of epistemological imperialism, imposing state-centric legal monism while erasing the plural legal and normative worlds of Indigenous, religious, and ethnic minority communities. Drawing on case studies from Canada, Bolivia, and Nigeria, this research demonstrates how a CSP-CLP framework can transform citizenship education from a tool of assimilation into a platform for legal pluralism. The paper examines how CLP’s core tenets—participatory governance, moral embeddedness, and collective well-being—provide the philosophical foundation for a decolonial approach to civics that recognizes multiple, coexisting sources of legal authority and civic identity. Through analysis of existing educational experiments and theoretical synthesis, we develop a model for "plurilegal citizenship education" that prepares students to navigate complex, overlapping jurisdictional realities. The findings suggest that such an approach not only enhances educational engagement among marginalized students but also fosters a more robust, inclusive democratic culture capable of honoring legal diversity without sacrificing core human rights principles. 
Digital Identity and Linguistic Innovation: A Corpus-Based Study of Nigerian English on Social Media Edung, Augustine; Ekpang, Juliet; Tanyi, John; Arihi, Blessing
Indonesian Journal of Educational Studies Vol 28, No 1 (2025): Indonesian Journal of Educational Studies (Early Access)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijes.v28i1.77447

Abstract

This study explores the linguistic features and pragmatic functions of Nigerian English (NE) as manifested on social media platforms, primarily Twitter and Instagram. It investigates how Nigerian users creatively manipulate the English language to construct a unique digital identity that reflects both global connectivity and local cultural nuances. The research adopts a corpus linguistics approach, compiling and analyzing a specialized digital corpus of posts, comments, and hashtags from Nigerian users. The analysis focuses on identifying and categorizing distinctive lexico-semantic innovations (e.g., semantic shifts, novel compounds), syntactic patterns, and pragmatic strategies such as code-mixing and humor. The study examines how these features operate within online communities to foster solidarity, express cultural concepts lacking in Standard English, and negotiate a distinctly Nigerian online presence. Findings will demonstrate that social media serves as a dynamic and fertile ground for the evolution and enregisterment of NE variants, moving beyond mere replication of standard forms to active and conscious linguistic creation. This research contributes to the fields of World Englishes and computer-mediated communication by documenting the organic, bottom-up development of a digital variety of NE and its role in contemporary identity formation.
Construct Validity Analysis of the Job Crafting Scale in the Teacher Population Wardana, Rezky Eka; Wahyuni, Andi Fitri
Indonesian Journal of Educational Studies Vol 28, No 2 (2025): Indonesian Journal of Educational Studies
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijes.v28i2.80904

Abstract

Abstract. The purpose of this study was to test the construct validity of the Job Crafting Scale, which was adapted from Tims et al (2012). In this study, the Job Crafting Scale consists of 30 items across four categories. The sample in this study was 300 teachers from the provinces of Banten and Lampung using a non-probability sampling technique. The factor analysis method used in this study is CFA (confirmatory factor analysis) using MPlus version 7. The test results show that two items in the initial model have negative factor loadings: items 8 and 9. Although the unidimensional model is supported, the residual correlation is 57 times the threshold, so the bad items are dropped. After the analysis, the final model includes five remaining items: 3, 12, 13, 14, and 16. Still, the model satisfies the assumptions of one-dimensionality and local independence, thereby meeting the requirements of a good measuring instrument.Keywords: construct validity, job crafting scale
Perfectionism as a Predictor of General Psychological Distress Agussalim, Amirah Aminanty; Akmal, Nur; Pratiwi, Novi Yanti
Indonesian Journal of Educational Studies Vol 28, No 2 (2025): Indonesian Journal of Educational Studies
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijes.v28i2.80909

Abstract

Late adolescence is marked by increased academic demands, intensified social evaluation, and identity transitions that can trigger general emotional distress or General Psychological Distress (GPD). Perfectionism—particularly maladaptive dimensions such as socially prescribed perfectionism (SPP) and evaluative concerns—has been identified as an important risk factor for GPD in high school students. This study aims to examine the effect of perfectionism on GPD in high-achieving high school students in South Sulawesi, with GPD measured using the DASS-42. This study also aims to provide an empirical basis for school-based prevention and intervention strategies. A quantitative survey was conducted on 168 high school/MA students from four schools in South Sulawesi using convenience sampling. Perfectionism was measured using the Indonesian Multidimensional Perfectionism Scale and GPD using the DASS-42. The analysis used simple linear regression with a significance level of 5%. The results of the analysis showed a significant regression model, F(1, 166) = 9.89, p = 0.002, with a coefficient of determination R² = 0.056. Perfectionism had a positive and significant effect on GPD (B = 0.43, SE = 0.14, β = 0.24, t = 3.15, p = 0.002). Although the variance contribution was small, the effect was consistent with the literature that perfectionistic concerns are associated with increased symptoms of depression, anxiety, and stress in adolescents. Perfectionism is a significant predictor of GPD in top tier high school students, underscoring the urgency of interventions targeting maladaptive components through self-compassion training, cognitive restructuring, and/or enhancing psychological flexibility in schools.
Reinterpreting English Textbooks Taks and Activities for The Merdeka Curriculum Context Nursyahrifa, Nursyahrifa; Jufrizal, Jufrizal
Indonesian Journal of Educational Studies Vol 28, No 2 (2025): Indonesian Journal of Educational Studies
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijes.v28i2.79856

Abstract

The transition from Kurikulum 2013 to the Merdeka Curriculum has inevitably required changes in certain aspects of English language teaching and learning, including textbook use. Although new versions of English textbooks have been published to meet the needs of the new curriculum, important questions arise regarding the continued use and relevance of older English textbooks designed under 2013 Curriculum. This study aims to evaluate whether Pathway to English and Bahasa Inggris for Grade X Curriculum 2013 based-textbooks, can still contribute as learning resources within the Merdeka Curriculum context, particularly in terms of their tasks and activities. Developed from an earlier investigation conducted in 2019, this study reinterprets the earlier textbook evaluation findings to assess their alignment with the dimensions of Profil Pelajar Pancasila. Using a descriptive qualitative approach, the study employed a three-step reinterpretative procedure that included reframing the criteria, reinterpreting the 2019 findings in relation to the Merdeka Curriculum, and assigning new scores with supporting descriptions. The reinterpretation focused on five dimensions of Profil Pelajar Pancasila: Independence (mandiri), creative (kreatif), collaboration (gotong royong), and global citizenship (berkebinekaan global). Findings indicate that both Pathway to English and English Subject for Grade 10 can still support the implementation of the Merdeka Curriculum, although requiring certain adaptations and supplementation
Bridging Policy and Practice: Challenges in Implementing Inclusive Admission Policy (PPDB) In Indonesian Schools Syam, Sriwidayani; Irawanda, Gita; Tompong, By Tri Agung Kr.j
Indonesian Journal of Educational Studies Vol 28, No 2 (2025): Indonesian Journal of Educational Studies
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijes.v28i2.81342

Abstract

Abstract. This study explores the challenges in implementing the inclusive school admission policy (PPDB) in Indonesia through a comprehensive literature review. Focusing on three core areas, policy frameworks, infrastructure readiness, and teacher preparedness, the study identifies systemic barriers to achieving effective inclusion in Indonesian schools. Thematic analysis of national regulations, academic literature, and policy evaluations reveals persistent gaps between policy and practice, particularly at the regional and school levels. Inadequate infrastructure and limited accessibility, especially in rural areas, remain critical obstacles. Moreover, many educators report insufficient training, lack of confidence, and minimal institutional support in working with students with special needs. These interrelated challenges indicate that inclusive education in Indonesia requires more than policy declarations; it demands systemic reform. The study recommends strengthening vertical policy alignment, increasing funding for inclusive facilities, integrating inclusive pedagogy into teacher education, and improving cross-sector collaboration and data systems. Findings contribute to the global discourse on inclusive education by highlighting the need for a context-sensitive and multi-level approach to equity and access. Keywords: inclusive education, PPDB, Indonesia, teacher readiness, school infrastructure, education policy
Gender Stereotypes in Elementary School Textbooks in Indonesia: A Study of Visual and Narrative Representations Yusri, Yusri
Indonesian Journal of Educational Studies Vol 28, No 2 (2025): Indonesian Journal of Educational Studies
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijes.v28i2.79991

Abstract

Abstract. This study aims to identify and analyze gender stereotypes in elementary school textbooks in Indonesia by examining both visual and narrative representations. Employing a qualitative approach alongside content analysis methods, the research seeks to uncover how the roles, professions, and characteristics of men and women are depicted in educational materials. Data were collected using documentation techniques, focusing on the text and illustrations found in textbooks officially used in elementary schools, which were subsequently analyzed through a coding and interpretation process informed by representational and multimodal analysis. The results reveal that these textbooks consistently reinforce gender stereotypes. Firstly, the division of roles between men and women is portrayed along traditional lines, with men depicted as the central figures in productive activities and leadership. In contrast, women are relegated to domestic roles. Secondly, prestigious and technical professions are predominantly represented as male domains, whereas service-oriented and domestic roles are typically assigned to women, thereby limiting students' career aspirations based on gender. Thirdly, personality traits and characteristics are presented in a biased manner, with men characterized as strong, rational, and courageous, while women are portrayed as patient, emotional, and submissive. Overall, these representational patterns suggest that textbooks do more than convey academic content; they also serve as agents of gender socialization, potentially perpetuating gender inequality in education and social life. This research underscores the need to develop more gender-sensitive textbooks to foster an inclusive and egalitarian learning environment that nurtures the potential of all students, free from the constraints of stereotypes

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