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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 225 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.

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