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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 248 Documents
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Scrutinizing Vocabulary And Grammar Presentation In English Textbooks: A Comparative Evaluation Nursyahrifa Nursyahrifa
Indonesian Journal of Educational Studies Vol 29, No 1 (2026): Indonesian Journal of Educational Studies
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijes.v29i1.86485

Abstract

Abstract. This study aims to evaluate the presentation of vocabulary and grammar in two English textbooks designed for tenth-grade senior high school students, as these components play a fundamental role in language learning. Employing a descriptive qualitative research design, the study analyzed textbooks published by Erlangga and the Indonesian Ministry of Education and Culture. The materials and instructions in each unit were examined using an evaluation checklist synthesized from established textbook evaluation frameworks proposed by several experts. The analysis focused on how vocabulary and grammar were presented, sequenced, and recycled throughout the textbooks. The findings revealed that Bahasa Inggris obtained a higher overall score than Pathway to English. However, Pathway to English performed better in several grammar-related criteria, particularly in providing clearer grammar explanations and placing greater emphasis on language form. The results indicate that both textbooks possess distinct strengths and weaknesses in vocabulary and grammar presentation. The study provides pedagogical insights for teachers in adapting instructional materials and for textbook authors in improving future textbook development.  Keywords: textbook evaluation, vocabulary presentation, grammar presentation, English textbooks, comparative evaluation
Construct Validity and Reliability of The Nomophobia Scale in High School Students Novi Yanti Pratiwi; Wanda Eka Saputri; Siti Murdiana
Indonesian Journal of Educational Studies Vol 29, No 1 (2026): Indonesian Journal of Educational Studies
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijes.v29i1.88033

Abstract

Nomophobia (no mobile phone phobia) refers to excessive anxiety experienced when individuals are unable to use or access their smartphones, an issue that has become increasingly prevalent among adolescents due to their growing dependence on mobile devices. This study aimed to examine the validity and reliability of the Nomophobia Scale among senior high school students. The participants consisted of 441 students (243 females and 198 males), aged 15–18 years, from Grades 10, 11, and 12, who were selected using accidental sampling. Construct validity was assessed using Confirmatory Factor Analysis (CFA) and item-rest correlation, while reliability was evaluated using Cronbach's alpha and McDonald's omega coefficients. The CFA results indicated that all 20 items demonstrated adequate factor loadings (0.448–0.737), with the measurement model showing good fit indices (CFI = 0.929; TLI = 0.907; RMSEA = 0.061). The item discrimination analysis showed that all items were valid (item-rest correlation ≥ 0.300, ranging from 0.403 to 0.651). The scale also demonstrated excellent internal consistency reliability (Cronbach's α = 0.912; McDonald's ω = 0.914). These findings indicate that the Nomophobia Scale is a valid and reliable instrument for assessing nomophobia among senior high school students. Keywords: confirmatory factor analysis; nomophobia; reliability; senior high school students; validity
Student Engagement as a Mediator of the Relationship Between Self-Control and Truancy Behavior Among Junior High School Students Nur Akmal; Nur Athirah Hadis
Indonesian Journal of Educational Studies Vol 29, No 1 (2026): Indonesian Journal of Educational Studies
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijes.v29i1.86486

Abstract

Abstrak. Truancy behavior is a serious problem in schools, especially in junior high school students, which can interfere with academic and social development. This study aims to determine the relationship between self-control and truancy behavior, and to test the role of student engagement as a mediator in the relationship. This study uses a quantitative correlational approach with a sample of 207 students from a public junior high school in Makassar selected through the accidental sampling technique. Data were collected using three psychological scales, namely the truancy behavior scale, the self-control scale, and the student engagement scale, which have been tested for validity and reliability. The analysis technique used is path analysis with the help of SPSS and Jamovi software. The results of the study indicate that there is a significant negative relationship between self-control and truancy behavior, and student engagement acts as a mediator in the relationship. This means that students with high self-control tend to have higher levels of learning engagement, which ultimately reduces the tendency for students to skip school. This finding provides important implications for schools and parents to develop intervention programs that can increase students self-control and engagement in order to prevent truancy behavior. 
Effectiveness of Psychoeducation Posters in Improving University Students' Understanding of Digital Burnout Kartika Cahyaningrum
Indonesian Journal of Educational Studies Vol 29, No 1 (2026): Indonesian Journal of Educational Studies
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijes.v29i1.86487

Abstract

Abstract. This study aimed to improve university students’ understanding of digital burnout through a digital psychoeducation poster intervention. Digital burnout is a state of physical, mental, and emotional exhaustion resulting from excessive use of digital devices, particularly among Generation Z students who engage in high-intensity online activities. The study commenced with a needs assessment using the Digital Burnout Scale (DBS), administered to 54 students, and in-depth interviews with four respondents who exhibited high levels of digital burnout. The needs assessment revealed that the majority of students fell in the moderate digital burnout category (62.96%), while interviews disclosed physical complaints (headaches, eye strain, muscle pain) and psychological symptoms (anxiety, difficulty concentrating, digital dependency). Based on these findings, a psychoeducation poster themed “Easy Habits to Stay Calm Online” was developed and disseminated via Instagram. A total of 69 respondents completed pre-test and post-test evaluations. Results indicated a substantial increase in understanding: only 13% of respondents demonstrated comprehension of digital burnout on the pre-test, whereas 90% reported understanding after viewing the poster. These findings demonstrate that poster-based media constitute an effective, concise, and accessible health promotion tool for increasing students’ knowledge of digital burnout and encouraging healthier technology use behaviors. Keywords: digital burnout; psychoeducation; university students
Indigenous Food Yam Cultivation and Livelihood Practices in Cross River State, Nigeria: Implications for Community-Based Food Tourism Education 126 Maxwell-Borjor Achuk Eba
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.v28i2.86208

Abstract

This study examines indigenous yam cultivation practices in the Obudu community of Cross River State, Nigeria, and their implications for community-based food tourism education. Using a mixed-methods approach, the study finds that over 90% of farmers depend on indigenous knowledge for seasonal adjustment, storage, and fertility enhancement. Nearly 70% of yam producers are aged 60 years and above, and farmers respond to weak public support through informal networking and local associations. Yam cultivation is deeply embedded in socio-cultural beliefs and rituals, shaping livelihood networks and community resilience. The study argues that these indigenous practices represent an underutilized resource for community-based food tourism education. Integrating indigenous knowledge into educational programming can promote cultural preservation, economic empowerment, and sustainable agricultural development. The findings have implications for tourism policy, agricultural extension, and community development in Cross River State and similar contexts. Keywords: indigenous knowledge, yam cultivation, community-based tourism, food tourism education, Cross River State.
English Language Use in Nigerian Digital Entrepreneurship: Implications for Language Education and Digital Literacy Pedagogy Akpunonu Hachikaru Vera; Florence Nne Agwu
Indonesian Journal of Educational Studies Vol 29, No 1 (2026): Indonesian Journal of Educational Studies
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijes.v29i1.89272

Abstract

This study examines the use of English in Nigerian digital entrepreneurship through a qualitative analysis of thirty online business texts from Instagram, WhatsApp Business, Facebook Marketplace, and TikTok, with particular attention to the educational implications for language teaching and digital literacy pedagogy. Guided by Communication Accommodation Theory, the analysis reveals that English occurs in 93.3 percent of the sampled texts, yet only half are classified as pure English. The remaining texts combine English with Nigerian Pidgin, indigenous-language expressions, or internet vernacular. Platform-specific patterns are evident: Instagram favours polished, prestige-oriented English; WhatsApp Business is conversational and immediate; Facebook Marketplace is functional and specification-driven; and TikTok is highly informal and multimodal. The study argues that these linguistic practices have significant implications for English language education in Nigeria, particularly for English for Specific Purposes curricula and digital literacy programmes. The study concludes that language education must move beyond traditional academic English to equip learners with the flexible, context-sensitive communicative competence required in contemporary digital business environments
Teaching Land Boundaries in Nigerian Secondary Schools: Curriculum Content, Pedagogical Approaches, and Students' Understanding of Territorial Disputes Ibiang Obono Okoi
Indonesian Journal of Educational Studies Vol 29, No 1 (2026): Indonesian Journal of Educational Studies
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijes.v29i1.89284

Abstract

Land boundary disputes constitute a persistent source of conflict, displacement, and economic disruption across Nigeria. Yet the subject of land boundaries—including their historical origins, legal frameworks, and peaceful resolution mechanisms—is rarely addressed in Nigerian secondary school curricula. This study examines the current state of land boundary education in Nigerian secondary schools, focusing on curriculum content, pedagogical approaches, and students' understanding of territorial disputes. Employing a mixed-methods design, the study combines document analysis of geography and civic education curricula and textbooks, a survey of 150 secondary school students across three geopolitical zones (Rivers, Anambra, and Kaduna States), and focus group discussions with 20 geography and civic education teachers. Findings reveal that land boundary topics receive superficial treatment in current curricula, with limited attention to historical, legal, and conflict resolution dimensions. Students demonstrated significant gaps in understanding how boundaries are established, why disputes arise, and how they can be peacefully resolved. Teachers reported inadequate instructional materials and a lack of professional development on boundary-related topics. The study argues that the absence of boundary literacy in the secondary school curriculum leaves students ill-equipped to understand or engage with the territorial disputes shaping their communities. It recommends integrating boundary education into geography and civic education curricula, developing contextually relevant teaching materials, and adopting participatory pedagogical approaches that draw on students' lived experiences of boundary issues.
Land Boundary Disputes and School Access: The Impact of Territorial Conflicts on Educational Participation in Nigerian Border Communities Ibiang Obono Okoi
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.v28i2.89292

Abstract

Land boundary disputes between states, local government areas, and communities in Nigeria have become a recurring feature of the country's conflict landscape. While considerable attention has been paid to the human and economic costs of these disputes, their impact on educational participation in affected border communities remains under-documented. This study investigates how land boundary conflicts affect school attendance, teacher deployment, and learning outcomes in Nigerian border communities. Drawing on case studies from Oyo State, where 23 primary schools were closed for ten years due to boundary disputes, and Ebonyi State, where schools were shut down in Amasiri following a deadly land conflict, the study examines the mechanisms through which territorial disputes disrupt educational access. The findings reveal that boundary conflicts lead to school closures, displacement of students and teachers, destruction of school infrastructure, and long-term learning losses. The study argues that land boundary disputes have significant but under-documented impacts on educational access and participation, and that schools in disputed areas experience higher dropout rates, irregular attendance, and teacher shortages. It recommends targeted interventions, including the development of education in emergencies frameworks, community-based schooling models, and the integration of peace education into curricula, to ensure educational continuity in conflict-affected border communities.

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