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INDONESIA
Educational Journal
Published by Indo Publishing
ISSN : 31101526     EISSN : 31101151     DOI : doi.org/10.63822/edu
Core Subject : Education,
Education Other
Dedicated to the dissemination of high-quality research in the field of education. It focuses on studies related to teaching and learning processes, curriculum development, educational environments, teacher education, educational technology, and education development at various levels. The journal welcomes original empirical research, theoretical contributions, and methodological innovations that advance understanding of how educational systems, instructional strategies, and learning environments can be improved to foster better educational outcomes.
Arjuna Subject : Umum - Umum
Articles 312 Documents
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Tahapan Pengembangan Instrumen Evaluasi Maharah Kalam Berdasarkan Kajian Teoretis dan Hasil Penelitian Terdahulu Sutan Sulaiman; Alif Alvian Mawaddi Hamid
Educational Journal Vol. 2 No. 2 (2027): NOVEMBER 2026-JANUARI 2027
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/2cnbpb11

Abstract

Evaluating *maharah kalam* (speaking skills) requires instruments capable of measuring speaking proficiency in a valid and reliable manner; however, current practices often rely on assessing comprehension without the use of standardized rubrics. This study aims to outline the stages for developing *maharah kalam* evaluation instruments, drawing upon theoretical frameworks and previous research. Employing a qualitative descriptive approach through a literature review, this study examines theories of language assessment, instrument development models (such as those by Mardapi, the 4D and 3D models, and the ADDIE model), as well as ten studies published between 2021 and 2026. The findings indicate that while existing research typically involves needs analysis, the design of tasks and rubrics, and expert validation, evidence of reliability—particularly inter-rater reliability—is rarely reported. Based on this synthesis, seven development stages are proposed: (1) needs analysis and construct definition; (2) specification and blueprint development; (3) design of tasks and rubrics; (4) expert validation; (5) limited pilot testing; (6) empirical analysis; and (7) revision, final assembly, and reporting. This framework is intended to serve as a guide for educators and researchers in developing systematic and accountable maharah kalam evaluation instruments.
Studi Komparatif Kebijakan dan Regulasi Pendidikan Inklusif di Jepang, Australia, Kanada, dan Finlandia: Sebuah Systematic Literature Review Yuniyarti Ahiri; Jafar Ahiri; Harjun Harjun; Ilhamurrahman M Hubaib; Muhammad Juwantho Lewa; Wahyu Muh. Syata
Educational Journal Vol. 2 No. 2 (2027): NOVEMBER 2026-JANUARI 2027
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/sxm2zs50

Abstract

This study aims to analyze and compare inclusive education policies and regulations for children with special needs in Japan, Australia, Canada, and Finland across three dimensions, namely policy history and philosophy, legal framework, and service profile in schools. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 reporting guideline. Scopus, Web of Science, ERIC, and Google Scholar were searched for publications from 2012 to 2026. Of the 284 articles initially identified, 20 articles from reputable international journals met the eligibility criteria and the Critical Appraisal Skills Programme (CASP) quality appraisal, and were analyzed thematically using constant comparative analysis. The findings show that Japan operates a multi-track system and has gradually shifted from special education to special needs education, yet it still retains special classes and special schools. Australia protects students’ rights through the Disability Discrimination Act 1992 and the Disability Standards for Education 2005, with funding based on the national data collection on students with disability (NCCD), but implementation in schools remains inadequate. Canada, through the province of New Brunswick, applies full inclusion that prohibits separate classes, with Policy 322 as one of its legal bases. Finland uses a three-tier support system that emphasizes early intervention. The success of inclusion depends not only on legislation but also on teacher education and professionalism, as well as changes in school culture. These findings offer evidence-based recommendations for countries updating their inclusive education regulations.

Page 32 of 32 | Total Record : 312

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