International Journal of Education
Welcome to the International Journal of Education (IJE) website. IJE (eISSN: 2442-4730 and pISSN: 1978-1342) is the first open access and double-blind peer-reviewed international journal managed by Universitas Pendidikan Indonesia, which exclusively focuses on education. This first international journal is a part of the University’s strong commitment to education, which is expected to be the medium for the exchange of ideas, knowledge, information, and technology among experts and practitioners of education.
International Journal of Education aims to facilitate and promote the inquiry into and dissemination of research results on primary education, secondary education, higher education, teacher education, special education, adult education, non-formal education, and any new development and advancement in the field of education.
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<![CDATA[SPIRITUAL PEDAGOGY: AN ANALYSIS OF THE FOUNDATION OF VALUES IN THE PERSPECTIVE OF BEST PERFORMING TEACHERS ]]>
<![CDATA[Syihabuddin, Syihabuddin]]>
<![CDATA[ International Journal of Education Vol 10, No 1 (2017): August 2017 ]]>
Publisher : <![CDATA[UPI Press ]]>
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DOI: 10.17509/ije.v10i1.8022
<![CDATA[The welfare of a nation is determined by the quality of its education. The quality of education is in turn determined by the quality of teachers, and the quality of teachers by the values that guide them in performing their profession. Teachers who perform their profession based on values are best performing teachers. The question is what spiritual values guide them in fulfilling their job as a teacher? This is the main question in describing the values that become the foundation, guidelines, and motivation for teachers in performing their profession; the values that are apparent in daily life behaviors as the educational principles that become the authentic character of the teachers. To meet this goal, narrative inquiry method was employed to analyze the thoughts, feelings, and ideas of best performing teachers from the story, history or activities they recount. In order to answer the main question of this research, 24 best performing teachers from various levels of education from West Java and other provinces were gathered. Data were collected through in-depth interviews with the researcher that plays the role of research instrument. Then, the data were transcribed so that each respondent has his or her own â€narrationâ€. After getting coded and numbered, the sentences were processed with monocorn version 1.3 to find the frequency of keywords that will narrow down to certain themes potential to be the research findings. The findings were then analyzed, compared, and contrasted to tendencies as conclusions strengthened with discussion from theoretical perspectives.]]>
<![CDATA[TEACHING NEW VOCABULARY TO IRANIAN YOUNG FL LEARNERS: USING TOTAL PHYSICAL RESPONSE AND KEYWORD METHODS ]]>
<![CDATA[Toghyani Khorasgani, Amir]]>;
<![CDATA[Khanehgir, Mansour]]>
<![CDATA[ International Journal of Education Vol 10, No 1 (2017): August 2017 ]]>
Publisher : <![CDATA[UPI Press ]]>
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DOI: 10.17509/ije.v10i1.5961
<![CDATA[Early language learning for children is increasingly common, and the majority of parents and the public do not see it as superfluous or overburdening children. Moreover, teaching a foreign language to very young children has been an increasingly dominant trend in most globalized societies. While there is abundant literature that supports teaching a foreign language at an early age through language immersion programs, little is known about the efficiency of strategies used to explicitly teach new vocabulary words in a foreign language to young learners. This empirical investigation aimed to assess and compare the efficiency of two mnemonics that have been traditionally used to explicitly teach new foreign language words: the Keyword Method (KWM) and the Total Physical Response (TPR). Results indicate that the KWM is more effective than TPR in teaching new vocabulary words in a foreign language to early elementary school children.]]>
<![CDATA[JUDICIOUS USE OF L1: A SOCIOCULTURAL INVESTIGATION OF TEACHERS’ USE OF L1 IN L2 CLASSROOMS ]]>
<![CDATA[Khonamri, Fatemeh]]>
<![CDATA[ International Journal of Education Vol 10, No 1 (2017): August 2017 ]]>
Publisher : <![CDATA[UPI Press ]]>
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DOI: 10.17509/ije.v10i1.7646
<![CDATA[This study is a sociocultural investigation of the reasons why teachers use L1 in L2 classes through different classroom “modes†(Walsh, 2011). So far, a few studies regarding L1 have focused on L1 use in different classroom contexts, and none have used Walsh’s model of classroom modes. To this end, the present study used Walsh’s model which quarters the classroom context along with the Conversation Analysis techniques, to meticulously examine the classroom interactions. The classes were chosen from three different teachers in Mazandaran, Iran. A total of 6 sessions were recorded and transcribed. Results suggest that teachers use L1 mostly for managing purposes: drawing students’ attention, and making sure they have comprehended what they are supposed to do, and educational purposes: explaining difficult grammar and vocabulary, and eliciting desired structures or utterances. These findings might help teachers use L1 more efficiently and judiciously, instead of avoiding it when and where it might benefit the learners, as well as minimizing it in their classes as much as possible.]]>
<![CDATA[THE EFFECT OF LEARNING WITH ABDUCTIVE-DEDUCTIVE STRATEGY ON HIGH SCHOOL STUDENTS’ REASONING ABILITY ]]>
<![CDATA[Shodikin, Ali]]>
<![CDATA[ International Journal of Education Vol 10, No 1 (2017): August 2017 ]]>
Publisher : <![CDATA[UPI Press ]]>
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DOI: 10.17509/ije.v10i1.8080
<![CDATA[The purpose of this research is to investigate the effect of learning with abductive-deductive strategy on the achievement of mathematical reasoning abilities of high school students. It employed the experimental pretest-posttest with non-randomized control group design to the eleventh grade students of one high school in Pati, Central Java, Indonesia. Data were collected in the form of early mathematical ability categories (EMA) and overall. The results showed that the achievement of mathematical reasoning abilities that students acquire through learning with abductive-deductive strategy was better than that of the students who received were taught with expository learning. In more detail, only students in the medium category of EMA showed better achievement in mathematical reasoning abilities. Meanwhile, students of the upper and lower categories had the same achievements in their reasoning abilities. Based on the findings of the research, it is expected that teachers can encourage students to apply abduction and deduction strategy in order to achieve in mathematical reasoning abilities.]]>
<![CDATA[THE USE OF QUANTITATIVE RESEARCH METHOD AND STATISTICAL DATA ANALYSIS IN DISSERTATION: AN EVALUATION STUDY ]]>
<![CDATA[Disman, Disman]]>;
<![CDATA[Ali, Mohammad]]>;
<![CDATA[Syaom Barliana, M.]]>
<![CDATA[ International Journal of Education Vol 10, No 1 (2017): August 2017 ]]>
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DOI: 10.17509/ije.v10i1.5566
<![CDATA[Writing a dissertation is one of the requirements every postgraduate student has to accomplish in completing his/her doctorate program; and it is written based on research. This study addresses the problem concerning the pattern of weaknesses in the students’ research, particularly related to the use of research and statistical methods. Its objectives are to explore the weakness pattern of their research method and statistical data processing and analyze various causes of the pattern. The study is focused on the dissertations written by Universitas Pendidikan Indonesia’s School of Postgraduate Studies’ students that used a quantitative approach based on the review undertaken by the school’s commission from academic year 2012/2013 to 2013/2014. The study employed a qualitative approach and data analysis was done by using logical analysis of the review results. Findings of the study indicate there are various weaknesses in the students’ dissertations, particularly related to the way of thinking and inappropriate use of research method and statistical method. Inappropriate population, bias sampling technique, and inappropriate data analysis process and hypothesis testing are also found in the dissertations.]]>
<![CDATA[A SPEECH ACT ANALYSIS OF TEACHER TALK IN AN EFL CLASSROOM ]]>
<![CDATA[Basra, Sri Meiweni]]>;
<![CDATA[Thoyyibah, Luthfiyatun]]>
<![CDATA[ International Journal of Education Vol 10, No 1 (2017): August 2017 ]]>
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DOI: 10.17509/ije.v10i1.6848
<![CDATA[The inappropriate use of speech act in EFL classroom may lead to misunderstanding due to the distinct cultures between the origin of language and the users. The purposes of the research are to find out speech act classification mostly used by an EFL teacher while teaching, the reason of why certain classification was preferred and the implication of the selected speech act classification toward the teaching and learning process. This research is a case study research involving an English teacher teaching an EFL class. The study uses Searle’s taxonomy of speech act classification as the instrument. The findings of the research show the frequency of each classification found as the following: 70% for directives, 21% for representative, 6% for expressive and 3% for commissive. Directive speech acts are used mostly by the teacher because the teacher adopts the principle of Communicative Language Teaching. The use of directive speech act apparently make implication towards the improvement of the students’ productive skills. The study concludes that the choice of speech acts classification determine the teaching approach and vice versa. It is recommended for English teachers wishing to help students to achieve communicative competence to use more directive speech acts.]]>
<![CDATA[STUDENTS’ ABILITIES TO SOLVE MATHEMATICAL PROBLEMS ACCORDING TO ACCREDITATION LEVELS ]]>
<![CDATA[Mairing, Jackson Pasini]]>
<![CDATA[ International Journal of Education Vol 10, No 1 (2017): August 2017 ]]>
Publisher : <![CDATA[UPI Press ]]>
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DOI: 10.17509/ije.v10i1.6902
<![CDATA[Problem solving is important for mathematical learning because it enables students to enhance high thinking skills and positive attitudes. This research aimed at describing and comparing the abilities of junior high school students in grade VIII from one of the regencies/cities in Central Kalimantan (Indonesia) in solving mathematical problems based on schools’ accreditations (A, B, C, and unaccredited), and schools’ status (public and private). The researcher gave three mathematical problems to the students from 20 samples of schools. The schools were randomly selected from the population consisting of 62 junior high schools. Each student’s solution was scored using a holistic rubric. The scores were summarized using some statistics represented in tables and graphics and were analyzed using a Kruskal-Wallis nonparametric test because the data were not normally distributed. The finding indicated that the average scores of the public and private schools’ students were 4.71 and 3.49 (scale 0-12), respectively. Based on the percentages, namely 1.91% and 39.66%, the students were classified as good and naive problem solvers, respectively. Further test revealed that the students from the A-accredited public schools significantly achieved the highest score for problem solving skills. Meanwhile, the students in the A-accredited and the unaccredited private schools did not show a significant difference in the skills. Similar result was also found in the public schools which were accredited B and C, and unaccredited.]]>
<![CDATA[THE INFLUENCE OF LOCUS OF CONTROL, SELF-EFFICACY, AND ACCOUNTING ACHIEVEMENT LEARNING ON ACCOUNTING CAREER MATURITY OF THE TWELFTH GRADE STUDENTS OF THE ACCOUNTING PROGRAM IN PRIVATE VOCATIONAL HIGH SCHOOLS ]]>
<![CDATA[Bahtiar, Mohammad Danang]]>
<![CDATA[ International Journal of Education Vol 10, No 1 (2017): August 2017 ]]>
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DOI: 10.17509/ije.v10i1.4679
<![CDATA[This study aimed to analyze the influence of locus of control, self-efficacy, and learning achievement in accounting on the career maturity of twelfth grade students of the accounting program in private vocational high schools. The population in the study were twelfth grade students of the Accounting Skills Program at SMK Wachid Hasyim, SMK Kartika 1, SMK and SMK Mahardhika Pawiyatan in the academic year 2015/2016 with a total sample of 175 students. Sampling was conducted using Proportional Sampling Systematic technique. This is descriptive research with quantitative approach, using multiple linear regression analysis. The results showed partially significant influence of the locus of control, self-efficacy, and learning achievements on career maturity of the accounting students, and a simultaneous influence of the locus of control, self-efficacy, and achievement of the twelfth grade students of the accounting Program in private vocational high schools.]]>
<![CDATA[GLOCALIZATION OF BALINESE LANGUAGE AS OUTDOOR SIGN IN DESA ADAT KUTA BALI ]]>
<![CDATA[Mulyawan, I Wayan]]>
<![CDATA[ International Journal of Education Vol 10, No 1 (2017): August 2017 ]]>
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DOI: 10.17509/ije.v10i1.5042
<![CDATA[As a tourist destination, Kuta has become an international village which forces the native to use more English than Balinese in their working life. One of the most visible media of communication in Kuta is in the form of out-door sign. Out-door sign is considered to be the most effective mass media communication and the study is known as Linguistic Landscapes. The focus of this study is to investigate the glocalization of Balinese language as a medium of communication in Kuta especially, on out-door signs. The data of this study were collected by taking pictures of all out-door signs in Kuta area, such as Raya Kuta St., Kartika Plaza St., Pantai Kuta St., and Legian St.. The data were classified into two main types: commercial signs and non-commercial signs. The analysis started with identification of the language use and followed by a combination of language use in all signs. The finding shows that Balinese language is only used in 43 signs out of 1132 signs. Furthermore, from the 43 signs, there are only 22 using pure Balinese, 19 signs using Indonesian with Balinese Letters, and 2 signs using a combination of Balinese and Indonesian. The conclusion of the study is that the glocalization of Balinese language is not yet achieved; in fact, Balinese language is marginalized in Bali as out-door signs.]]>
<![CDATA[THE LEARNING STYLES OF MILLENNIAL GENERATION IN UNIVERSITY: A STUDY IN INDONESIAN CONTEXT ]]>
<![CDATA[Djiwandono, Patrisius Istiarto]]>
<![CDATA[ International Journal of Education Vol 10, No 1 (2017): August 2017 ]]>
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DOI: 10.17509/ije.v10i1.5085
<![CDATA[The paper reports a study of the learning styles of  Millennial Generation.  It aims to identify their learning styles, determine the correlations between their learning styles and their achievements in language skill courses and in a content course, and determine the relationship between the amount of their verbal report of learning styles and their achievement in the content course. A group of 22 learners described how they manage their learning of a content subject. Their written answers were coded to find their preferred styles in learning the subject. The coding generated a common profile of their learning styles, most of which differ considerably from the common characteristics of Millennial Generation in the literature. No significant correlation is evident between their learning styles and their achievements in language and content course. Finally, there is a modest correlation between the amount of verbal report and their ultimate mastery of the content course. The instructional context and cultural aspects are thought to have shaped the respondents’ learning styles.Keywords: Millennial Generation, learning styles, cultural influence ]]>
