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International Journal of Education
Published by Universitas Pendidikan Indonesia
ISSN : 19781342     EISSN : 24424730     DOI : -
Core Subject : Humanities, Science, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences
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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Articles 7 Documents
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Search results for , issue "Vol 12, No 2 (2020): February 2020" : 7 Documents clear
Recontextualising Genre-Based Pedagogy in Indonesian Context: A Case of Preservice Teachers Nurlaelawati, Iyen; Lengkanawati, Nenden Sri; Gunawan, Wawan
International Journal of Education Vol 12, No 2 (2020): February 2020
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v12i2.23394

Abstract

This study focused on how two preservice teachers applied genre-based pedagogy in their teaching practices during teaching practicum in order to help their students produce descriptive report texts.  Using a case study design, the data were collected mainly from classroom observation and students’ texts. The findings showed that the preservice teachers had considerably good knowledge of genre-based pedagogy and of its application of the first two stages of the pedagogy. In the last two stages, they needed more attention to provide opportunities for the students to practice producing the focus text. In terms of the results of students’ learning, the preservice teachers needed improvement to support and observe the students’ development more closely in writing. This study suggests some evaluative results of how teaching practicum should support and help preservice teachers develop their professionalism in the field of EFL teaching.
Students' Mistakes and Misconceptions on the Subject of Conics Sudihartinih, Eyus; Purniati, Tia
International Journal of Education Vol 12, No 2 (2020): February 2020
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v12i2.19130

Abstract

The purpose of this study is to determine the levels of geometric thinking, mistakes, and misconceptions of students on the concept of conics. This study was conducted on 91 students in the first semester in 2017 at one of the universities in Indonesia. Data were collected using written tests, interviews, and documentation. From the test results, the students' answers were divided into correct and incorrect solutions. Interviews and documentation were used to analyze level of geometric thinking nd student misconception. As a result, the misconceptions found were (1) the students could not determine the two possible simple equations, (2) the students could not determine the description of a simple parabola equation, (3) the students could not determine the conics equation, (4) the students could not prove the length of the latus rectum of an ellipse, (5) the students could not determine a simple equation of asymptote of hyperbola, while its vertices point were known, and (6) the students could not determine the equations of hyperbola focus and the difference between the length of the radius of the focus was known. Students who experienced mistakes and misconceptions were still at the first level of the van Hiele geometric thinking model.
Assessment of Adherence of Public and Private Universities to Examination Regulatory Frameworks in Mount Kenya Region Mulongo, Meshack Ambani
International Journal of Education Vol 12, No 2 (2020): February 2020
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v12i2.22254

Abstract

The study focused on the assessment of the adherence of public and private universities to examination regulatory frameworks in Mount Kenya region.  The objectives of the study were to: assess the extent to which universities in Mount Kenya region adhere to examination regulatory frameworks, and examine the significant differences between public and private universities levels of adherence to examination regulatory frameworks in Mount Kenya region. Descriptive research design was used. The study sampled 380 university students using Kathuri and Pals’ (1999) sampling table. Self-constructed questionnaires were used to collect data from students and university examination officers and an interview schedule from registrars. Data was analyzed descriptively by use of means, percentages and frequencies; and inferentially by computation of a t-test. Results indicated that majority of universities did not adhere to regulatory frameworks as indicated by 51.3% of respondents, students were congested in examination rooms as reflected by 47.7% of subjects, and there was weakness in identification of examinees as they entered examination rooms as shown by 55.7% of respondents. The t-test yielded a p-value of 0.887 against the α value of 0.05; hence, the null hypothesis was supported (at α =.05) and concluded that the adherence to regulatory framework for private and public universities was largely the same. The study concluded that university students did not adhere to regulatory frameworks, there was no proper spacing of students in examination rooms, and there was weakness in identification of students as they entered examination rooms. The study also found that students did not borrow materials in examination rooms, and they were not allowed to talk during examinations. Implications of the study were: both public and private universities should ensure adherence to regulatory frameworks, avail sufficient spacing in examination rooms, and ensure proper identification of students as they enter examination rooms. Results will be referred to by education policy makers to improve the management of examinations in universities.
A Study on Academic Dishonesty and Moral Reasoning Heriyati, Dina; Ekasari, Wulandari Fitri
International Journal of Education Vol 12, No 2 (2020): February 2020
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v12i2.18653

Abstract

Academic dishonesty in the form of cheating and plagiarism among university students has been a prevalent issue. This study investigates the role of moral reasoning as a moderator of fraud risk factors (Fraud Triangle - pressure, opportunity, and rationalization) on academic dishonesty. The data were collected through a survey of 178 undergraduate accounting students in one public university in Indonesia. The result of the partial least squares structural equation modeling analysis revealed that pressure, opportunity, and rationalization directly and positively affected academic dishonesty. The structural model was also examined across two groups based on the level of moral reasoning (Group 1: individuals with low moral reasoning; Group 2: individuals with high moral reasoning). The results showed that the pressure, opportunity, rationalization – academic dishonesty model remained invariant between the groups, a new finding contributed to the literature on academic dishonesty and the moderating effects of moral reasoning. The results of the study also suggest that university should uphold academic integrity by creating an environment where academic dishonesty is unacceptable and reduce the opportunity to commit dishonest acts because everybody might commit such acts regardless of their morality.
Corpus-driven genre pedagogy of English for research publication purposes: Toward an ELF-referenced critical teaching framework Lubis, Arif Husein
International Journal of Education Vol 12, No 2 (2020): February 2020
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v12i2.19429

Abstract

Ever since the NNES and novice writers became actively engaged with international publications, the pedagogy of English for research publication purposes (ERPP) has received considerable attention from the EAP/ESP scholars using corpus-driven genre pedagogy. However, the quality of its implementation is still understudied. This study, therefore, critically reviews the qualitative milestone of corpus-driven genre pedagogy of ERPP. Nineteen (19) relevant research-based articles about corpus-driven genre pedagogy in the last 15 years from 2004 to 2019 were selected from Google Scholar and three top-tier journals in this realm: Journal of Second Language Writing, English for Specific Purposes, and Journal of English for Academic Purposes. Three stages were conducted, i.e. preparation, screening and validation, and content review. The findings encompassed: 1) the materials development process, 2) the learners’ engagement, and 3) the development of learners’ research writing competencies and clinical soft skills. The findings become the bases for proposing a framework of ELF-referenced critical corpus-driven genre pedagogy of ERPP.
Visionary Leadership and Staff Innovative Behaviour in Public Colleges of Education In Kwara State, Nigeria Jibola Kadir, Abdullahi Nimota; Adebayo, Tijani Abdulganiyu; Olumide, Sofoluwe Abayomi
International Journal of Education Vol 12, No 2 (2020): February 2020
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v12i2.18998

Abstract

Staff innovative behaviour is critical for organisations if they wish to survive and continue expanding effectively. This study investigated the effect of visionary leadership on staff innovative behaviour in Kwara State, Nigeria. The objective of this study is to examine the relationship between visionary leadership and staff innovative behaviour in Kwara State-owned colleges of education. Quantitative research design was used for the study. A sample of 220 respondents were randomly selected from the sample colleges of education with the use of Research Advisor (2006) table to determine sample size of known population. Pearson correlations and linear regression analysis were used to analyze the collected data. The results show that leadership empowerment, intellectual stimulation, and adaptiveness were positively and significantly correlated with staff innovative behaviour. The result also shows that staff innovative behaviour can be influenced by visionary academic leaders.  It was therefore recommended that academic leaders should continue to boost up the style of leadership empowerment, intellectual stimulation as well as adaptiveness towards the realization of staff innovative behaviour
Including Value Education in Tertiary Level: What Bangladesh Think Faisal, Rajib Ahmed; Akther, Jarin
International Journal of Education Vol 12, No 2 (2020): February 2020
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v12i2.18287

Abstract

Bangladesh is a country with numerous number of cultural, social and religious diversity. Such in a pluralist society, it is not easy to identify the common values to be taught. Therefore it is necessary to develop pupils’ values to show respect to others cultures and promote mutual tolerance and understanding through Value Education (VE). The purpose of the research was to explore teachers’ and students’ opinion to include VE as a course in higher education level in Bangladesh. It was a qualitative study and data was collected from the university teachers and students via semi-structured interview. In this study it has been found that religion is a sensitive issue to be taught in VE class which may cause conflict between teacher and students. Participants suggested that VE contents should be practical rather than be theoretical only. One of the challenges to include VE course was the influence of job market economy and because of it students would consider the course as a burden, not to fit for having jobs in future.  One of the recommendations of this research was that VE teachers should be open, liberal, and respectful to students’ believe to manage the classroom conflict.

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