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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 13, No 1 (2020): August 2020" : 7 Documents clear
Factors influencing classroom participation of undergraduate nursing students Abeasi, Doreen Asantewa; Kwakwa, Paul Adjei
International Journal of Education Vol 13, No 1 (2020): August 2020
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v13i1.20997

Abstract

Participation is very essential for achieving positive learning outcomes in students especially for nursing students who by the nature of the career are required to be critical thinkers, problem solvers and very analytic. The study sought to examine the factors influencing classroom participation among 100 undergraduate nursing students of the Presbyterian University College, Ghana (PUCG). The findings of the study revealed that main student factors influencing participation in the classroom were being shy, lack of control over English language and inadequate preparation. The desire to remain anonymous did not influence participation. Adequate wait time, mentioning of students’ name, offering of equal opportunities to students and awarding marks to students were faculty factors identified to influence students to participate in class. It was found that the gender of the lecturer did not affect participation. Also, the most important classroom climate factor mentioned to influence participation was large class size. It is recommended among many that lecturers should set expectations for students’ participation and counselling should be done for students who are shy in order to boast their self-confidence which is likely to improve classroom participation.
Self-Made Vocabulary Cards and Differentiated Assessments to Improve an Autistic Learner’s English Vocabulary Mastery Subekti, Adaninggar Septi
International Journal of Education Vol 13, No 1 (2020): August 2020
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v13i1.22587

Abstract

As autistic learners exhibit different behaviours from their peers, they need differentiated instruction in learning. Hence, to provide equal learning opportunities for a learner with autism based mainly on the principle of modification changing the expected standard performance of the autistic learner, this study employed differentiated instruction consisting of two treatments in Vocabulary Building class. They were the use of self-made vocabulary cards as the basic learning materials and differentiated assessments consisting of quizzes, mid-semester assessment, and final assessment providing opportunities for recycle and repetition beneficial for vocabulary retention and learning in general. The findings indicated that the autistic learner showed satisfactory results on his mastery of bilingual (Indonesian to English) word equivalence written in the vocabulary cards and thus obtained satisfactory scores in the corresponding assessments. He, however, still struggled in using the words he studied in grammatical and comprehensible English sentences. With teacher’s verbal step-by-step prompts, however, he could formulate simple grammatical sentences. Based on the results, implications, limitations and suggested directions of future studies are presented.
The Impacts of Liberal Arts Education of Jesuit School Culture on English Teachers’ Transformed Agencies Sutono, Aditya Agung; Budiraharjo, Markus
International Journal of Education Vol 13, No 1 (2020): August 2020
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v13i1.24589

Abstract

Teachers as agents of change play a key role to not only assist their students with their learning, but also to professionally navigate the tension among their own beliefs, school culture, and the mandated curriculum. Drawing upon principles of Liberal Arts Education, a Jesuit Senior High School in Yogyakarta has carried out liberal arts education (LAE) since its inception in 1948, so as to nurture students’ capability to make their own choices and become responsible to their own deeds. This study is set to 1) discover transformative processes of four English teachers in their efforts to adopt and adapt to existing school values, and 2) elaborate the ways in which these teachers adopted and implemented the LAE and Ignatian Pedagogy into their teaching activities. This research employs Narrative Inquiry for its research method. Data gathering was accomplished by interviews, school observations, field notes, and document analysis. Four English teachers and some students were involved in the interviews. To guide data analysis, Mezirow’s (1998) Critical Self-Reflection of Assumptions (CSRA) and Biesta, Priestly, Robinson’s (2015) teacher agency were utilized. Findings suggest that transformed agencies took place in response to catalytic moments, especially due to the changing nature of students and the expectation to maintain quality teaching. Further studies may address a larger scope of teacher agencies among teachers in public schools.
Modeling the relationships among psychological immunity, mindfulness and flourishing of university students Essa, Eman Khaled
International Journal of Education Vol 13, No 1 (2020): August 2020
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v13i1.24488

Abstract

The aim of this study is to examine the relationship among psycho-immunity, mindfulness and flourishing of university students. To achieve this a battery of instruments was applied to 140 Faculty of Education of Damanhour University students. The study tests a model for analyzing the effects of psycho-immunity and mindfulness on psychological flourishing. The findings of the study show evidence in favor of the influence of psycho-immunity and mindfulness as factors in the prediction of flourishing. finally, the results assert the importance of psycho-immunity and mindfulness in achieving flourishing.
Mapping Indonesian EFL Teachers’ Perception and Practice of Technology Integration Setyaningsih, Endang; Wahyuni, Dewi Sri; Rochsantiningsih, Dewi
International Journal of Education Vol 13, No 1 (2020): August 2020
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v13i1.22643

Abstract

The growing number of 2.0 studies indicated the increasing tendency to integrate technology into EFL teaching. Reports on teachers' perception of and practice of technology integration can easily be found in research databases. Nevertheless, quite a few laid attempts to map and build a tentative connection between perception and practice. This study examined teachers' current practice and their perception of technology integration. The respondents of this study were 40 English teachers from 20 senior high schools in a district in Indonesia. To collect the data, a technology integration questionnaire (TIQ) was developed based on pre-existing instruments. The responses were analyzed using both quantitative and qualitative strategies. The study found that, first, the teachers commonly held positive views on the use of technology although they also indicated their alert on the challenges and requirements for the success of the implementation. Second, the responses suggested that there was a connection between teachers' perception and their technology integration practice. Third, viewed from the SAMR model, the teachers' technology integration practice mainly fell into substitution and augmentation. Categorization of the technology integration purpose, practice, and process is discussed further. The study concludes teachers’ practice tended to focus more on the technology but less on the teaching and learning.
Development and Validation of Teachers’ Practices on Formative Assessment Scale (TPFAS): A Measure Using Feedback Loop Model Ole, Faith Celeste
International Journal of Education Vol 13, No 1 (2020): August 2020
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v13i1.24715

Abstract

This study aimed to develop and validate an instrument regarding teachers’ practices on formative assessment using the elements of the Feedback Loop Model. A pilot study was surveyed to 157 science teachers on how frequently they practice formative assessments in their Science classes. Teachers’ responses were analyzed using Cronbach’s alpha statistics on the Feedback Loop constructs and Confirmatory factor analysis for the entire instrument. Findings suggest that with the deletion of 10 survey items from the initial 44 items, the scale provides a valid and highly reliable measure in determining teachers’ practices on formative assessment.
Prevalence of Tertiary Level Students’ Critical Thinking Skills in Speaking Anjaniputra, Agung Ginanjar
International Journal of Education Vol 13, No 1 (2020): August 2020
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v13i1.18196

Abstract

Critical thinking is deemed vital to students’ success of learning. Not only does it help in processing information received through written and oral communication, but also it enhances the quality of language which is produced logically and reasonably. Critically thinking of what to say has been deemed intricate and more demanding by most students. Thus, this study is intended to investigate critical thinking of students at tertiary level, particularly critical thinking aspects demonstrated in speaking. To address this issue, this study deploys a case study qualitative design to gain in-depth, thorough, comprehensive understanding. Involving the second year university students, this study results in findings that some aspects of critical thinking are demonstrated by the students in their speaking performance, encompassing relevance, clarity, consistency, accuracy and fairness, and that trends of how these aspects of critical thinking occurs, entailing deductive and inductive reasoning, cause and effect, comparison, planning as well as hypothesizing, are interpreted and discussed. Therefore, critical thinking is necessary and this needs improvement if students’ success in the new world era is to be attained.

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