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INDONESIA
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 15, No 1 (2022): February 2022" : 7 Documents clear
INTERACTIVE NOTEBOOK: EFFECTS ON CREATIVE AND CRITICAL THINKING SKILLS OF SOCIAL STUDIES STUDENTS Valdez, Rolly B.; Tamoria, Joseline R.; Barron, Angelica R.
International Journal of Education Vol 15, No 1 (2022): February 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i1.46157

Abstract

The introduction of varied methods and techniques to sustain student interest must be implemented to make learning more interesting, meaningful, and permanent. This study sought to determine the effectiveness of an Interactive Notebook with varied performance tasks in the creative and critical thinking skills of Social Studies students. This descriptive action research was conducted in a public secondary school in Zambales, the Philippines involving 60 Grade 8 students in two classes using convenience sampling. The pre-test and post-test were used as the main instrument in gathering data and validating the scoring rubrics, and standard levels of performance (emoticons) were used to assess varied performance tasks. The Interactive notebook (IN) is used as a tool for recording all performance tasks for the whole duration of the second grading period. The result showed that the level o creative and critical thinking skills of both sections under two different curricula increased from below average as developing level performance to excellent as proficient level upon exposure to the intervention for almost four months. Based on the results, it is concluded that the application of the IN with varied performance tasks showed a very satisfactory increase in the creative and critical thinking skills of the Social Studies students. The exposure to varied activities under performance tasks with the evaluation of different groups using varied assessments (rubrics and standard level emoticons) facilitates creative and critical thinking skills. Therefore, it is recommended that the application of the IN to other classes will further improve the students’ creative and critical thinking skills. Aside from the IN, localized forms of assessments may be introduced.
EXPLORING GENERATION Z TEACHERS’ WORK VALUES: IMPLICATIONS TO EDUCATIONAL LEADERSHIP AND MANAGEMENT Venida, Ariel C.
International Journal of Education Vol 15, No 1 (2022): February 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i1.46153

Abstract

Being a leader or a manager in today’s organizations has become even more challenging due to increased workplace generational diversity. Gen Z teachers belong to the newest generation who have officially joined the workforce, making schools home to four different generations with unique work values. As more generations of teachers enter the workforce, one-size-fits-all management and leadership style becomes no longer applicable. Therefore, it becomes imperative for the school leaders and managers to better understand how to effectively lead and manage these generations to create an appropriate working environment that will facilitate the growth of every teacher. The main objective of this study was to explore the work values of Gen Z teachers using the phenomenological approach of qualitative inquiry. It employed a semi-structured interview as the primary data collection procedure conducted with seven purposively chosen teachers and thematic analysis to determine the themes. The study revealed that Gen Z teachers give importance to both intrinsic and extrinsic work values. They value personal skills development, professional growth and development, personal achievement and recognition, healthy working relationships, teamwork, collaboration in the workplace, work-life balance, and job and financial security. The study further revealed that Gen Z teachers’ work values positively affect their job motivation, job satisfaction, and performance. This suggests that if the organization implements policies and strategies that coincide with the work values of its Gen Z teachers, teachers will most likely perform well because they are motivated and satisfied with their job. With these findings, it is recommended that school leaders and managers should consider Gen Z teachers’ work values in crafting school policies and management strategies.
THE MODEL OF BIPA LISTENING EVALUATION AND ITS IMPLICATIONS FOR THE DESIGN OF LISTENING EVALUATION Widia, Ida; Syihabuddin, S.; Damaianti, Vismaia S.; Mulyati, Yeti
International Journal of Education Vol 15, No 1 (2022): February 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i1.46154

Abstract

In this paper, an analysis of the results of the evaluation of Indonesian language proficiency for foreign speakers is presented. The development of a standardized Indonesian language for foreign speakers (Bahasa Indonesia bagi Penutur Asing -  BIPA) evaluation tool is currently considered very important. Currently, the existing evaluation tools are still made partially depending on the needs of institutions that provide the Indonesian language program for foreign speakers (BIPA). In addition, this need is also driven by the need for foreign speakers to measure their proficiency in Indonesian. Although there is an Indonesian Language Proficiency Test (UKBI) as an evaluation tool in Indonesia, UKBI is considered not in accordance with the needs of measuring the Indonesian language proficiency of foreign speakers because UKBI is still used to measure the Indonesian language skills of native speakers. This has become one of the problems in the field of evaluation of the Indonesian language, especially BIPA. The language evaluation tool used to measure a person’s foreign language proficiency always begins with a listening proficiency test. Listening is considered the gateway to other language proficiency. The solution to this problem is to analyze listening evaluation tools in foreign languages that are used continuously and continuously, such as the Test of English for International Communication (TOIEC), the Japanese-Language Proficiency Test (JLPT), and Diplôme d'études en langue française (DELF), which represents three continents; American, Asian, and European spoken by Indonesian speakers. This study used a descriptive method to solve this research problem. The results of this study describe the profile of the listening proficiency evaluation tool in foreign and Indonesian languages in three ways: 1) speakers (speaker stimulus presenter), 2) content, and 3) audio. Furthermore, the results of this analysis can also be used as the basis for developing the BIPA listening competency evaluation model.
A NEEDS ANALYSIS OF TECHNOLOGY-INTEGRATED BASIC ENGLISH GRAMMAR COURSE IN THE INDONESIAN CONTEXT Suharti, Dwi Sloria; Musthafa, Bachrudin; Yusuf, Fazri Nur
International Journal of Education Vol 15, No 1 (2022): February 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i1.50391

Abstract

Needs analysis is essential for developing a curriculum and teaching materials. Integration of technology in courses provides a supportive environment for learners across a wide range of courses. However, the needs analysis on the technology-integrated Basic English Grammar course learning is insufficient. This report aims to determine students' needs for studying Basic English Grammar courses through technology integration. For this purpose, the researchers used a descriptive qualitative design by distributing questionnaires. Twenty-four students completed the questionnaire, and the researchers recruited several students for interviews. The results of this study reveal students' expectations for technology-integrated assignments, such as submitting writing caption chores to Instagram, with a 48 per cent success rate. The technology-integrated Basic English Grammar course learning presences depict the most commonly used technologies such as YouTube, Instagram, the Quiz app, Google Classroom, Webbing, and e-Books. The researchers identified the lack of internet connection and an overabundance of information that perplexes students—this suggests the necessity to provide training to cope with the technological challenges of learning Basic English Grammar. The study proposes a teaching-learning situation in the Basic English Grammar course with technology integration as learning activities materials in the syllabus so that the teachers as the curriculum makers can develop the curriculum according to the needs of students. This report highlights that lecturers and universities perform periodic assessments of their students' needs as a basis for developing a curriculum with these reflective needs. In addition, the pedagogical implications for technology-integrated tools in the Basic English Grammar course are discussed.
INDONESIAN ENGLISH NOVICE TEACHERS’ IDENTITY CONSTRUCTIONS AND THEIR TEACHING PRACTICES Hanifah, Merina; Damayanti, Ika Lestari; Muslim, Ahmad Bukhori
International Journal of Education Vol 15, No 1 (2022): February 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i1.46155

Abstract

Contributed by many factors, teachers’ identity, particularly among novice teachers, is essential since it affects their teaching practice and professional career. This study explored different influences that contributed to the construction of novice Indonesian teachers of English who apparently faced challenges in constructing their identity. This narrative inquiry study involved two novice English teachers of Primary and Senior High Schools in East and West Bandung with one and a half years of teaching experience. Data from in-depth interviews and journal writing were analyzed by Creswell’s (2014) thematic analysis. The study figured out that negotiating with school context and understanding oneself were the factors that influenced novice teachers’ identity construction. Negotiating with the school context shows that the novice teachers interacted with the school context and made some adjustments to their teacher identity. Understanding oneself refers to the meaning-making process of themselves as a person and a teacher. This study also found that novice teachers had some negotiations about their idealism and the school’s current practices. One of the participants became more eager to reflect her idealism in her practice, while the other tried to let go of her idealism and adjust with her students. This study suggested that novice teachers should do continuous reflections on their teaching practices and themselves as teachers to help them develop as professionals.
AN EXPLORATION OF STUDENTS’ ANXIETY IN ONLINE FOREIGN LANGUAGE LEARNING Anggraini, Hesti Wahyuni; Hayati, Rita; Sari, Armilia
International Journal of Education Vol 15, No 1 (2022): February 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i1.50392

Abstract

Technology use creates new insights to explore thoroughly online foreign language learning. This study aims to examine students’ anxiety in online classes under four research objectives. They are (1) to uncover students’ anxiety levels in online foreign language learning; (2) to investigate the effects of anxiety levels in online learning on students’ English achievement; (3) to reveal factors affecting student’s anxiety; and (4) to investigate students’ strategies to handle their anxiety in online learning. Questionnaires were distributed to 72 students from a public university in South Sumatra, Indonesia. In addition, a semi-structured interview was also administered. The data was described quantitatively and qualitatively. The findings show that most students felt a medium level of anxiety in online learning. The students did not significantly experience unusual levels of anxiety as they were accustomed to technology tools and found no problems with that. A negative correlation between students’ anxiety scale on online learning and their academic achievement was identified. Indirect feedback, minimum teacher-and-student presence, and the absence of eye contact could be the main factors of online learning failure. Peer intimidation and fear of speaking English might also be the sources of students’ anxiety in online learning. Students also stated that there are no specific ways to handle anxiety since it is viewed as an unstable foreign language learning factor, which can be changed based on the learning context. At last, it is expected that the result of the study can raise students’ awareness of how online class can reduce their anxiety.
A NEEDS ANALYSIS FOR ESP IN A MULTIMEDIA STUDY PROGRAMME OF A VOCATIONAL HIGH SCHOOL Santika, Susan; Wirza, Yanty; Emilia, Emi
International Journal of Education Vol 15, No 1 (2022): February 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i1.46156

Abstract

A needs analysis is required to design ESP courses and determine appropriate materials for vocational high school students. Particularly in a multimedia study programme, even while multimedia has become increasingly prominent as a result of digital transformations, there is not much attention given to conducting the need analysis for vocational high school students. Therefore, this research aims to analyze the needs analysis for ESP in a multimedia study programme of a vocational high school. Specifically, it attempts to reveal what difficulties are encountered by the students during their internship programmes, what English language skills are needed by the students to perform their jobs, and what the multimedia study programme needs to offer to allow students’ employability. A case study was conducted on an EFL teacher and eighteen students in a vocational high school. The findings revealed that: First, students had difficulties in Grammar, Vocabulary, and Speaking; Second, the English language skills needed to perform their jobs were listening, reading, and writing; Third, the multimedia study programme should offer copywriting, technical vocabulary and authentic materials related to multimedia to allow students’ employability. This research also recommends three-unit materials for the ESP courses divided into three topics: copywriting, photography, and videography. 

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