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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 15, No 2 (2022): August 2022" : 7 Documents clear
TEACHER AUTHENTICITY IN LANGUAGE EDUCATION Jacobs, George M.; Asmawi, Adelina; Renandya, Willy A.
International Journal of Education Vol 15, No 2 (2022): August 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i2.50394

Abstract

In education, the phrase "authenticity" has various connotations, including in language education. This article begins by examining different meanings of the term authenticity in language teaching. Some of these meanings refer to authenticity in the assessment, tasks, and materials that language teachers use. The main part of the article looks at another meaning of authenticity. The literature on teacher authenticity and personal authenticity in general is applied to the situation of language teachers while viewing authenticity through the lens of student-centered learning (SCL) and the overall paradigm shift from which SCL grew. Topics discussed include whether teachers should behave according to students’ views of what teachers should do or according to how teachers themselves believe they should behave. The article next looks at how teachers can develop their authenticity via their lifelong, lifewide, and lifedeep learning. The article also delves into various issues in which teachers can be authentic by “walking their talk,” e.g., teachers who encourage students to read need to be readers themselves, and teachers who encourage their students to cooperate with their peers should cooperate with their own peers in education and elsewhere in their lives. The two final parts of the article ask what impact teacher authenticity might have on the teachers’ students and how authenticity, which seems to be such an individual construct, can be put to the service of society as a whole.
ENHANCING LEARNING PARTICIPATION OF INTERNATIONAL STUDENTS IN THE CLASSROOM USING SOCIAL MEDIA: THE CASE OF INTERNATIONAL STUDENTS IN THE UK UNIVERSITY Aziz, Subkhi Abdul
International Journal of Education Vol 15, No 2 (2022): August 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i2.28907

Abstract

The utilisation of social media for education such as Kahoot! and Padlet to improve the classroom learning experience has become popular in recent years. This study investigates the implementation of Kahoot! and Padlet in the international students' learning environment at the UK university. The purpose of this study was to explore international students' perspective towards the implementation of Kahoot! and Padlet in the classroom learning process. In doing so, this study used a qualitative research design. Data were collected from ten international students from six different countries origin via semi-structured interviews. The results suggest that the implementation of Kahoot! and Padlet can improve the classroom learning process and create better study experience than the conventional way. Several benefits have been identified from the implementation of Kahoot! and Padlet in the international students learning environment, such as managing classroom discussion, building up an active classroom discussion, and encouraging critical thinking. However, some challenges regarding the implementation should be considered, notably those related to technical matters and the production of interesting contents. From this study, it can be concluded that using social media applications, such as Kahoot! and Padlet, can enhance students’ collaboration learning as well as support an inclusive classroom learning environment.
FEEDBACK STRATEGIES: AN EFFORT TO ENHANCE THE CRITICAL THINKING SKILLS OF DAF-LEARNERS IN INDONESIA Wijayati, Primardiana Hermilia; Ardiyani, Dewi Kartika; Hidayat, Edy
International Journal of Education Vol 15, No 2 (2022): August 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i2.29076

Abstract

Critical thinking has become one of the main education goals in this 21st century as the trend in the global market also requires graduates to be able to apply critical thinking skills to work settings. This study aims to describe the strategy of providing feedback to improve the critical thinking skills of German as a foreign language (GFL) learners in Indonesia. The research data were collected through observations and interviews with German students and lecturers at Universitas Negeri Malang, Indonesia, and presented descriptively qualitatively with observation and interview instruments. The results showed that asking questions to students, providing comments, encouraging output, and giving praise are the feedback strategies that can improve students' critical thinking skills. Lecturers provide several questions that lead them to think and answer these questions. The questions should be given to all students in the class so that students gradually are encouraged to be more active. Through those feedback strategies, learners are triggered to memorize, understand, apply, analyze, reformulate, and evaluate the learned materials. All those strategies are implemented to lead the students to better critical thinking skills. It is recommended that lecturers apply more types of feedback so that students have more opportunities to improve their language skills.
THE AHP APPROACH FOR DETERMINING E-LEARNING PLATFORM IN UNIVERSITY Jatiningrum, Wandhansari Sekar; Utami, Sri Nastiti Andayani Sesanti Retno; Zalfa, Dhia; Syafril, Muhammad; Wachid, Nur
International Journal of Education Vol 15, No 2 (2022): August 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i2.36454

Abstract

Physical distancing policy as the response to pandemic covid-19 has forced the educational institutes to provide online learning for the students. The students and lecturer have to adapt to using online platforms to continue the learning activities. An E-learning platform is needed for distance learning. This research aims to analyze the preference of e-learning platforms among Google Classroom, Youtube, Whatsapp, and Zoom for students in a private university in Yogyakarta, Indonesia, using the Analytical Hierarchy Process approach. Several criteria are formulated for determining the e-learning platform based on the students’ common difficulties during online-based learning, namely service of platform, learning comprehension, internet usage, and network strength. The result shows that learning comprehension has the highest weight (0.363), followed by network strength (0.258), internet usage (0.230), and platform service (0.149). Learning comprehension has become the most important criterion that students consider on selecting an e-learning platform. The final result from the Analytical Hierarchy Process approach proposes the best alternative e-learning platform for students based on the previous criteria. Based on the research, Whatsapp is an e-learning platform with the highest weight of 0.359. Therefore, it is determined for recommendation as to the most suitable e-learning platform for students. It has a high local weight based on each criterion considered in selecting an e-learning platform. The result of this study is expected to be input for lecturers and education institutions to evaluate the platforms they use and e-learning processes.
MENTORING THROUGH LESSON STUDY: A COLLABORATIVE WAY TO SUPPORT EFL TEACHERS’ PROFESSIONAL DEVELOPMENT IN MADRASAHS (ISLAMIC SCHOOLS) Ekawati, Dian; Damayanti, Ika Lestari; Lengkanawati, Nenden Sri
International Journal of Education Vol 15, No 2 (2022): August 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i2.32853

Abstract

Recently, attending seminars or professional development programs for teachers is not sufficient to cope with today's teaching challenges. In addition, tight schedules and preparing teaching administration often refrain teachers to work and discuss together with their colleagues. Pointing out such problems, this study tries to investigate how mentoring program for EFL teachers in Indonesia was conducted collaboratively at schools through a lesson study approach and what teachers’ competencies were improved during the program. Eight EFL teachers from three Islamic junior high schools (called madrasahs) and a university lecturer serving as a mentor were involved in the program. Data gathered from observations, questionnaires, and interviews were analyzed qualitatively through (1) iterative reading of the data, (2) reducing the data, (3) categorizing the data, (4) combining all data, and (5) concluding the data.  The findings indicate that the lesson study cycle involved in this program covered two stages of PLAN, one stage of DO, and SEE. The participant teachers required more time during the planning due to several factors such as adjustment working with the revised Curriculum recently released by the government at the time of data collection, and challenges in aligning learning objectives, classroom activities, and evaluation. Upon their involvement in the program, the teachers reported that they gained benefits and strong improvements in four aspects of teachers' competencies, namely professional, pedagogical, social, and personal competencies from the collaboration with peer teachers and a university lecturer. For instance, they found their knowledge extending in terms of teaching techniques and methods, planning and implementing effective lessons, and their motivation to teach better and share resources with others increasing as well. In short, mentoring through lesson study is valuable to improve the teachers’ competencies.
MEDIATION OF STUDENT INTRINSIC MOTIVATION BETWEEN ONLINE LEARNING ENVIRONMENT AND STUDENT ENGAGEMENT Magtubo, Rc Yhobel V.; Banal, Jerica Joyce; Abregado, Vincent Alex D.; Chavez, Ronald Allan Carlo S.; Embalsado, Justin Vianey Mercado
International Journal of Education Vol 15, No 2 (2022): August 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i2.51478

Abstract

The shift to a full online learning environment (OLE) introduces new challenges which affect the motivation and engagement of students. This study investigates the relationship between the online learning environment and online student engagement as mediated by intrinsic motivation. The self-system model of motivational development (SSMMD) was used as the framework of the study. The researchers hypothesized that intrinsic motivation will partially mediate the relationship between the online learning environment (OLE) and online student engagement (OSE). 255 college students completed the survey. GLM mediation analysis was conducted using JAMOVI. Our analysis shows that the online learning environment significantly predicts online student engagement (β = 0.553, p001). A decrease in regression weight with the direct effect was observed with the inclusion of intrinsic motivation as a mediator (β = .430, p.001). Even with the inclusion of intrinsic motivation, the direct effect of OLE on OSE remained significant. The indirect effect was also significant using the Corrected bias bootstrap percentile with 1000 repetitions (β = 0.127, p = 0.002, 95% CI [0.0245, 0.103]). Findings support the hypothesized partial mediation of intrinsic motivation between OLE and OSE.
EXPLORING LEGITIMATE PERIPHERAL PARTICIPATION OF STUDENTS IN A COLLEGE MATHEMATICS COURSE Ignacio Jr., Avelino G.
International Journal of Education Vol 15, No 2 (2022): August 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i2.53492

Abstract

Students, by just listening to and being observant of mathematical procedures to gain conceptual knowledge in mathematics, do not often lead valuable performance. Students need to participate. Learning is initiated and enhanced via continuing legitimate participation in a community of practice. Hence, this study explores students' legitimate peripheral participation in a college mathematics course, explicitly to describe the (1) activities students do to refine practice, (2) barriers students face to advance to full participation, and (3) participation support structures that allow students' legitimate peripheral participation. This study used qualitative-exploratory research design via the qualitative tool—reflective journal—comprising second-year teacher education students (N = 42) from a state university in Bulacan, Philippines, taking the Logic and Set Theory course as study participants, obtained purposively. Data were analyzed through thematic coding. This study showed that the activities of students that refine their practice could be thematized as individual engagement or collaborative involvement. Students faced both intrinsic and extrinsic barriers in progressing to full participation. The participation support structures facilitating students' legitimate peripheral participation were the manifestation of a welcoming environment that offered students additional practice activities to work into supplemented with constructive feedback, joined with the convenience of peer groups where they could go when needed. Inspirational life quotes, fascinating lessons that stir interest, and closed knowledge gaps equally enable student participation. A legitimate peripheral participation activity cycle may still arise when faced with difficulties as participants gradually try to work independently. A friendship-based collaborative group is suggested for Filipino learners.

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