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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 16, No 1 (2023): February 2023" : 7 Documents clear
IMPROVING UNDER-RESOURCED SECONDARY SCHOOL TEACHERS’ LITERACY INSTRUCTION: AN INTERVENTIONAL ETHNOGRAPHIC STUDY Wirza, Yanty; Gunawan, Wawan; Setyaningsih, Anita T; Ramdani, Sarah A; Hanipah, Hanipah; Aufa, Fellia L.; Edelweis, Sherly L.B.
International Journal of Education Vol 16, No 1 (2023): February 2023
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v16i1.42074

Abstract

The study is a part of the government-sponsored literacy program to improve the Indonesian secondary students’ literacy performance. Particularly, this study focuses on the examination of the program as the attempt to improve the secondary teachers’ literacy instruction at the under-resourced schools. The program implemented in the Bahasa Indonesia subject by employing Reading to Learn pedagogy (Rose, 2016) in teaching the explanatory text. Using an interventional ethnographic study design, which involves three main phases i.e. Reading to Learn pedagogy workshop, the R2L implementation with mentoring, and evaluation, the current study investigates the experience of two female eighth graders’ contract-based teachers, in their early thirties, at two under-resourced secondary schools in, Bandung, West Java, Indonesia. The data collected in this three-month study were observation, interviews with the teachers, principal, and students, recorded teaching sessions, recorded reflections sessions, and lesson plans and teaching materials. The findings of the study reveal that the teachers’ literacy instruction in utilizing stages in the R2L pedagogy indicated significant improvement from their previous practice. The intensive mentoring provided during the workshop and school implementation of the R2L implementation have equipped the teachers with more solid pedagogical foundation in internalizing and implementing the R2L pedagogy. In addition, the program has promoted the teachers’ professional development and assisted the school to gain larger access to literacy pedagogy for better literacy participation.
MAPPING CURRENT TRENDS OF EFL TEACHING AND LEARNING RESEARCH PRACTICES IN INDONESIA Mali, Yustinus Calvin Gai; Timotius, Anne Indrayanti
International Journal of Education Vol 16, No 1 (2023): February 2023
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v16i1.44193

Abstract

To date, there have been very few studies that map the major research trends in English as a Foreign Language (EFL) contexts, such as those in Indonesia. To address that gap and to benefit undergraduate and graduate students, EFL researchers, or practitioners looking for a current research topic and theories to frame their studies, this paper reviews the past research studies (n=53) published in four Indonesian national journals to explore Indonesia’s EFL research trends in 2020, including research topics, theoretical frameworks, and research methods. The journals were selected because of their focus and scope related to English language teaching and education as well as their rank in Sinta 1 and Sinta 2 (two of the highest levels out of six Sinta levels) of the Indonesian web-based research information system. Based on a holistic review of the articles checked by the peer-debriefing strategy to ensure the review’s credibility, the analysis results show that the previous studies mainly explore English teaching strategy and education technology research areas and use fairly old theories as their theoretical framework. As for the research method, most of the studies use a qualitative research method, take place in university settings, and involve university students as their research subjects. The meanings of the analysis results, teaching implications for a research class, and directions for further research are presented.
A GLANCE THROUGH THE LENS OF SENIOR TEACHERS’ IMPEDIMENTS AND SUCCESSES IN ONLINE TEACHING: A CASE IN A PROVINCE IN THE PHILIPPINES De Jesus, Jubille Melanie; Janga, Janwin Miguel; Jimenez, Joshua; Villanueva, Jaimie; Lobo, Joseph; Celis, Michael Louie
International Journal of Education Vol 16, No 1 (2023): February 2023
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v16i1.50283

Abstract

The education sector is a major industry badly affected by the spread of COVID-19. With the abrupt transition from traditional classrooms to online learning, several obstacles arose, particularly for more senior teachers who had less time to plan for and adjust to the new model of instruction. This study was conducted to explore the challenges and successes of senior teachers from Pampanga, Philippines, in the delivery of online learning. Banking on their wisdom and experiences, this qualitative-exploratory study is guided by Kolb’s Experiential Learning Cycle (1984) and Bandura’s Social Learning Theory (1968). In-depth interviews were conducted with eight senior teachers ranging in age from 55 to 78. Their accounts, experiences, and methods were transcribed, recorded, and classified after undergoing manual qualitative analysis. The major findings highlighted the difficulties, modifications, and countermeasures that experienced educators use when delivering online classes. These results can be used to strengthen educational institutions' ability to provide and support teachers from older ge-nerations, whose knowledge and comfort with technology are limited. Most importantly, it focused on filling the gap in the dearth of research publications that have examined the difficulties and triumphs of senior teachers in the context of the new normal in Philippine education
THE DEVELOPMENT OF THE ENGLISH LANGUAGE TEACHER’S INTERPERSONAL SKILLS IN IN-SERVICE TEACHER POFESSIONAL PROGRAM Zuhri, Fauris; Setiawan, Slamet; Anam, Syafi'ul
International Journal of Education Vol 16, No 1 (2023): February 2023
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v16i1.53700

Abstract

Innovative English instruction practices require knowledge and skills of teaching appropriately as an English teacher. This study aims to explain the development of English language teachers’ interpersonal skills in an in-service teacher professional program at one of the universities in Surabaya through lecturing/tutorials, seminars/workshops, and English instruction practices. Experienced English teachers need interpersonal skills to develop interactive communication with learners. Studies of interpersonal skills discussed pedagogical competence. This study focuses on interpersonal skills in pedagogical and professional competencies. However, this study focuses on developing English language teachers’ interpersonal skills in innovative English instruction development and practices in class. So, this study implements the qualitative method to find out the story of English language teachers’ interpersonal skills in innovative English instruction development and practices in class. The participants are English teachers in an in-service teacher professional program, investigated using an online observation to describe the development of English language teachers’ interpersonal skills at innovative English instruction practices. The results show that developing English language teachers’ interpersonal skills, communication, collaboration, critical thinking, and creation can increase students’ academic engagement to achieve innovative English instruction. Therefore, English teachers' capacity, capability, and innovative instructional practices can increase teachers’ knowledge, skills, and character, so they become professional English teachers.   Finally, the conclusion is that developing English language teachers’ interpersonal skills can increase students’ academic engagement to achieve innovative English instruction purposes. 
ACADEMIC AND NON-ACADEMIC LANGUAGE SOCIALIZATION FOR INTERNATIONAL STUDENTS AT AN INDONESIAN PUBLIC UNIVERSITY Suryadi, Adi Irma
International Journal of Education Vol 16, No 1 (2023): February 2023
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v16i1.36598

Abstract

Academic language socialization refers to the process of helping students to gain knowledge of the language and an ability to participate in new discourse communities by using the language appropriately. Previous research mostly discussed language socialization from students’ perspectives in overseas, such as in Taiwan, America, and Malaysia. In Indonesia, academic language socialization is still less explored, whereas Indonesia is incessantly to internationalize the university by receiving international students from around the world. Therefore, this research is designed to explore academic language socialization for international students from the university administrators’ perspectives, focusing on the university policies, academic and non-academic supports, and challenges. To collect the data, the researcher interviewed five participants; the director of postgraduate, the head of department of masters in Economics and Development Studies, the head of the language centre, one lecturer, and one international student. In addition, the researcher also did classroom observations, [W1] and document analysis (i.e., policy documents). By using interactive data analysis by Miles, et al. (2014), the findings revealed that there were gaps between the applicable policies and implementations.[W2]  To overcome the gaps, the university provided academic and non-academic support. For academic supports, the university provided the language center support for international students to have Indonesian language training both for general purposes, and academic purposes. For non-academic supports, the university provided the international students with some facilities, such as housing, cultural studies, vacation together, and art and culture festival. However, there were also several challenges both from bottom-up and top-down perspectives. The challenges were the results of the gaps between the applicable policies and implementations in receiving international students at the university. This result implies the need to reformulate policies of recruitment of international students and provide better academic and non-academic support for the students.
STUDENTS' METACOGNITIVE SKILLS AND CRITICAL READING SKILLS OF KOREAN TEXTS: HOW DO THEY CORRELATE? Ansas, Velayeti Nurfitriana; Azizah, Asma; Oktavianto, Dwi Bhakti; Nasihin, Siti Balqis
International Journal of Education Vol 16, No 1 (2023): February 2023
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v16i1.40862

Abstract

Metacognitive skills are considered a pivotal modal for students to develop critical literacy, especially in reading activities, as part of the main goals of 21st-century language education. These skills also help the students succeed in their learning process because they involve the ability to evaluate one's capacity and achievement in learning. Although much research has been initiated, Korean as a foreign language (KFL) student is little known. To fill the void, this ongoing study investigates the level of metacognitive skills in reading among Indonesian undergraduate students majoring in Korean language education. Employing a descriptive quantitative approach, the researchers distributed a questionnaire and interview on students’ metacognitive skills in critical reading.  What about items about critical reading skills? It also turned out you have interview data. please include here in the abstract. The data were analyzed, focusing on the mean scores and percentages to get the main points of the student's responses and how students apply their metacognitive skills in critical reading. The results showed that as many as 75% of students had a moderate level of metacognitive skills, and only 5.5% had a high level of metacognitive skills. This shows that students' metacognitive abilities still need to be improved.  Of the eight indicators measured, the ability in time management shows a low value. Meanwhile, the ability to implement strategies shows a high value. It can be concluded that students still have to improve their metacognitive skills in critical reading, especially in time management.
PSYCHOLOGICAL DISTRESS AND ACADEMIC SELF-EFFICACY OF COLLEGE STUDENTS: THE MODERATING ROLE OF ANXIETY AMIDST THE COVID-19 PANDEMIC Muñoz, Kaila Mei; Lozano, Ma. Arnella; Guintu, Princess Diane; Garcia, Irvin Jither; Embalsado, Justin Vianey
International Journal of Education Vol 16, No 1 (2023): February 2023
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v16i1.50257

Abstract

The distress and anxiety brought about by the academic demands negatively influences student performance during the abrupt shift to full-online classes. However, the literature indicates that self-efficacy significantly alleviates the negative effect of distress and anxiety.The current study aims  to determine the relationship of COVID-19 related distress and academic self-efficacy as well as investigate if anxiety is a moderator that aggravates the distress of Angeles University Foundation college students. A total of 223 college students’ participants were acquired from a voluntary convenience sample and participants answered the questionnaires through Google Forms, namely: The Online Learning Self-Efficacy (OLSE), The Kessler Psychological Distress Scale (K6), and The Coronavirus Pandemic Anxiety Scale (CPAS-11). Additionally, all statistical analyses were conducted using SPSS 23. Moreover, the hierarchical regression was conducted to determine if COVID-19 distress predicted academic self-efficacy (ASE) with anxiety as the moderator. The findings indicate that COVID-19 distress and anxiety negatively affect the beliefs of the students in their capacity to perform academic tasks.   However, evidence failed to support the moderating role of anxiety between Covid-19 distress and academic self-efficacy.

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