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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
 1 
Search results for , issue "Vol 6, No 2 (2012): May 2012" : 7 Documents clear
THE DEVELOPMENT OF CULTURE-BASED INTEGRATED LEARNING MODEL TO IMPROVE STUDENTS’ APPRECIATION ON LOCAL CULTURE (The Study of Elementary School Social Study Subject) Sukmadinata, Nana Syaodih; Alexon, Alexon
International Journal of Education Vol 6, No 2 (2012): May 2012
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v6i2.5298

Abstract

Current practices of social studies at elementary school tends to be partial. The concept of social studies which is close to environment, especially local culture, has not been optimally used in the learning process so that students don’t really appreciate their own culture. This study is to develop a model of social study learning for elementary school that can help students master subject material as an effort to improve their appreciation on local culture, using RD approach modified into three steps; preliminary study, model development and model validation testing. The subjects of study were teachers and students of elementary school in Bengkulu province,Sumatra. The result of study showed that Culture-Based Integrated Learning Model (MPTBB) is an appropriate learning model to help students master subject material as an effort to improve their appreciation on local culture. MPTBB is a learning model focusing on cultural themes developed on the basis of prior knowledge of students’ culture. MPTBB has been significantly proved more effective in improving students’ appreciation on local culture simultaneous with their mastery of subject material than the currently existing learning model used by teacher. Keywords: Learning model, social study for elementary school, culture appreciation
THE NOTION OF ‘VOCATIONAL PEDAGOGY’ AND IMPLICATIONS FOR THE TRAINING OF VOCATIONAL TEACHERS – EXAMINING THE FIELD Papier, Joy
International Journal of Education Vol 6, No 2 (2012): May 2012
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v6i2.5294

Abstract

InSouth Africa, policymakers and institutions are questioning how to train vocational (TVET) college lecturers, that is, to determine the ‘mix’ of theory practical or workplace experience. How do we construct a curriculum for the training of vocational educators, and how is this training different from the training of school-teachers? This article argues the importance of a relevant curriculum, consisting of the appropriate mix of pedagogy, specialist vocational knowledge/skills and practice. Exploring ‘vocational pedagogy’, the article holds that the imperative to provide vocational teachers with a vocational pedagogy has major implications for vocational teachers. Extant literature is explored to examine the validity of the construct informing the design of relevant, appropriate curricula for the training of vocational college lecturers. Keywords:  vocational pedagogy, vocational teacher preparation, pedagogical skills, workplace experience
GENDER DISPARITY IN ICT COMPETENCY AMONG TEACHERS IN FEDERAL TERRITORY LABUAN, MALAYSIA. Ambotang, Abdul Said
International Journal of Education Vol 6, No 2 (2012): May 2012
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v6i2.5299

Abstract

ICT has today become a must-have tool in school. For this, government has spent a lot of resources to upgrade the ICT infrastructure both in primary and secondary schools.  A lot of money has been spent to train teachers as well. With this investment, the government hopes that ICT can be fully utilized. However, ICT facilities can only be fully used if teachers are competent. This study was to assess the level of ICT competency among teachers in Federal Territory Labuan. In particular, it examined the differences between females and males in terms of nine components (MS WORD, MS POWER POINT, MS EXCEL, MS ACCESS, WWW, E-MAIL, OPERATING SYSTEM, MULTIMEDIA, and VIRTUAL CLASS application) related to ICT. A total of 256 teachers participated in this study. The results of the study showed that there is a small gap between females and males teachers. In some application such as MS WORD, MS POWER POINT, MS EXCEL, female teachers were more competent compared to male teachers. In contrast, male teachers are more capable in MS ACCESS,WWW, E-MAIL, OPERATING SYSTEM, MULTIMEDIA, and VIRTUAL CLASS application. Various reasons attribute to these results. Keywords: Gender Disparity, ICT Competency, Computer software
NONFORMAL, INFORMAL EDUCATION AND POVERTY REDUCTION – A ROLE FOR TVET? Dunn, Mel
International Journal of Education Vol 6, No 2 (2012): May 2012
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v6i2.5295

Abstract

Technical and Vocational Education and Training (TVET) is considered essential to economic development and growth, with teachers and trainers’ major role.  Formal education and training have a positive impact on reducing poverty, as promoted by the Millennium Development Goal (MDG).  However, this paper argues that non-formal and informal education and training is an overlooked factor in poverty reduction and economic development and that the TVET sector and its actors are fundamental.  Current development policies and approaches need to pay greater attention to the role of non-formal and informal education strategies in development. While TVET is critical for economic growth and poverty reduction, operating only through formal and structured institutional [educational] or organizational [workplace] environments is insufficient. This paper explores the opportunities for non-formal educational strategies in addressing the needs of the informal economy. The paper specifically claims that teacher training must be focused beyond preparing teachers and trainers to operate more effectively in institutional or organizational formal learning settings. We need to engage more actively and effectively with how non-formal and informal education and training opportunities and approaches have the potential to enhance individual, community and society wellbeing and prosperity. Keywords. Non-formal education, informal education, informal economy, poverty reduction
NEW CONCEPTS AND CHALLENGES FOR TEACHER EDUCATION FOR TVET – WORK INTEGRATED LEARNING THROUGH THE CAREER CHANGE PROGRAM Moore, Rod; Pitard, Jayne; Greenfield, Rosie
International Journal of Education Vol 6, No 2 (2012): May 2012
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v6i2.5296

Abstract

This paper examines the effectiveness and outcomes of an innovative teacher education for ‘beginning’ teachers with full careers in other professions and industries. Data were gathered over 3 years to study the experience of these teachers who undertake their initial teacher education and enter the profession simultaneously.  This work is a benchmark practice of Victoria University (VU) commitment to enhancing educational access, participation and success for young people in the region. VU has formed a partnership with secondary schools delivering VET and the Department of Education and Early Childhood Development to address teacher shortages in secondary schools.  The Career Change Program (CCP) has been developed to address this shortage by attracting qualified professionals with industry experience to teach in teacher-short-supplied subject areas. Praxis Inquiry (PI) model of teacher education is developed and applied by focusing on teacher learning in school settings. The program aims to set in place practices and procedures in partnership with key stakeholders that provide a framework for sustainable recruitment, selection and education of Career Change Teachers in Vocational Education.  This framework will develop an international best practice of teacher education constructed as a partnership between schools, communities and university. 
HOW STANDARDS ‘TRAVEL AND CHANGE BETWEEN CONTEXTS: NATIONAL STANDARDS FOR TVET TEACHER EDUCATION IN THE UK Lucas, Norman
International Journal of Education Vol 6, No 2 (2012): May 2012
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v6i2.5297

Abstract

This paper focuses on the development and growth of standard-led reform and regulation of TVET teachers and trainers in the UK by developing a theoretical discussion and critique of standards that has a wider relevance to that in other countries. It shows how standards-led regulation in the UK has moved from a permissive to a more rigid approach where new standards have been defined. The study also illustrates how standards are mediated and interpreted differently within the diverse contexts and communities of practice by developing a critique of the standards-led model, an attempt to codify both situated and non-situated knowledge. Here, standards are treated as decontextualised, vertical knowledge simply applicable across diverse contexts, subjects/vocational practices, learning in the workplace and training TVET teachers. Within the diverse practices of TVET teachers and teacher educators, different types of understandings exist and different types of knowledge and pedagogy are learnt, used and transformed. Not only do attempts to deal with the complex zone of professional practice by standards fail to address the inherent ambiguity of standards, but also lead to a bureaucratic, competency-based framework which marginalizes professional knowledge and understanding. Keywords: TVET teachers and trainers, standard-led reform and regulation, professional knowledge
LEVEL OF GENERIC SKILLS REQUIREMENT AMONG TECHNICIAN IN POLYTECHNIC Esa, Ahmad Bin; Abd Hadi, Moh Yusof Bin; Ishak, Fariza Binti; Salleh, Burhannudin Bin Mohd
International Journal of Education Vol 6, No 2 (2012): May 2012
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v6i2.5293

Abstract

Generic skills are important skills for worker that required by almost of the employments.  Beside technical skills, generic skills are designed for employee in order to produce excellent and efficient job.  This research is focus on to identify the level of generic skills desirable by technician and the level of skills that they have from lecturer, student and technician perspective in polytechnic. The total of research respondent is 366 which consist of lecturers, students and technicians. The data is collected from questionnaire and analyzed by SPSS v.12 programmer to get mean score, standard deviation, factor analysis and ANOVA testing.  Research finding found that the level of generic skills requirement among the technician is at a higher level (mean=4.156) and also mastering in generic skills at the higher level too (mean=4.184). Mean while, by the ANOVA analysis it is found that there is a significant different on generic skills technician level of requirement among the polytechnic. Through factor analysis, it is found nine (9) of generic skills are imperative to equip by technician. Based on research finding, hopefully a significant authority board will take a move to increase the generic skills among technician and other staffs in polytechnic. Keyword. Generic Skills, Technician and Polytechnic 

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