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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.
Arjuna Subject : -
Articles 219 Documents
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PEDAGOGICAL COMPETENCE DEVELOPMENT OF UNIVERSITY TEACHERS WITH NON-EDUCATION BACKGROUND: THE CASE OF A LARGE UNIVERSITY OF EDUCATION IN INDONESIA Novianti, Nita; Nurlaelawati, Iyen
International Journal of Education Vol 11, No 2 (2019): February 2019
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v11i2.15711

Abstract

Pedagogical competence of university teachers or lecturers has lately gained much attention from researchers; however, no research has specifically examined the pedagogical competence of lecturers with a non-education background. Herein, drawing upon Olsson et al. (2010) pedagogical competence development and under the Indonesian legislation of lecturer pedagogical competence, we investigated the efforts made by lecturers with a non-education background in a large Indonesian university of education to develop their pedagogical competence. As many as 40 lecturers took part in our preliminary survey of lecturer pedagogical development, and 20 of them joined our interviews and focus group discussions. Based on the results of the survey and focus group discussions, we gained a description of the efforts made by the lecturers in developing their pedagogical competence, their perceptions of the extent to which their university has facilitated their pedagogical development, and the perceived challenges. Recommendations are drawn based on the results of the research to create a model of pedagogical competence development that is suitable for the lecturers and lecturers with a non-education background in general.
THE EFFECTS OF SELF-REGULATED LEARNING STRATEGIES ON PRESCHOOL CHILDREN’S SELF-EFFICACY AND PERFORMANCE IN EARLY WRITING Kim, Siew Siew; Nor, Mariani Md.
International Journal of Education Vol 11, No 2 (2019): February 2019
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v11i2.14504

Abstract

To enhance the will and the skills to express thoughts explicitly and effectively in early writing among preschool children, self-regulated learning (SRL) was suggested for preschool children as one of the effective learning approaches. This quasi-experimental study involved seventy-five preschool children (5-6 years old) from two public preschools in Selangor, Malaysia. This study investigated the effects of SRL strategies on early writing self-efficacy and early writing performance among preschool children. Interview data was engaged and supported the quantitative result to obtain a deep insight of the findings. Two-way Repeated Measure ANCOVA was employed and confirmed the effectiveness of self-regulated learning intervention with an interaction effect between the test and group for early writing self-efficacy being statistically significant (F(1, 72) = 12.665; p = 0.001, 2= 0.150), with Cohen’s d = 0.84;  and early writing performance statistically significant (F(1, 72) = 110.801; p 0.001, 2= 0.606), with Cohen’s d = 2.84. The result also confirmed that self-monitoring and controlling (F (5, 69) = 17.934, p 0.001), with an adjusted R² = 0.534, was a strong predictor for early writing self-efficacy, and planning and goal setting (F(5, 69) = 12.706, p 0.001), with an adjusted R² = 0.442, were a strong predictor for early writing performance. Eleven self-regulated learning strategies used emerged from the interviews’ data pertaining to different contexts. According to the participant children, planning and goal setting, self-monitoring, and self-evaluation were the strategies that will assure their writing quality. These responses supported the results produced by the quantitative data. The findings of this research provide a useful insight into early writing and self-regulated learning instructions in the Malaysian preschool context.
THE INFLUENCE OF INTEREST AND MOTIVATION ON COLLEGE STUDENTS’ LANGUAGE AND ART APPRECIATION LEARNING OUTCOMES Triarisanti, Risa; Purnawarman, Pupung
International Journal of Education Vol 11, No 2 (2019): February 2019
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v11i2.14745

Abstract

A good and appropriate learning process will motivate learners, and will eventually have an impact on improved learning outcomes. The researchers conducted an investigation into the influence of interest and motivation on learning outcomes of Korean Education Study Program students in a state university in Indonesia in the particular subject of Language and Art Appreciation. The compulsory subject is part of the faculty’s mission to cultivate literary and art appreciation of its students. A survey employing a Likert-based questionnaire consisting of 60 items was carried out, and documentary analysis was conducted to the students’ final exam grades in the subject of Language and Art Appreciation. The results show that interest and motivation had significant influence on students’ learning outcomes, as shown by their final exam grades in the subject. It can be concluded then that high level of interest and motivation determined the success of learning outcomes, especially in the subject of Language and Art Appreciation.
THE EFFECT OF SOCIAL MEDIA IN IMPROVING STUDENTS’ WRITING SKILL Suswati, Rita; Saleh, Syarbaini; Putri, Citra Anggia; Nuran, Ade Aini
International Journal of Education Vol 11, No 2 (2019): February 2019
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v11i2.13468

Abstract

The effect of social media in improving students’ writing skill is investigated in this paper, which can be used to improve students’ creativity in writing. This paper takes covering of second semester English education students of Universitas Negeri Medan that study written language skills. The method used in this research is the development research aims to produce written language skills learning materials using social media (instagram, facebook whatsapp). Its intention to answer the students’ need of the innovated material and to find out the level of students creativity after using such materials. Further, this paper gives a simpler and practical method to develop learning material using social media to improve students’ creativity in writing. 
THE ASSOCIATION BETWEEN SOCIODEMOGRAPHIC FACTORS AND TEACHERS’ GUIDANCE TOWARDS STUDENTS’ ADVERSITY QUOTIENT Listiawati, Nur; Sebayang, Susy K
International Journal of Education Vol 11, No 2 (2019): February 2019
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v11i2.15341

Abstract

This paper aims to report results of research on the association between sociodemographic indicators and teachers’ efforts to help students cope with problems and help build students’ Adversity Quotient. A questionnaire in the form of self-report inventory was distributed to 102 fourth, fifth, and sixth grade students of A- and C-accredited primary schools in Bantul Regency, Yogyakarta, Indonesia. Multiple regression and inductive reasoning were used for analysis. FGDs with teachers were conducted in order to explore teachers’ efforts in helping improve students’ adversity quotient. Research results showed that students who were middle child had significantly lower AQ compared to those of first-born or earlier-born child, while sixth-graders had significantly higher AQ scores compared to fourth graders, and children whose fathers were skilled workers had greater odds of having high AQ. Teachers had already done some LEAD sequence, but had not guided students to explore and analyze the problem by themselves. The results have some implications for the education policy to integrate religious teachings into the curriculum that can facilitate the improvement of students’ Adversity Quotient.
SOURCE-BASED WRITING AMONG UNDERGRADUATE STUDENTS: PERSPECTIVE AND CHALLENGES Ansas, Velayeti Nurfitriana; Sukyadi, Didi
International Journal of Education Vol 11, No 2 (2019): February 2019
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v11i2.14757

Abstract

The level of scientific publications of Indonesian students at the international level is still very minimal. Even when compared to Malaysia and Thailand, Indonesia is still lagging behind. The Ministry of Research, Technology and Higher Education targets that in 2019 Indonesia will reach 30,000 international publications. Therefore, students' interest in writing must be increased, especially writing based on sources. Therefore, this study would like to find students' perspectives and perceived challenges in writing based on sources. This research was based on a case study.  The research involved 68 students from one of the state universities in Bandung, and it analyzed 20 selected scientific papers written by students. The instruments for data collection included questionnaire and observation. The results of this study found that 59% of students perceived that writing scientific papers is very difficult. The students found it difficult to find suitable sources for writing material and develop their ideas. They tended to use articles as the sources from the internet whose originality is unclear. One reason this happens was because 80% of students did not know where to find or get indexed journals to use as references for their writing. In addition, many students also preferred not to use journals that were majorly English-based because of their limitation of English skills. The implication is that students should be given further understanding of how to access journals and use reference sources in writing. It is expected that every lecturer will give more source-based writing assignments so that the ability of students to write and develop ideas based on existing sources can be further improved.
THE INFLUENCE OF LEARNING STYLES AND METACOGNITIVE SKILLS ON STUDENTS’ CRITICAL THINKING IN THE CONTEXT OF STUDENT CREATIVITY PROGRAM Samsudin, Didin; Hardini, Tri Indri
International Journal of Education Vol 11, No 2 (2019): February 2019
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v11i2.14750

Abstract

Improving students’ critical thinking is very important in learning process because one of the goals of critical thinking is to develop students ' critical thinking in the perspective of collectable information. The approach used to address the problem of critical thinking is through learning style and metacognitive skill. The Student Creativity Program is a great way to hone critical thinking at the university level. This research is intended to find out the level of metacognitive skills, learning style, and critical thinking and the influence of metacognitive skills and learning styles among a total of 55 students of a Korean Education Study Program at a state university in Indonesia in the context of Student Creativity Program. This research used survey to find about students’ learning styles and their level of metacognitive skill. A test was also conducted to find out the level of students’ critical thinking. The data were calculated by the SPSS to test the hypothesis. The research results for learning styles show that 33 (60%) of the students were in the “medium” category and 22 (40%) were in the “high” category, and there was no student categorised into the “low” category. In terms of metacognitive skills, 53 students (98.2%) were in the “high” category and 2 (1.8%) in the “medium” category, and no one was in the “low” category. All students were identified to have “high” level critical thinking. Based on the significance test, there learning style had no significance influence on critical thinking; however, there metacognition skills had significant influence on critical thinking because.
Exploring the Use of Learners’ First Language in English as a Foreign Language Classroom Cakrawati, Laxmi Mustika
International Journal of Education Vol 11, No 2 (2019): February 2019
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v11i2.14558

Abstract

The use of learners’ first language has been debated for years. Some of the researchers think that using learners’ first language can be a help for foreign language learning while others argue that it can be hindrance. Therefore, this study focuses on investigating students’ and teachers perceptions on the use of learners’ first language (L1) and problems they encountered in using English in the English as a Foreign Language (EFL) classroom context. The study involved 150 students of grade X and grade XI and two English teachers in a high school in rural Karawang, West Java. The data were collected through questionnaire, interviews, and classroom observation and were analyzed using mixed methods approach. The findings of the study reveal that the participants showed various responses related to the use of L1. The result of the study indicates that the participants perceive L1 as facilitating learning tool that can help both teachers and students in learning process. Thus, it is suggested that teachers should be able to not only use L1 wisely but also encourage their students to use more English in the classroom.
Recontextualising Genre-Based Pedagogy in Indonesian Context: A Case of Preservice Teachers Nurlaelawati, Iyen; Lengkanawati, Nenden Sri; Gunawan, Wawan
International Journal of Education Vol 12, No 2 (2020): February 2020
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v12i2.23394

Abstract

This study focused on how two preservice teachers applied genre-based pedagogy in their teaching practices during teaching practicum in order to help their students produce descriptive report texts.  Using a case study design, the data were collected mainly from classroom observation and students’ texts. The findings showed that the preservice teachers had considerably good knowledge of genre-based pedagogy and of its application of the first two stages of the pedagogy. In the last two stages, they needed more attention to provide opportunities for the students to practice producing the focus text. In terms of the results of students’ learning, the preservice teachers needed improvement to support and observe the students’ development more closely in writing. This study suggests some evaluative results of how teaching practicum should support and help preservice teachers develop their professionalism in the field of EFL teaching.
A Study of Cooperative Learning and Independence: Impact on Children's Prosocial Behavior Yulianto, Dema; Yufiarti, Yufiarti; Akbar, Ma'ruf
International Journal of Education Vol 12, No 1 (2019): August 2019
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v12i1.17522

Abstract

The purpose of the study was to analyze the impact of cooperative learning with the PAP and STAD methods and independence on young children's prosocial behavior. The research used an experimental method. The sample consisted of 48 children. Data were analyzed with the 2-factor ANOVA variants, followed by an interaction test between variables using the Tuckey test. The results show that there were differences in the prosocial behaviors between the group of children with high and low independence. Different method of cooperative learning used influenced young children’s prosocial behavior diffierently. There was also an interaction between cooperative learning and independence towards young children’s prosocial behavior. The implication of this research is that teachers as educators and counselors are required to carry out systematic and ongoing prosocial education as a form of example for children. Teachers wishing to teach with cooperative learning should choose a method appropriate to children’s characteristics. In addition, it is important to increase teachers’ motivation in teaching.

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