International Journal of Education
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.
Articles
219 Documents
<![CDATA[Assessing the Impact of Entrepreneurship Education on the Entrepreneurial Intention of Nigerian Entrepreneurship Students ]]>
<![CDATA[Amuda, Owoyemi]]>;
<![CDATA[Zubairu, Umaru Mustapha]]>;
<![CDATA[Ibrahim, Bello]]>;
<![CDATA[Maitala, Faiza]]>
<![CDATA[ International Journal of Education Vol 12, No 1 (2019): August 2019 ]]>
Publisher : <![CDATA[UPI Press ]]>
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DOI: 10.17509/ije.v12i1.14994
<![CDATA[This study investigated the impact of entrepreneurship education on the entrepreneurial intentions (EI) of students enrolled at the Department of Entrepreneurship and Business Studies located in the Federal University of Technology Minna, Nigeria. It employed a cross-section survey design using a questionnaire adapted from Turker Selcuk (2009). A comparison of the mean EI scores of 82 final-year and 68 second-year students revealed that there was no significant difference in entrepreneurial intentions between the two groups of students. This implied that the curriculum of the department needed to be revised, and that a policy of mandating entrepreneurship education at the university level was insufficient to address the alarming youth unemployment problem in Nigeria.]]>
<![CDATA[Students' Mistakes and Misconceptions on the Subject of Conics ]]>
<![CDATA[Sudihartinih, Eyus]]>;
<![CDATA[Purniati, Tia]]>
<![CDATA[ International Journal of Education Vol 12, No 2 (2020): February 2020 ]]>
Publisher : <![CDATA[Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ije.v12i2.19130
<![CDATA[The purpose of this study is to determine the levels of geometric thinking, mistakes, and misconceptions of students on the concept of conics. This study was conducted on 91 students in the first semester in 2017 at one of the universities in Indonesia. Data were collected using written tests, interviews, and documentation. From the test results, the students' answers were divided into correct and incorrect solutions. Interviews and documentation were used to analyze level of geometric thinking nd student misconception. As a result, the misconceptions found were (1) the students could not determine the two possible simple equations, (2) the students could not determine the description of a simple parabola equation, (3) the students could not determine the conics equation, (4) the students could not prove the length of the latus rectum of an ellipse, (5) the students could not determine a simple equation of asymptote of hyperbola, while its vertices point were known, and (6) the students could not determine the equations of hyperbola focus and the difference between the length of the radius of the focus was known. Students who experienced mistakes and misconceptions were still at the first level of the van Hiele geometric thinking model.]]>
<![CDATA[Contribution of Parental Attention and Peer Association toward Adolescent Students’ Character ]]>
<![CDATA[Aziz, Helmi]]>
<![CDATA[ International Journal of Education Vol 12, No 1 (2019): August 2019 ]]>
Publisher : <![CDATA[UPI Press ]]>
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DOI: 10.17509/ije.v12i1.17843
<![CDATA[Teenagers are the age of identity and character formation. This study aims to analyze the contribution of parental attention and peer association toward students’ character. A descriptive study with a quantitative approach, the study involved a population of teenage (eighth grade) students at SMP (Junior High School) Al-Azhar Syifa Budi Parahyangan in the academic year 2018/2019. A total of 48 students were selected through purposive sampling. Data were collected through questionnaire and analyzed with correlation and regression tests. The results showed significant contribution of parental attention and peer association to the students’ character. The implications of this research are addressed to parents, teachers, and school as the parties responsible for the character building of teenage students. ]]>
<![CDATA[Instructional Needs Analysis and Cultural Values in Online Learning ]]>
<![CDATA[Hanoum, Nadia]]>;
<![CDATA[Silvana, Hana]]>
<![CDATA[ International Journal of Education Vol 12, No 1 (2019): August 2019 ]]>
Publisher : <![CDATA[UPI Press ]]>
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DOI: 10.17509/ije.v12i1.17776
<![CDATA[From a cultural perspective, the nature of online learning is related to learners’ high individualism and low power distance between learners and instructor, which is in contradictory with Indonesian cultural values of high collectivism and high power distance. This study aimed to analyze the cultural values of Indonesian learners, identify the instructional needs that were compatible with the learning culture, and design an instructional design framework which is compatible with the learning culture of Indonesian students in general so that the learning process can be maximized. This study employed quantitative descriptive method and a questionnaire was used as the instrument to gather data from a sample taken purposively, that is students who took online learning via Integrated Online Learning System (SPOT) learning management system. The results suggested that Indonesian students exhibited high power distance, low tolerance for uncertainty and were culturally more collectivist and feminine. These cultural values have implications on the process of online learning in three different areas, namely assessment, instruction, and communication. Thus, a framework of learning strategies has been proposed to overcome the problems posed by the learning culture of Indonesian students so that the online learning can be more effective.]]>
<![CDATA[Assessment of Adherence of Public and Private Universities to Examination Regulatory Frameworks in Mount Kenya Region ]]>
<![CDATA[Mulongo, Meshack Ambani]]>
<![CDATA[ International Journal of Education Vol 12, No 2 (2020): February 2020 ]]>
Publisher : <![CDATA[Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ije.v12i2.22254
<![CDATA[The study focused on the assessment of the adherence of public and private universities to examination regulatory frameworks in Mount Kenya region. The objectives of the study were to: assess the extent to which universities in Mount Kenya region adhere to examination regulatory frameworks, and examine the significant differences between public and private universities levels of adherence to examination regulatory frameworks in Mount Kenya region. Descriptive research design was used. The study sampled 380 university students using Kathuri and Pals’ (1999) sampling table. Self-constructed questionnaires were used to collect data from students and university examination officers and an interview schedule from registrars. Data was analyzed descriptively by use of means, percentages and frequencies; and inferentially by computation of a t-test. Results indicated that majority of universities did not adhere to regulatory frameworks as indicated by 51.3% of respondents, students were congested in examination rooms as reflected by 47.7% of subjects, and there was weakness in identification of examinees as they entered examination rooms as shown by 55.7% of respondents. The t-test yielded a p-value of 0.887 against the α value of 0.05; hence, the null hypothesis was supported (at α =.05) and concluded that the adherence to regulatory framework for private and public universities was largely the same. The study concluded that university students did not adhere to regulatory frameworks, there was no proper spacing of students in examination rooms, and there was weakness in identification of students as they entered examination rooms. The study also found that students did not borrow materials in examination rooms, and they were not allowed to talk during examinations. Implications of the study were: both public and private universities should ensure adherence to regulatory frameworks, avail sufficient spacing in examination rooms, and ensure proper identification of students as they enter examination rooms. Results will be referred to by education policy makers to improve the management of examinations in universities.]]>
<![CDATA[A Study on Academic Dishonesty and Moral Reasoning ]]>
<![CDATA[Heriyati, Dina]]>;
<![CDATA[Ekasari, Wulandari Fitri]]>
<![CDATA[ International Journal of Education Vol 12, No 2 (2020): February 2020 ]]>
Publisher : <![CDATA[Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ije.v12i2.18653
<![CDATA[Academic dishonesty in the form of cheating and plagiarism among university students has been a prevalent issue. This study investigates the role of moral reasoning as a moderator of fraud risk factors (Fraud Triangle - pressure, opportunity, and rationalization) on academic dishonesty. The data were collected through a survey of 178 undergraduate accounting students in one public university in Indonesia. The result of the partial least squares structural equation modeling analysis revealed that pressure, opportunity, and rationalization directly and positively affected academic dishonesty. The structural model was also examined across two groups based on the level of moral reasoning (Group 1: individuals with low moral reasoning; Group 2: individuals with high moral reasoning). The results showed that the pressure, opportunity, rationalization – academic dishonesty model remained invariant between the groups, a new finding contributed to the literature on academic dishonesty and the moderating effects of moral reasoning. The results of the study also suggest that university should uphold academic integrity by creating an environment where academic dishonesty is unacceptable and reduce the opportunity to commit dishonest acts because everybody might commit such acts regardless of their morality.]]>
<![CDATA[An investigation into Communicative English Language Needs and Perceptions of English for Specific Purposes Course: The Case of Holy Trinity Theological College ]]>
<![CDATA[Birhan, Amare Tesfie]]>
<![CDATA[ International Journal of Education Vol 12, No 1 (2019): August 2019 ]]>
Publisher : <![CDATA[UPI Press ]]>
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DOI: 10.17509/ije.v12i1.17509
<![CDATA[This research aimed to investigate the communicative English language needs of Holy Trinity Theological College students. To this end, mixed methods approach was undertaken using questionnaires, interviews and course book (module) analysis. The participants of the study were students, employees, English course instructors, content area instructors. The samples were chosen through availability and purposive sampling. Descriptive statistics and thematic analysis were employed to analyse the data. The findings indicate that students used English language to read and understand professional courses, to communicate freely with English speakers, to prepare religious journals, to present papers in seminaries, to translate books, and to preach the Bible abroad. The respondents preferred courses that contain both professional and academic linguistic items and discourses to use the language in their professional and academic contexts. Furthermore, the text evaluation indicated that the materials were designed without considering theology students’ professional language needs and expectations. Finally, it is recommended that syllabus designers and material writers should consider the communicative English language needs of theology students identified in the study.]]>
<![CDATA[Corpus-driven genre pedagogy of English for research publication purposes: Toward an ELF-referenced critical teaching framework ]]>
<![CDATA[Lubis, Arif Husein]]>
<![CDATA[ International Journal of Education Vol 12, No 2 (2020): February 2020 ]]>
Publisher : <![CDATA[Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ije.v12i2.19429
<![CDATA[Ever since the NNES and novice writers became actively engaged with international publications, the pedagogy of English for research publication purposes (ERPP) has received considerable attention from the EAP/ESP scholars using corpus-driven genre pedagogy. However, the quality of its implementation is still understudied. This study, therefore, critically reviews the qualitative milestone of corpus-driven genre pedagogy of ERPP. Nineteen (19) relevant research-based articles about corpus-driven genre pedagogy in the last 15 years from 2004 to 2019 were selected from Google Scholar and three top-tier journals in this realm: Journal of Second Language Writing, English for Specific Purposes, and Journal of English for Academic Purposes. Three stages were conducted, i.e. preparation, screening and validation, and content review. The findings encompassed: 1) the materials development process, 2) the learners’ engagement, and 3) the development of learners’ research writing competencies and clinical soft skills. The findings become the bases for proposing a framework of ELF-referenced critical corpus-driven genre pedagogy of ERPP.]]>
<![CDATA[Visionary Leadership and Staff Innovative Behaviour in Public Colleges of Education In Kwara State, Nigeria ]]>
<![CDATA[Jibola Kadir, Abdullahi Nimota]]>;
<![CDATA[Adebayo, Tijani Abdulganiyu]]>;
<![CDATA[Olumide, Sofoluwe Abayomi]]>
<![CDATA[ International Journal of Education Vol 12, No 2 (2020): February 2020 ]]>
Publisher : <![CDATA[Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ije.v12i2.18998
<![CDATA[Staff innovative behaviour is critical for organisations if they wish to survive and continue expanding effectively. This study investigated the effect of visionary leadership on staff innovative behaviour in Kwara State, Nigeria. The objective of this study is to examine the relationship between visionary leadership and staff innovative behaviour in Kwara State-owned colleges of education. Quantitative research design was used for the study. A sample of 220 respondents were randomly selected from the sample colleges of education with the use of Research Advisor (2006) table to determine sample size of known population. Pearson correlations and linear regression analysis were used to analyze the collected data. The results show that leadership empowerment, intellectual stimulation, and adaptiveness were positively and significantly correlated with staff innovative behaviour. The result also shows that staff innovative behaviour can be influenced by visionary academic leaders. It was therefore recommended that academic leaders should continue to boost up the style of leadership empowerment, intellectual stimulation as well as adaptiveness towards the realization of staff innovative behaviour]]>
<![CDATA[Misconceptions between Social Studies and Social Sciences among Pre-Service Elementary Teachers ]]>
<![CDATA[Miftakhuddin, Miftakhuddin]]>;
<![CDATA[Mustadi, Ali]]>;
<![CDATA[Zulfiati, Heri Maria]]>
<![CDATA[ International Journal of Education Vol 12, No 1 (2019): August 2019 ]]>
Publisher : <![CDATA[UPI Press ]]>
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DOI: 10.17509/ije.v12i1.17514
<![CDATA[This quantitative study was conducted to identify the misconception between social studies and social sciences among pre-service elementary teachers. Data were collected from the subjects (n=122) drawn by cluster sampling in Yogyakarta. Aiken's validity and Cronbach Alpha were then employed to examine the instrument's quality. Collected data were analyzed using descriptive techniques to examine the level of misconception. The popular misconceptions between social studies and social sciences were identified by the criteria developed by Abraham, Grzybowski, Renner, Marek (1992). The results of the study show that there was a greater understanding of social studies and social sciences for the specific fields of geography, anthropology, and politics. Therefore, the main emphasis should be placed on these fields. The fields that were misconceived included economics, geography, and history. The implications of this research will eventually become the basis and guideline for social studies lecturers to give emphases on the fields of study belonging to social studies, distinguishing them from those of social sciences. In addition, each social science discipline adopted into social studies must receive special attention, given the greater level of misconception among the pre-service teachers in these fields.]]>
