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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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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.
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.
LEARNING COMPETENCY ACQUISITION, AND WORKSHEET USEFULNESS AND DIFFICULTY AS PREDICTORS OF STUDENTS’ PERFORMANCE IN THE NEW NORMAL Agua, Breix Michael; Patinga, Myline
International Journal of Education Vol 17, No 2 (2024): August 2024
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v17i2.60949

Abstract

The Philippine K-12 Enhanced Basic Education Program aimed to produce holistically developed students imbued with 21st-century skills. In response to these needs, the Commission on Higher Education issued the New General Education Curriculum, which includes Mathematics in the Modern World (MMW) as a tool for understanding modern living. Teachers face challenges teaching MMW as a new course, and instructional materials are crucial for effective teaching.  The Caraga State University faculty of the Mathematics Department developed instructional material for MMW, and this study examined the impact of it on students' performance. The study investigated the acquisition of learning competencies, difficulties, and usefulness of the developed worksheets in Mathematics in the Modern World (MMW) as predictors of students' performance. The research used a causal design. Using proportionate random sampling across sections of students who took the MMW course for the second semester of the Academic Year 2021-2022 at the Caraga State University main campus, 258 students were selected as the research participants. The results showed that the students have a high acquisition of learning competencies in the knowledge, skills, and values category. Students found the worksheets moderately challenging and rated them as useful. Students who received excellent and very good grades highly acquired the intended learning competencies, followed by those who received passing grades, and those who received below passing grades had the lowest learning competency acquisition mean. Using Pearson r correlation, learning competency acquisition, difficulty level, and usefulness level of the developed worksheets were significantly correlated with students' Mathematics in the Modern World performance with p-values 0.001,0.001, and 0.009, respectively. However, using regression analysis, only the worksheets' difficulty and usefulness were predictors of students' performance, suggesting a thorough review of these aspects as they influenced students' performance.
EXPLORATION OF STUDENTS’ MATHEMATICS LEARNING EXPERIENCES AND ENGAGEMENT OUTSIDE THE CLASSROOM Kusmaryono, Imam; Wijayanti, Dyana
International Journal of Education Vol 16, No 2 (2023): August 2023
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v16i2.48399

Abstract

In essence, a learning process involves students interacting with teachers, other students, and the learning environment in an educational setting. This study aimed to explore student learning experiences and the long-term impact of learning mathematics outside the classroom. This research is a longitudinal study, in which the research subjects change after a certain period of time. This study involved subjects as 208 male and female students. The author collected data through tests, questionnaires, and interview methods. The author then analyzed the data by comparing the same data over two periods. The results suggested that learning by utilizing learning resources outside the classroom in learning mathematics may help increase student engagement in the cognitive, affective, and conative dimensions. Changes shifted from learning inside classroom to learning outside classroom have created a different learning atmosphere and provided a lot of learning experiences for students, and also increased student engagement in the cognitive, affective, and conative dimensions. It indicated that learning mathematics outside the classroom has a long-term impact on student interaction in three dimensions, namely (1) the cognitive dimension; students can develop such as critical thinking, problem-solving skills, and reasoning abilities; (2) affective dimensions; students’ positive disposition towards mathematics increases while students' mathematics anxiety levels decrease; and (3) the conative dimension; such as improvement in social skills, cooperation, better communication, confidence, and diligence in learning mathematics. 
EMI OR BILINGUAL INSTRUCTION? AN EXPERIMENTAL STUDY IN THE TEACHING OF ORAL COMMUNICATION AMONG PHILIPPINE SENIOR HIGH SCHOOL STUDENTS Minoza, Joemar; Albiso, Maria Concepcion; Armas, Ayessa Keith; Calisang, Angelica
International Journal of Education Vol 17, No 1 (2024): February 2024
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v17i1.61456

Abstract

Bilingual instruction has gained its popularity and importance as an alternative instructional strategy of English as medium of instruction in a classroom setting. Bilingual instruction is oftentimes associated with the use of code-switching, which is still presumed as an asset during the giving of the lessons which includes teaching and learning interaction between the learners and the teacher. This study examines the use of code-switching and measures the effectiveness of bilingual instruction by looking into the mean gain of the pre-and post-test scores of the control (EMI) and experimental (Bilingual Instruction) groups employing a quasi-experimental method. Senior high school students who are non-native speakers of English were involved in this study. Two classes who were under different teaching modalities with regards to the aligned competency used during the conduct of the study; had undergone observation, and audio recording, which was transcribed to analyze why and how bilingual instruction was used. The analysis of bilingual instruction revealed that both bilingual instruction and EMI are effective tools in improving the language proficiency of the teacher and understanding of the subject Oral Communication as manifested in the mean gain. Therefore, whatever medium is used, they could be effective as long as the teacher knows what he is teaching and applies appropriate strategies in the teaching and learning process. This calls for the school administrators to encourage the use of bilingual instruction since there are students that are still left behind when it comes to communicative competence and have lower cognitive skills when English is used as medium of instruction.
UNIVERSITY EFL TEACHERS’ STANCE AND ENGAGEMENT IN DIGITAL MULTIMODAL COMPOSING AS MULTIMODAL LITERACY PRACTICES Trisanti, Novia; Sukyadi, Didi; Hermawan, Budi
International Journal of Education Vol 17, No 1 (2024): February 2024
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v17i1.56188

Abstract

Recent years have witnessed an increasing attention on multimodal literacy practices, particularly digital multimodal composing (DMC) in EFL classrooms. However, the ability of EFL teachers to design and carry out multimodal literacy practices that accurately reflect the performance of EFL learners and promote active learning becomes a challenging demand. This study aims to look at Indonesian EFL teachers’ stance and engagement in implementing DMC during the completion of the students’ writing project in higher education context. A case study method was applied in an EFL environment in Indonesian context using field notes, and an interview as the teacher’s reflection. The results demonstrate that the EFL teacher was involved in remediation stance for the DMC tasks designed to encompass students produce multimodal texts using Canva, for example, reading response and biography recount text mind mapping. It reveals that the teacher used the DMC task alongside another media as an assessment tool. While using DMC as the learners' projects for the assessment, the teacher's engagement was ambivalent, meaning that the teacher was fond of using DMC as the learning evaluation. More research is therefore required to better understand how DMC helps teachers develop their knowledge regarding the practice of multimodal literacy in the EFL context. 
THE IMPLEMENTATION OF KAMPUS MENGAJAR PERINTIS PROGRAM AS AN ALTERNATIVE SOLUTION TO PROBLEMS IN ELEMENTARY SCHOOLS DURING THE PANDEMIC Yulianeta, Yulianeta
International Journal of Education Vol 16, No 2 (2023): August 2023
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v16i2.53760

Abstract

The COVID-19 pandemic has led to online learning and stay-at-home measures in Indonesia, enabling internet-based study from home (SFH). The Indonesian government regulates a Study from Home (SFH) policy due to the COVID-19 pandemic. This policy certainly affects the learning process, one of which is the readiness of the learning process in elementary schools. This research aims at revealing and evaluating the implementation of the Kampus Mengajar Perintis (Pioneer Campus Teaching, hereinafter KMP) program as one of Merdeka Belajar Kampus Merdeka programs. This program is conducted by undergraduate students who are spread out across all universities in Indonesia. They are given the chance to teach at elementary schools and are expected to help improve the learning process within three months. This research is conducted using a descriptive Qualitative research method. Students’ responses to the KMP program are collected and used as data. The study involved 17 respondents across schools in West Java. The data is collected through questionnaires, weekly report documents, and students’ final reports through the KMP system. The research shows that the implementation of the KMP program is in accordance with the objectives of the program’s implementation. Students are able to directly participate in helping the learning implementation in Elementary Schools during the COVID-19 pandemic, and they also have applied service-learning in the process. Conclusively, this program serves as a solution for the implementation of blended learning activities in elementary schools and also aids teachers in enhancing the crucial digital literacy required for learning during the pandemic. 
DIGITAL NATIVE ASSESSMENT SCALE: REVISITING THE CONCEPT OF DIGITAL NATIVENESS FROM TEACHERS’ RESPONSES Agustin, Fitri; Lengkanawati, Nenden Sri; Muslim, Ahmad Bukhori
International Journal of Education Vol 17, No 2 (2024): August 2024
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v17i2.62640

Abstract

The phrase "digital native," which is used almost universally to describe the use of technology by today's teachers and students, is laden with debate both regarding its meaning and how it should be measured. The Digital Natives Assessment Scale (DNAS) was established, developed, and validated to assess "digital nativeness." This study contributes to the ongoing dispute regarding the validity of the DNAS, which Wilson (2020) had previously reported in the literature. Seventy-eight Indonesian secondary school teachers joined the survey and two of the respondents were invited to join the semi-structured interview. The findings of the study provided the data for the examination of how the DNAS addresses the factors that contribute to digital nativeness. The results from the DNAS corroborated Wilson's claim that the DNAS may not address the features of digital natives. This study recommends that future research in the realm of educational technology and beyond should concentrate on different ways of conceiving the concept of digital natives.  
AR SINAPS: AUGMENTED REALITY LEARNING MEDIA TO ENHANCE CRITICAL THINKING ABILITY Azrai, Eka Putri; Rini, Daniar Setyo; Kurnianto, Mathias Bagas; Ampang, Johsamer
International Journal of Education Vol 16, No 2 (2023): August 2023
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v16i2.50329

Abstract

The competitive world situation caused by globalization requires students in the 21st century to have the ability to think critically. Critical thinking ability is a thinking process that has a purpose and focuses on producing an idea to solve a problem. However, several studies show that students' critical thinking skills in biology are still in the low to medium category. Thus, several efforts are needed to improve critical thinking skills, one of which can be through the use of technology-based learning media. This study aims to improve students' critical thinking ability using Augmented Reality learning media. This research was carried out from January to July 2022 at State Senior High School 31 Jakarta (henceforth called SMAN 31 Jakarta). The research used a quasi-experimental design with a pretest-posttest control group design. The experimental class used AR SINAPS learning media to assist the learning process. The control class, on the other hand, used picture media. The research involved 44 students selected by simple random sampling. The participants were divided into experimental and control classes, each of which amounted to 22 students. The data analysis technique used was a t-test with a significant level (α) = 0.05. Based on the calculations on the average gain score for the experimental and control classes, a significance value of 0.01 was obtained, meaning that using AR SINAPS learning media might enhance high school students' critical thinking ability better than using the picture media.
RESILIENCY PRACTICES IN EDUCATIONAL CRISIS MANAGEMENT AMONG SCHOOL ADMINISTRATORS Pastor, Mark Joseph Deblois; Acosta, Rosabel Lorenzo; Aquino, Marlowe U
International Journal of Education Vol 17, No 1 (2024): February 2024
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v17i1.56986

Abstract

The escalating impact of pandemics on schools, as exemplified by the pandemic crisis, underscores the pressing need for adept crisis management by school administrators. This study explores resiliency practices employed by public school administrators in the province of Ilocos Norte, Philippines, across three schools’ divisions before, during, and after the pandemic. Utilizing a phenomenological and narrative inquiry approach, themes emerged through categorization, analysis, and interpretation of data from documents and interviews. The findings underscore the importance of equipping school administrators with essential management tools such as capability-building initiatives, sustainability and contingency plans, as well as dynamic policies and guidelines. These elements collectively contribute to establishing resilience during pandemics. In response to these needs, the study introduces the Educational Crisis Resiliency Management Framework (ECRMF), a strategic educational management strategy validated for school administrators in Ilocos Norte. This framework serves as a comprehensive response to educational crisis, including pandemics, emphasizing the necessity of preparedness and effective crisis leadership. The ECRMF offers a valuable resource for school administrators navigating crises, emphasizing the importance of proactive measures and strategic procedures. As a conclusion, the study recommends further research to investigate additional practices of school administrators, providing a more in-depth exploration of disaster management in the educational realm. 

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