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INDONESIA
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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TEACHERS' PERSPECTIVES ON THE USE OF VIRTUAL INFORMAL ENVIRONMENTS IN THE PANDEMIC CONTEXT Türkmen, Hakan; Kaplan, Gülçin; Sürgit, Cansu
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.v17i1.52885

Abstract

Since the pandemic situation, there has been a need for enacting student-centered teaching activities to make distance education more effective. "Informal Learning Environments" activities are suitable opportunities to meet this need and positively affect students in many aspects. The use of "Virtual Informal Environments" (VIE) is important during the pandemic situation in this case. The purpose of this research is to examine the teaching processes of teachers using VIEs during the pandemic situation and to make general judgements in the context of teaching processes using VIEs according to their status of taking or not taking courses on teaching in informal environments. In the study, the descriptive research method was used. The study group of the research consists of 93 teachers and it was determined by using the "Easy Access Sampling" method. Eight open-ended question forms were applied to the participants. The data were evaluated with the Content Analysis Method. The results showed that the informal science education (ISE) course-taken teachers used VIEs more consciously than the non-course-taken participants. By focusing on the achievements in the curriculum, teachers planned to use VIEs and integrate these environments into their lessons by adopting a student-centered approach. In the evaluation studies after the teaching activities using VIEs, it was concluded that they tend to evaluate the achievements, not the learning process.
A TRANSFORMATIONAL LEADERSHIP OF PRIVATE HIGH SCHOOL PRINCIPALS IN MAKASSAR CITY Arismunandar, Arismunandar; Wahed, Andi; Ervianti, Ervianti; H, Nurhikmah
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.v16i2.55300

Abstract

This study aims to obtain an overview of the transformational leadership of the head of a private high school in Makassar City. The approach in this study is Quantitative with a descriptive type of research that seeks to describe the four dimensions of transformational leadership of the head of a private high school in Makassar City. In this study, the data collection technique used was a questionnaire that was distributed to 92 samples from 1203 teacher populations who gave assessments to the heads of private high schools in Makassar City. The data analysis technique used in this study is descriptive statistics that only describe the state of the data as it is through parameters such as mean, median, mode, frequency distribution and other statistical measures. The results showed that the transformational leadership of the head of a private high school in Makassar City has (1) a tendency to ideal influence or charisma with a presentation of 77 or 83.16% is in a very high category, (2) inspirational motivational tendencies with presentations of 68.5% are in a very high category, (3) intellectual stimulation tendencies with a percentage of 66.3% are in a very high category,  and (4) the tendency of individual consideration with presentations of 50% is in the high category. Research findings: Principals as transformational leaders can improve response, and commitment, pay attention to the concerns and needs of teachers and employees under them, change the awareness of teachers and employees under them about problems by helping them see problems in new ways, and excite and inspire teachers and employees under them to make extra efforts to achieve school goals. can help teachers and employees to see the positive impact of their work through direct interaction by responding, building commitment and making extra efforts to achieve school goals.
ADVANCE ORGANIZER AND BLENDED LEARNING AS A METHOD FOR IMPROVING THE PEDAGOGICAL COMPETENCE OF ARTS AND CULTURE TEACHERS IN INCLUSIVE SCHOOLS IN BANDUNG CITY Haerani, Reni
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.v17i2.64621

Abstract

An important key in inclusive education is the pedagogical ability of teachers for all learners, including learners with disabilities. Teachers in carrying out their duties professionally not only have mastery of the substance of the material, but also need to be equipped with the ability to identify the characteristics of their students. This study aims to analyze and examine the pedagogical competence of teachers (dance) as a whole through the dimensions of scientific competence, psycho-pedagogical, and social competence. Given that inclusive education has high complexity, so the results of observations need to be followed up, because there are many obstacles faced by teachers (dance), especially in terms of modifying and accommodating the curriculum, besides that teachers have not been able to provide learning services according to the various characteristics of students (inclusive). So it is necessary to conduct a study of improving pedagogical competence through recognition training through an Advand organizer-based approach with a blended learning strategy. This mixed method research qualitative data begins with field studies or observations and interviews, researchers see and pay attention to the pedagogical competence of teachers, the conditions of children with disabilities, and dance learning. The main quantitative data is the pedagogical competence of dance teachers obtained through test instruments and questionnaires after the end of the training. The research sample was carried out on six teachers in public junior high schools organizing inclusive education in Bandung City. The results of the training showed an increase in the pedagogical competence of dance teachers in the aspects of scientific, psychopedagogical and social competence for the better. Another impact of the results of teacher recognition is able to encourage students to increase their willingness to learn, especially for disabilities (slow learners), be more open and able to implement contextual learning and increase the social interaction of students, especially disabilities (slow learners) through positive interventions.
SECONDARY STUDENTS’ PROFILE AND SCHOLASTIC PERFORMANCE DURING COVID-19: THE CASE OF A LABORATORY SCHOOL IN THE PHILIPPINES Cabuquin, Jomar C.; Brun, Richard S.; Mercado, Henry Alwayne R.
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.v16i2.51379

Abstract

Students' performance in the classroom can be viewed as vital since an aptitude for learning and intelligence can pave the way for their future success in both the workplace and the economy. This study examined the secondary students' profile and scholastic performance during the COVID-19 pandemic at a laboratory school in Eastern Visayas, Philippines. It utilized the quantitative approach to ascertain the variation among the specified study variables involving 620 secondary students from different grade levels. Secondary data on students' profile variables and scholastic performance were obtained from the school's Learner Information System (LIS). The T-test for two independent samples was likewise utilized to examine the significant difference in the performance of male and female students according to grade levels. Based on the results, majority of the students used mobile data and broadband as means to access the internet. Moreover, the online and blended learning were the student's preferred learning modalities. However, the inadequacy of gadgets available, insufficient load, intermittent mobile or internet access, existing health conditions, difficulty in self-regulated learning, conflict with other activities, and high electrical consumption and distractions were among the challenges students faced during the pandemic. Meanwhile, the students displayed very satisfactory to outstanding scholastic performance amidst COVID-19. Likewise, the study found no significant performance difference between male and female students in grades 8 and 12, in contrast to other grade levels. Therefore, creating flexible and responsive teaching practices in the current and post-pandemic educational environment and the enhancement of internet connectivity is recommended. 
THE "TRIGATRA BAHASA": HOW MUCH DO DIGITAL NATIVE STUDENTS UNDERSTAND ABOUT IT? Sunendar, Dadang; Hardini, Tri Indri; Racmadhany, Ariessa
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.v17i2.63525

Abstract

Global connectedness and the introduction of technology have made it possible for speakers of the three languages to communicate with each other on a larger scale in Indonesian context, commonly known as Trigatra Bahasa. Understanding language politics in Indonesia through Trigatra Bahasa with the slogan "Prioritize Indonesian, preserve regional languages, and master foreign languages" is an effort by the government to embrace all languages in Indonesia, especially among digital natives. This research aims to find out the extent of digital native students' understanding of the Trigatra Bahasa and to find out how they hope to understand the Trigatra Bahasa better. The method used was descriptive qualitative, and data were collected through questionnaires to 325 digital native students in West Java using a Likert scale with five assessment points. Before distributing the questionnaire, socialization was conducted so that these digital native students were familiar with Trigatra Bahasa. The results of this study show that most digital native students have a good understanding of the Trigatra Bahasa. They also strongly understand that the Trigatra Bahasa creates harmony in the language treasures of Indonesia. However, there is still a lack of familiarisation among them, so almost all respondents agree that an informative and interactive application related to Trigatra Bahasa is needed. 
BASIC PSYCHOLOGICAL NEEDS, MOTIVATION, AND FOREIGN LANGUAGE VOCABULARY LEARNING STRATEGIES AND SKILLS OF INDONESIAN UNIVERSITY STUDENTS Susanto, Alpino; Oktavia, Yunisa; Kumalasari, Tety; Silitonga, Frangky
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.v17i1.60103

Abstract

Foreign language vocabulary learning can be pursued if the students have motivation and interest in which psychological factors play an important role in enacting learning strategies toward increased skills. This study aims to examine the integrated process model of the BasicPsychological Needs (BPN) variable as a behavioural phenomena in relation to autonomous and controlled motivation individually or collectively toward Vocabulary Learning Strategies (VLSs) and Vocabulary Skills (VSs). A total of 186 students of one university participated in this research. The Basic Psychological Needs of Second Language Scale (BPNSLS) was employed to assess the BPN, meanwhile the Self-Determination Theory of Second Language Scale (SDTSLS) was to assess the autonomous and controlled motivation. There are three questionnaires (BPNSLS, SDTSLS, VLSs) were adopted and adapted of the previous study. The fourth research instrument was Vocabulary Level Test (VLT) version b to assess vocabulary skills. A partial least square was used to contest the research model. The structural model of the relationship between the variables of basic psychological needs, self-determination theory, vocabulary learning strategies, and vocabulary mastery, revealed that vocabulary learning strategies play a crucial role in looking at the influence of motivational orientation on vocabulary skills described in the proposed model. This study suggests that further research can explore more on how motivation relates to learning strategies in general and comparing between autonomous versus controlled motivation.
MULTIMODAL REPRESENTATIONS ACROSS SCIENTIFIC GENRES: PERSPECTIVES FROM SCIENCE TEACHERS' PRACTICES Padios, Alfredo; Pascua, Sarah; Orleans, Antriman
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.v16i2.55412

Abstract

Multimodal representations have caught science education researchers’ attention due to its immense role in meaning making. While much have been written about this area of research, the interplay between multimodal representations and scientific genres in classrooms is yet to be fully explored.The purpose of this study is to examine multimodal representations across scientific genres from the viewpoints of science teachers.  With Filipino science teachers as respondents, we employed a sequential explanatory mixed methods research design to determine the frequency of occurrence of scientific genres in classrooms as well as the frequency of use of multimodal representations across each scientific genre. First, we administered the questionnaire, analyzed the result then conducted a follow-up interview to determine how and why scientific genres and multimodal representations are utilized. Results revealed that information report and explanation are the genres most utilized by science teachers primarily because they conform to curriculum standards and that these support students’ learning and skills. On the other hand, experimental account and argument genres are used less often largely due to lack of available materials and teacher competence. Across these genres, linguistic-verbal, visual-graphical and gestural-kinesthetic representations are “always” used while material-operational and mathematical-symbolic are used to a lesser extent. More importantly, this study confirms again that science teaching is multimodal mainly to address each student learning needs and make meaning making thus, science learning, easier. Important implications to practice and research are discussed. 
DEVELOPMENT OF STUDENT SCIENCE PROCESS SKILLS ASSESSMENT INSTRUMENTS ON ACID-BASE MATERIALS THROUGH INQUIRY-INTERNET OF THING (IIoT) Nurdin, Muhamad Ali; Anwar, Dede Miftahul; Nuryantini, Ade Yeti; Farida, Ida
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.v17i2.60657

Abstract

This study aims to develop a test instrument for high school students' science process skills on acid-base solution material through Inquiry-Internet of Thing (IIoT). Science process skills are one of the skills that need to be mastered by students because it is the basis for students to have good analytical skills. Currently, the evaluation instrument for science process skills is only in the form of an observation sheet which sometimes provides a gap for teachers to assess students subjectively and has not been widely developed in acid-base materials. The indicators used in this instrument consist of nine indicators which are a combination of basic and integrated science process skills, while the method used in this research is the Research and Development (R D) method. The stages of developing this test instrument are making question indicators, making questions, judgment by material experts and evaluation experts, revising questions, testing, and revising questions. The questions developed were 18 questions in the form of multiple choice. The test developed has a high-reliability category (0.65), validity with a sufficient category (0.48), the level of difficulty, and the quality of the checkers that have not been balanced. 5 questions are suitable for use, 12 questions that need to be revised, and one question that needs to be replaced. The results of this study can be used to assist teachers in measuring students' science process skills and also develop them in other materials or lessons.
EXPLORING LEGITIMATE PERIPHERAL PARTICIPATION OF STUDENTS IN A COLLEGE MATHEMATICS COURSE Ignacio Jr., Avelino G.
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.v15i2.53492

Abstract

Students, by just listening to and being observant of mathematical procedures to gain conceptual knowledge in mathematics, do not often lead valuable performance. Students need to participate. Learning is initiated and enhanced via continuing legitimate participation in a community of practice. Hence, this study explores students' legitimate peripheral participation in a college mathematics course, explicitly to describe the (1) activities students do to refine practice, (2) barriers students face to advance to full participation, and (3) participation support structures that allow students' legitimate peripheral participation. This study used qualitative-exploratory research design via the qualitative tool—reflective journal—comprising second-year teacher education students (N = 42) from a state university in Bulacan, Philippines, taking the Logic and Set Theory course as study participants, obtained purposively. Data were analyzed through thematic coding. This study showed that the activities of students that refine their practice could be thematized as individual engagement or collaborative involvement. Students faced both intrinsic and extrinsic barriers in progressing to full participation. The participation support structures facilitating students' legitimate peripheral participation were the manifestation of a welcoming environment that offered students additional practice activities to work into supplemented with constructive feedback, joined with the convenience of peer groups where they could go when needed. Inspirational life quotes, fascinating lessons that stir interest, and closed knowledge gaps equally enable student participation. A legitimate peripheral participation activity cycle may still arise when faced with difficulties as participants gradually try to work independently. A friendship-based collaborative group is suggested for Filipino learners.
THE EFFECTS OF DIRECT AND INDIRECT WRITTEN CORRECTIVE FEEDBACK ON FRENCH WRITING SKILLS: A COMPARATIVE STUDY Bima, Alifia Jihan Anandani; Sunendar, Dadang; Darmawangsa, Dante
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.v17i1.59427

Abstract

Written corrective feedback (WCF) in second-language writing studies has been conducted over the last two decades to investigate whether it has a positive or negative impact on students' writing skills. Teachers can use direct WCF or indirect WCF strategies to provide this feedback. However, conflicting views still exist on which WCF strategy is most effective in improving second language writing skills. This study aims to examine the effects of implementing direct and indirect written corrective feedback on the enhancement of French writing skills. The research employed a quantitative approach utilizing a static-group pre-test and post-test design. The participants in this study consisted of fifty-six students enrolled in the French Language Education Study Program at a public university in Bandung, Indonesia. They were divided into two experimental groups, referred to as the direct and indirect written corrective feedback groups. They were assessed through a writing test for French narrative texts. The collected data were analyzed using SPSS, employing normality and homogeneity tests, as well as the N-Gain test and Mann-Whitney U test which aimed to determine the average differences and their significance. The findings indicated that the direct written corrective feedback group exhibited a significantly greater improvement (N-Gain score: 0.3229) compared to the indirect written corrective feedback group (N-Gain score: 0.1174). Nonetheless, the statistical analysis utilizing the Mann-Whitney U test found no significant difference in the N-Gain scores between the two WCF classes (p0.05). The results of this research are expected to contribute to second language writing studies and provide insights for teachers in teaching writing in French as a foreign language.

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