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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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MORAL VALUES INTERNALIZATION THROUGH PROBLEM-BASED LEARNING Nursyamsiah, Nunung
International Journal of Education Vol 7, No 2 (2014): May 2014
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v7i2.5312

Abstract

This study investigates and analyzes learning phenomena related to moral values in the contextof problem-based learning activities, the process of moral values internalization in relation toproblem-based learning situations, conditions that relate to the enhancement of comprehensionas well as internalization of the values, and their impact to the tendency of actualizing thevalues into better student behaviour. This research was conducted with participation of thestudents of the Arabic Department, Faculty of Language and Arts Education, IndonesiaUniversity of Education in the academic years 2009, 2010, and 2011. The data to be analysedin this research comprises of the students’ written responses (initial responses, group workresponses, and written reflection), classroom observation, and in-depth interviews. The dataused was analyzed by considering the principles of credibility, dependability, transferability,and confirmability. Data analysis, using principles of qualitative approach, reveals phenomenarelating to the students’ comprehension, feelings, and behavior regarding the moral values, as aresult of learning stages designed based on the theoretical framework. In addition to this result,an instructional theory and a learning theory can be formulated.Key words: internalization, akhlak (moral) values, problem-based learning
PHILOSOPHICAL FOUNDATION OF TEACHING AS A PROFESSION AND ITS IMPLICATION ON TEACHER EDUCATION Soedijarto, Soedijarto
International Journal of Education Vol 5, No 1 (2010): November 2010
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v5i1.5648

Abstract

suggesting its implication on the program of teacher education in Indonesia. A history of teacher education is described in the first discussion to provide a background for the idea of teaching as professional occupation. The history of teacher education starting from Ducth colonial era until the Education Law on Teacher and Lecturer number 14 Year 2005 prevailed has a complex dynamic where teachers’ qualifications before the education law existed were various. The Education law makes teachers’ qualifications more homogenous where it states that a teacher needs to have a full bachelor degree (S1) or at least diploma IV. The demand of law is reasonable because teachers’ role and responsibility are very challenging. In accordance with this, the philosophical foundation of teaching as a profession is to achieve education missions to support existence of a modern and democratic country of Indonesia based on Pancasila. It means that teachers need to be competent enough to develop competences and mould character of students based on stated competence standards. Competent teachers have to be able to arrange instructional planning, to design instructional program, to manage instructional processes, to evaluate instructional processes and achievement, to diagnose learning difficulties, to encourage and to motivate learners. To be competent teachers, they need to accomplish three stages of teacher education and training, namely: 1) academic professional education; 2) professional education and training; 3) practical professional training.
EXPERIENCING POETRY: UNLEARNING AND RELEARNING LITERATURE TO DEVELOP READING INTERESTS IN LITERARY WORKS Musthafa, Bachrudin
International Journal of Education Vol 7, No 1 (2013): December 2013
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v7i1.5303

Abstract

Building on results of a classroom-based survey on students’ literacy habits, this article reportson how an exploratory study on experiencing poetry can change EFL students’ “ways withliterature.” First problems from past experiences with literature are discussed and theoreticalinsights proposed which will bring to fore the need for a change in pedagogical orientations.Next the idea of “experiencing poetry” is flashed out by addressing the knotty problemsliterature teaching has been faced with. Step-by-step instructional procedures are discussedtogether with their corresponding pedagogical considerations. Some guiding pedagogicalprinciples are then proposed and discussed to complete the workshop. From this exploratorystudy, it is evident that students learned from one another in the context of sharing of literaryexperiences and from observing how the literature instructor as a more knowledgeable memberof the culture demonstrated the way he experienced the poem he was reading. More specifically,from experiencing poetry and sharing about what they like from what they experience andenjoy, students learn to reflect critically on what they get from reading.Keywords: experiencing poetry; EFL literature-learning; literature for empowerment
THE APPLICATION OF PROJECT-BASED LEARNING USING MIND MAPS TO IMPROVE STUDENTS’ ENVIRONMENTAL ATTITUDES TOWARDS WASTE MANAGEMENT IN JUNIOR HIGH SCHOOLS Susilawati, Aay; Hernani, Hernani; Sinaga, Parlindungan
International Journal of Education Vol 9, No 2 (2017): February 2017
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v9i2.5466

Abstract

This research aims to determine the effectiveness of project-based learning method using mind maps in science learning for the topic of waste management and its solution to improve students’ environmental attitudes. It adopted a quasi-experimental method with the pretest-posttest control group design. The subjects of the research consisted of the seventh grade students of two classes in one of the private junior high schools in Bandung Regency. The instrument used for data collection was a pretest and posttest on environmental attitudes for students, a questionnaire, and observations of environmental attitudes of the students from peer assessment, teacher’s observations in the school, and parents’ observations at home. The data were analyzed by considering the gain value with its normalization and counting the size effect. The results of the data analysis indicated that gain g = 0.61 for the experimental class and g = 0.41 for the control class, and effect size d = 0.37. These values mean that there were improvements in the students’ environmental attitudes in the school and at home after the application of project-based learning with mind maps. It is concluded that PjBL (Project-Based Learning) method using mind maps for the theme of waste and its management works effectively since it has a small effect on improving students’ environmental attitudes.
EFL STUDENTS’ PERCEPTION OF TURNITIN FOR DETECTING PLAGIARISM ON ACADEMIC WRITING Nova, Muhamad; Utami, Westi Haryanti
International Journal of Education Vol 10, No 2 (2018): February 2018
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v10i2.8605

Abstract

As one of the negative impacts of technology development, the easy access to any information on the internet creates a new problem on academic integrity, in which the students take other’s works and claim as theirs. This phenomenon is termed as plagiarism which is against the academic ethics and honesty. Many universities have fought back the plagiarism cases and used plagiarism detection software as their tools in detecting plagiarism. Turnitin, as one of plagiarism detection software widely used in many universities, has been claimed as effective software in detecting plagiarism. However, prior studies have also revealed its inaccuracy in dealing with plagiarism cases. Reflecting from the both views of Turnitin, students’ view on its utilization may bring an essential consideration on the existence of Turnitin in detecting plagiarism. Therefore, this study aimed to investigate the utilization of Turnitin based on students’ perspective and explored their responses and perceptions toward plagiarism detected by Turnitin. A case study was conducted in one classroom consisted of 20 EFL students in a university in Bandung, Indonesia. The data were taken from self-reflection questionnaire and the result shows that many students had unexpected results due to their misunderstanding about plagiarism and Turnitin system. It led to students’ unsatisfying responses toward their result of similarity percentage from Turnitin. Even though several benefits on writing skill improvement were found by the students, the inaccuracy result of Turnitin evaluation raised their negative attitude toward its utilization as well. Therefore, equal understanding between the lecturer and the students on plagiarism and Turnitin system is needed. Moreover, lecturer’s cross-checking, feedback on students’ academic writing, and additional change on the system configuration in detecting plagiarism are required to avoid any misconception of plagiarism. Further research on different respondents or different plagiarism detection software is recommended to be conducted.
LECTURER PROFESSIONAL DEVELOPMENT (Case studies in three state-owned colleges in Bandung, West Java, Indonesia) Syaodih, Ernalia Lia
International Journal of Education Vol 6, No 1 (2011): November 2011
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v6i1.5291

Abstract

This study is aimed at investigating policy, design, implementation, evaluation,and supporting as well as discouraging factors which inhibit the lecturers’ competencedevelopment in three state-owned colleges in Bandung, West Java, indonesia. The studyalso attempts to propose a model for lecturer professional competency development. Thestudy reveals that policy and development programs towards the betterment of lecturerprofessional competency exist in the three institutions. Programs for lecturer competencydevelopment are generally in line with the so called Strategic Plans of the Faculty orDepartment and are based mainly on the internal conditions of the institutions. Theprograms, are, among others, support for lecturers’ further study (Master’s or Doctoralprogram at home or overseas), or participation in short courses, academic activitiessuch as discussion, seminars, workshops, and individual studies through various kindsof research. Those activities are useful for the lecturers to enhance their professionalcompetencies, including pedagogic, professional, personal, and social competencies.The study also suggests that in implementing these programs, there are some factorswhich support as well as those which hinder the realisation of the programs. Supportingfactors include development projects funded by the Ministry of Education, grants offeredby the institution in collaboration with the lecturer development program, supportsfrom the units within the institution, and the lecturers’ motivation to enhance their owncompetency on their own expense. Meanwhile, hindrances include the very limitednumber of opportunities given to the lecturers to participate in different activities that canpromote their professional competencies, limited financial support from the Ministries,and work load.Key words: Lecturer Professional Development, higher education
GLOCALIZATION OF BALINESE LANGUAGE AS OUTDOOR SIGN IN DESA ADAT KUTA BALI Mulyawan, I Wayan
International Journal of Education Vol 10, No 1 (2017): August 2017
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v10i1.5042

Abstract

As a tourist destination, Kuta has become an international village which forces the native to use more English than Balinese in their working life. One of the most visible media of communication in Kuta is in the form of out-door sign. Out-door sign is considered to be the most effective mass media communication and the study is known as Linguistic Landscapes. The focus of this study is to investigate the glocalization of Balinese language as a medium of communication in Kuta especially, on out-door signs. The data of this study were collected by taking pictures of all out-door signs in Kuta area, such as Raya Kuta St., Kartika Plaza St., Pantai Kuta St., and Legian St.. The data were classified into two main types: commercial signs and non-commercial signs. The analysis started with identification of the language use and followed by a combination of language use in all signs. The finding shows that Balinese language is only used in 43 signs out of 1132 signs. Furthermore, from the 43 signs, there are only 22 using pure Balinese, 19 signs using Indonesian with Balinese Letters, and 2 signs using a combination of Balinese and Indonesian. The conclusion of the study is that the glocalization of Balinese language is not yet achieved; in fact, Balinese language is marginalized in Bali as out-door signs.
IMPROVING BASIC EDUCATION: HEARING THE SILENCED VOICES OF TEACHERS IN BRAZIL Akkari, A
International Journal of Education Vol 5, No 2 (2011): May 2011
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v5i2.5279

Abstract

This article aimed at providing an overview of the findings of a joint researchproject of several Swiss and Brazilians institutions on Brazilian basic education. InBrazil, teaching is governed by the Law of Directives and Foundations of NationalEducation (LDB) stipulating that Brazilian schooling has a compulsory length ofnine years of teaching. To measure the progress in basic education of the nationas a whole the Basic Education Development index was created by the BrazilianEducation Minister. The measurement results showed that quantitative developmentof schooling in Brazil needs to go hand in hand with a concern regarding the qualityof education. Besides, analysis indicated necessity of taking into account structuralfactors along with the contributions of fundamental participants, especially teachers.Several teachers’ opinions concerning with current situation were gained. First, indealing with their profession, Brazilian teachers considered that they were lack ofsocial recognition, had incomplete training, and earned insufficient salary. Second,concerning with school, there were distant school-family relations; politicalpedagogicalproject was too far removed from the day-to-day; accountability wasespecially at the administrative level. Third, in connection with class, situationscovered solitude of the teachers, many teachers had given up, and social andfamilial difficulties of the students.Key words: Basic education, teacher, hearing the silence voices
THE EFFECTS OF THE IMPLEMENTATION OF THE FAMILY OF HOPE PROGRAM POLICY ON THE QUALITY OF EDUCATION AND HEALTH SERVICE OF POOR FAMILY IN EAST JAKARTA Raharjo, Paiman
International Journal of Education Vol 8, No 2 (2015): May 2015
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v8i2.5318

Abstract

Family of Hope Program is established due to poor families low income in Indonesia who cannot fulfill their needs for health and education. This condition is often seen in the health care for poor pregnant women, affecting poor baby’s health and even baby’s mortality rate. Furthermore,there are still many poor families who cannot afford to provide their basic education needs due to the lack of budget. The focus of this research is to find the influence of Family of Hope Program policy on the quality of education and health service for poor families in East Jakarta.The purpose of this research is to gain information about the effect of policy implementation on the quality of education and health service of poor families. This research applies policy implementation model by Smith, with its four components: idealized policy, target group, implementing organization, and environmental factors. This research applied a quantitative approach using questionnaire, observation and interview. Data were analyzed with Structural Equation Modelling (SEM) and supported by observation and interview. The subjects of analysis in this research were the staffs of the Department of Social Affairs of East Jakarta sampled with the rules of thumb. The finding shows that the policy implementation of Family of Hope Program has significant effect on the quality of education and health service in East Jakarta.
THE LEARNING STYLES OF MILLENNIAL GENERATION IN UNIVERSITY: A STUDY IN INDONESIAN CONTEXT Djiwandono, Patrisius Istiarto
International Journal of Education Vol 10, No 1 (2017): August 2017
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v10i1.5085

Abstract

The  paper reports a study of the learning styles of  Millennial Generation.  It aims to identify their learning styles, determine the correlations between their learning styles and their achievements in language skill courses and in a content course, and determine the relationship between the amount of their verbal report of  learning styles and their achievement in the content course. A group of 22  learners described how they  manage their learning of a content subject. Their written answers were coded to find their preferred styles in learning the subject. The coding generated a common profile of their learning styles, most of which differ considerably from the common characteristics of Millennial Generation in the literature. No significant correlation is evident between their learning styles and their achievements in language and content course. Finally, there is a modest correlation between the amount of verbal report and  their ultimate mastery of the content course. The instructional context and cultural aspects are thought to have shaped the respondents’ learning styles.Keywords: Millennial Generation,  learning styles, cultural influence 

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