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Fahrus Zaman Fadhly
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INDONESIA
Indonesian Journal of Learning and Instruction
Published by Universitas Kuningan
ISSN : 26148250     EISSN : 26145677     DOI : https://doi.org/10.25134/ijli
Core Subject : Education,
Education
Indonesian Journal of Learning & Instruction (p-ISSN 2614-8250, e-ISSN 2614-5677) is a peer-reviewed journal published in Indonesia by Faculty of Teacher Training and Education in collaboration with School of Postgraduate Studies, Universitas Kuningan. IJLI is published twice a year (April and October).
Arjuna Subject : Umum - Umum
Articles 6 Documents
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Search results for , issue "Vol 3, No 2 (2020)" : 6 Documents clear
Developing multiple intelligence-based natural science learning module to improve elementary school students’ higher order thinking skills Arrofa Acesta; Mohamad Syarif Sumantri; Fahrurrozi Fahrurrozi
Indonesian Journal of Learning and Instruction Vol 3, No 2 (2020)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v3i2.3681

Abstract

This study aims to develop a valid and effective natural science learning module based on multiple intelligences to improve high-level thinking skills of elementary school students. The type of research used was development research (R D) which refers to the ADDIE, Dick and Carry models. A questionnaire sheet was used as instrument, consisting of 4 aspects, namely the feasibility of material, language, design, and media, as well as teacher and student response questionnaires. Based on the study, the results of the feasibility test by material experts obtained the feasibility of the product with a very good category, the feasibility test by a linguist with the product eligibility resulted in the very good category, the product feasibility test resulted by design experts were in the very good category, the feasibility test for the learning media expert was good, and the results of teacher and student assessments were in very good category. Furthermore, the results of the product truth test to students through the pretest and posttest showed that the products can improve student learning outcomes. From the calculation of the hypothesis test carried out, the significance results obtained were 0.00 0.05, meaning that there were differences in student learning outcomes before and after using the science learning module. Based on the results of the hypothesis test, it can be denied that the science learning module based on multiple intelligence can improve students' higher order thinking skills in elementary schools.
Contemporary education reform and national reinvention in post-independence Ukraine: The national qualifications framework, bridging state and global perspectives Ulana Plawuszczak Pidzamecky
Indonesian Journal of Learning and Instruction Vol 3, No 2 (2020)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v3i2.3682

Abstract

The concepts of internationalization, Europeanization, and globalization form the policy backdrop for this paper about contemporary education reform in Ukraine. The domain of education reform in any context presents a dilemmatic space fraught with tensions and paradoxes, deriving from multiple understandings of policy. Policies are snapshots of living experience with profound impact on individuals, communities, and societies. They delineate the action parameters of people, processes, and relationships by defining governance, risk, and compliance. They respond to new situations in history and so, are never settled entities. For these reasons, policies are embedded in daily lives of all citizens and this is why policies matter, especially true of education policies which attempt to weave the development and future of each individual together. Hence, a critical analysis of education policy, one which brings evidence and interpretation to bear on decision-making and social practice, can help to address a policy complex function in driving societal reforms. Specifically, this paper sets out to investigate the National Qualifications Framework (NQF) of Ukraine (2011), a policy technology which represents an undisguised neoliberal approach of the modern national curriculum system reform of Ukraine. This is the example of “globalized localism” through the intermediation of the European Higher Education Area (EHEA) and Ukraine participation in the Bologna Process. The author concludes that, in Ukraine, the ‘already’ and the ‘not yet’ of education policy reform embodied in the NQF are held together in intimate tension; a governance-innovation tension, the hope of the further institutional democratization that will permit the NQF mechanism to include more voices and to actualize more equitable social development opportunities.
Online learning for EFL students in Palestinian universities during corona pandemic: Advantages, challenges and solutions Mohammed Farrah; Ghaida Hatem al-Bakry
Indonesian Journal of Learning and Instruction Vol 3, No 2 (2020)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v3i2.3677

Abstract

This study attempts to examine the perceptions of EFL students in Palestinian universities about online learning advantages, challenges, and solutions during Corona pandemic. Moreover, it aims to highlight the efficiency of online learning as an educational system which can be relied on to achieve goals of high educational institutions. The researchers investigated the current situation of online learning in Palestinian universities during the COVID-19 pandemic using a questionnaire. In the questionnaire, the participants were 191 students (161 females and 30 males), and all of the participants have tried the online learning experience during this pandemic. 33% of them took online courses before, while 67% did not. The questionnaire was posted on 6 English clubs’ websites of 6 Palestinian universities: Birzet University, An-Najah National University, Bethlehem University, Hebron University, Al-Quds University, and Palestine Ahliya University. The investigation was concerned in pointing out the challenges facing the students during their online courses, in addition to finding out solutions in terms of involving students in the assessment process. The findings confirmed the need to conduct changes and improvements regarding the implementation of e-learning in the educational process in order to help high ministries of education achieve more real success in spreading knowledge. The researchers concluded that there should be massive efforts in improving the technological infrastructure besides holding good training programs for both students and teachers.
A study of Yemeni EFL instructors’ perceptions on the role of ICTs in developing students’ communicative competence Aref Nassi Abdu Nasser; Wagdi Rashad Ali Bin-Hady; Sabri Thabit Saleh Ahmed
Indonesian Journal of Learning and Instruction Vol 3, No 2 (2020)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v3i2.3678

Abstract

This paper aims at exploring Yemeni instructors' perceptions on the role that ICTs play in developing EFL students' communicative competence components. The study pursued a quantitative research design as a method for data collection. A closed-ended questionnaire was constructed, developed, and shared with 60 Yemeni EFL instructors using Google forms. The validity of the questionnaire was checked by referees whereas Cronbach's Alpha was run to measure the questionnaire reliability (R=.86). SPSS 21st edition was used to analyse the data. The study revealed that Yemeni EFL instructors have positive perceptions on the role of using ICTs in developing students' communicative competence. The findings also reported no statistically significant differences in the instructors' perceptions of ICTs that can be found across the four components of communicative competence. Moreover, it was revealed that there are no statistically significant differences in the instructors' perceptions that can be attributed to gender across the components. This study encourages EFL instructors to help their students to use the ICT tools in developing their communicative competence.
Analysis of students’ inhibitions in speaking skill Disa Afifah; Nani Ronsani Thamrin; Endang Darsih
Indonesian Journal of Learning and Instruction Vol 3, No 2 (2020)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v3i2.3679

Abstract

This paper discusses the phenomenon of students’ inhibitions in speaking skill in Senior High School 2 Kuningan and the solutions. The data which were collected from observation, and interview were analyzed qualitatively. The research participants were 35 students of XI IPS 3 of Senior High School 2 Kuningan. It was found that 5 of 35 students (14.29%) had high score of inhibitions signs ( 60%). As a result, it was found that students’ inhibitions in speaking skill were influenced by internal (low cognitive aspects, and psychological aspects) and external factors (teacher’s role in speaking classroom, classroom atmosphere, and English as foreign language). In order to reduce the inhibitions, the teacher should speak more slowly, create a friendly atmosphere, improve speaking practices, and give appropriate feedback, while the students can explore vocabulary, and ask to a friend whose speaking is better. It is suggested for further researchers to investigate other inhibitions of students speaking skill and the solutions or conduct similar research with different framework.
Learning through learners: Indonesian EFL Learners’ Writing Strategies Experiences Ira Yuliani; Fahrus Zaman Fadhly
Indonesian Journal of Learning and Instruction Vol 3, No 2 (2020)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v3i2.3680

Abstract

This research focuses on writing strategies of EFL learners in writing English text. It attempted to address the following problems i.e. the most frequent writing strategies used and the differences writing strategies used by male and female students. The data collected from questionnaires and interview were analyzed qualitatively based on Oxford (1990) language learning theories. It was found that there were six categories of writing strategies used by the students in English text; memory strategies, cognitive strategies, compensations strategies, metacognitive strategies, affective strategies and social strategies. The result revealed that compensation strategies (18,7%) were the most frequent strategies used by both male and female students in writing English text. It was also found that the female respondents used more varied writing strategies (70,9%) compared to the male ones but the male students was the highest user of affective strategies (66,2%). As the final points, the compensations strategies seem as the best help strategies used in writing English text that can overcome students’ limitation and the use of writing strategies depend on the students’ choice. Hopefully, the next researchers who are interested in observing writing strategies can explore deeper and wider, especially in writing specific genre.

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