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INDONESIA
IRJE (Indonesian Research Journal in Education)
Published by Universitas Jambi
ISSN : -     EISSN : 25805711     DOI : -
The Indonesian Research Journal in Education (IRJE) accepts unpublished, high quality, and original research manuscripts in English, resulting primarily from quantitative, qualitative, or mixed research methodology related to or associated with education. These issues include, but not limited to, practices, policies, and research in education from early childhood education to higher education which cover the areas of: Instruction, learning, teaching, curriculum development, educational policy, language education and policy, bilingual education, multicultural education, art education, teacher education, educational technology, educational developments, educational psychology, and international education in Indonesia and other parts of the world.
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Articles 17 Documents
Search results for , issue "Vol. 3, No. 2, December 2019" : 17 Documents clear
EFL Students' Needs of Digital Literacy to Meet the Demands of 21stCentury Skills ERYANSYAH ERYANSYAH; ERLINA ERLINA; FIFTINOVA FIFTINOVA; ARI NURWENI
Indonesian Research Journal in Education |IRJE| Vol. 3, No. 2, December 2019
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (497.845 KB) | DOI: 10.22437/irje.v3i2.8297

Abstract

This study was a survey study which was aimed at looking at EFL students’ current knowledge and skills of ICT. The research questions of this study were(1) What levels of digital literacy are the EFL students?, (2) What are the factors affecting EFL students in using ICT in language learning?, and (3) What are the students' needs to improve their digital literacy skills to meet the demands of the 21st century skills? Two groups of EFL students from two state-owned universities in the southern part of Sumatra were involved in this study. A set of questionnaires adapted from Ravitz (2014) was used. The findings showed that EFL students’ current level of digital literacy was categorized low. Factors affecting them from using ICT in language learning properly were limited use of ICT applications as a tool for language learning and limited access to computers and internet applications on campus. What the EFL students needed to improve their digital literacy skills was the availability of computers with internet applications to be used anytime on campus, ICT training for both teachers and students, and continuous integration of ICT in language learning.
Analyzing Difficulties in Problem Solving of the Polygon Area for Elementary Students AHMAD NIZAR RANGKUTI
Indonesian Research Journal in Education |IRJE| Vol. 3, No. 2, December 2019
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (613.394 KB) | DOI: 10.22437/irje.v3i2.8436

Abstract

Mathematics is part from a human activity; it cannot be separated from daily human life, both in theory and in practice. Problem solving is the most important topic in learning Mathematics. However, problem solving is a complex process that has many components. One of them is the difficulty of students in answering the questions about how to find the area of polygon. Students are hard to find out two or more shapes contained in polygon. The students are hard to find unknown measurements, because they do not understand the questions. Therefore, teachers should give guidance to the students in order to help them to solve problems correctly. The purpose of this study was to analyze students’ difficulties to solve the problems of the polygon area questions for the fourth grade of one state elementary in Padang Sidimpuan City. There were 33 participants consisting of 16 male and 17 female students. The students were given a problem solving test and the questions were related to a wide area of polygon consisting of five questions. The findings of the study indicated that students were hard to find solutions to solve mathematical problems of the polygon area flat shapes in class, suggesting that teachers should strive to develop students’ critical thinking as well as creative thinking so they will have a good problem solving skills.
The EFL Students’ 21st Century Skill Practices through E-Learning Activities HADIYANTO HADIYANTO
Indonesian Research Journal in Education |IRJE| Vol. 3, No. 2, December 2019
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (450.102 KB) | DOI: 10.22437/irje.v3i2.8036

Abstract

This study aimed to investigate students’ perception on 21st century skill practices through e-learning activities. The 21st century skills consist of two main components; soft skill and hard skills. Self-assessment questionnaires were distributed to 33 students to assess their practice level of their own 21st century skills in e-learning activities of TESOL Curriculum Design course. Students’ E-learning activities were designed and directed by a teacher in order to allow students practice the 21st century skills. The findings showed that the overall 21st century skills practiced by the students were at a high level. Looking at both components of 21st century skills, both soft skills and hard skills were practiced by students at a high level. All sub components of soft skill; communication skills, IT Skills, numeracy skills, problem solving skills and team work skills were practiced at a high level. However, IT skills were the highest among others skills practiced by the students in e-learning activities. Hard skills and their components; specific knowledge and specific skills of TESOL curriculum design were also practiced at a high level. The students attempted to gain their hard skills through practicing of soft skills in e-learning activities. In conclusion, the students were able to practice and enhance their 21st century skills through eLearning activities.
Principals’ Perceptions on Admission Services in Kwara State Secondary Schools, Nigeria: A Phenomenology Approach YUSUF SULEIMAN; ZAHYAH HANAFI; MUHAJIR THANSLIKAN
Indonesian Research Journal in Education |IRJE| Vol. 3, No. 2, December 2019
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (528.508 KB) | DOI: 10.22437/irje.v3i2.6350

Abstract

Admission service is an essential service that is needed for the implementation of school programmes and for students’ academic success in secondary schools. Therefore, this study investigated principals’ perceptions on admission services in secondary schools. The research design adopted for the study is phenomenology approach. The participants of the study consist of all principals in Kwara state secondary schools. Purposive and convenience sampling techniques were used to select 20 principals as participants needed for the study. Instrument titled “Interview Protocol on Admission Services IPAS” was used to elicit views on admission services from the participants. Findings of the study revealed that effective admission service had a link with students’ academic achievement in school. Specifically, it indicated that students who went through initial admission screening, such as entrance examination and oral interview performed excellently when given admission. Also, their views revealed that admission service was one of the fundamental services in school system and its importance cannot be underestimated. Finally, it was suggested that proper planning of admission process should be put in place to ensure good admission service exercise in the school system.
Developing an Indonesian Reading Proficiency Test for BIPA Learners ANDIKA EKO PRASETIYO
Indonesian Research Journal in Education |IRJE| Vol. 3, No. 2, December 2019
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (482.083 KB) | DOI: 10.22437/irje.v3i2.6792

Abstract

The use of Indonesian proficiency tests for non-native speakers of Bahasa Indonesia is still equated with tests for native speakers. This has become a point of debate for many teachers and experts of Indonesian for Foreigners (Bahasa Indonesia untuk Penutur Asing - BIPA). The crux of the debate focuses on whether the same proficiency test should be used for both native speakers (NS) and non-native speakers (NNS) alike, or whether separate tests should be developed. In accordance with the peculiarities of Bahasa Indonesia, Indonesian proficiency tests for NS and NNS should be differentiated. The underdevelopment of specialized proficiency tests for NNS can be explained by the fact that Bahasa Indonesia is not one of the dominant languages learned in the world today. This research aims to develop materials for an Indonesian proficiency test for NNS. The development of the test focuses on reading comprehension. To advance development of the test, discussions of the processes for defining the theoretical construct as well as empirical analysis of students' result were combined. The method used in this study involved expert review, text readability analysis, and item analysis. The findings show that the test items developed can be used to test students’ proficiency, particularly in reading comprehension.
Filipino Students’ Preferred Motivational Strategies in Science: A Cross-Sectional Survey DANILO V. ROGAYAN JR; JOCELYN R. BAUTISTA
Indonesian Research Journal in Education |IRJE| Vol. 3, No. 2, December 2019
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (660.766 KB) | DOI: 10.22437/irje.v3i2.6828

Abstract

A multitude of strategies are being utilized by the teachers to engage students in the classroom activities and foster critical thinking which can ignite their interest in the lesson. However, very few researches have been conducted on students’ preferences in these different motivational strategies. This cross-sectional survey research explores the preferred motivational strategies in science instruction among 106 high school students in a public secondary school in Zambales, Philippines. The motivational strategies were classified based on Howard Gardner’s theory on multiple intelligences. The study found out that the students moderately preferred visual-auditory (M=2.88), logical-mathematical (M=2.70) and kinesthetic (M=2.60) motivational strategies. Science trivia, picture presentation, and mini labwork are the most common motivational strategies used by Science teachers. The study recommends that teachers may utilize engaging, relevant, and learner-centered motivational strategies to make Science instruction more alive and more effective. The use of varied strategies to arouse students’ interest may also be observed to cater the students’ multiple intelligences.
Difficulties and Correlation between Phenomenon and Reasoning Tier of Multiple-Choice Questions: A Survey Study HILMAN QUDRATUDDARSI; RENUKA V SATHASIVAM; HUTKEMRI HUTKEMRI
Indonesian Research Journal in Education |IRJE| Vol. 3, No. 2, December 2019
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (795.377 KB) | DOI: 10.22437/irje.v3i2.6970

Abstract

Two-tier multiple-choice (2TMC) has been introduced as an instrument to analyze a conceptual understanding at tier 1 and reasoning to the answer at tier 2. Even there are many studies on using the instrument; there is still relatively little attention on scoring method. Therefore, this study aimed to compare difficulties and to see if there is a correlation between responses at the phenomenon and reasoning tier. The instrument namely representational systems and chemical reaction diagnostic instrument (RSCRDI) containing 15 items were translated into Indonesian language and validity and reliability of the instrument were established. RSCRDI was tested with 185 pre-service chemistry teachers (19 males and 166 females). Their raw data were converted into logit, and it was found that the phenomenon tier was slightly more difficult. Based on Pearson correlation test, it is found that the phenomenon tier and reasoning tier were significantly correlated, r=.362, p-value <0.001.
Investigating the Contributing Factors to Teaching Anxiety during Teaching Practicum: A Case of Indonesian Pre-Service EFL Teachers DINDA PERMATASARI; HERRI MULYONO; FERAWATI FERAWATI
Indonesian Research Journal in Education |IRJE| Vol. 3, No. 2, December 2019
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (835.353 KB) | DOI: 10.22437/irje.v3i2.7422

Abstract

A body of literature has shown that teaching anxiety is one among other critical issues encountered by pre-service teachers when performing classroom teaching during a teaching practicum program. The current study attempted to examine the contributing factors to this anxiety among pre-service teachers performed the teaching of English as a foreign language (EFL) during their practicum in primary and secondary schools in Indonesia. To this end, 202 pre-service EFL teachers were asked to complete Teaching Anxiety Scale (TCHAS) questionnaire. Statistical analyses were performed to the collected quantitative data. Findings of the study revealed that there was statistical difference between male and female on the anxiety factor of ‘being unable to answer students’ question’ (F = 6.724, p < .05) but not on other factors of ‘incompetent in classroom’ (F = 3.568, p>.05), ‘dislike teaching’ (F = .001, p>.05), ‘career uncertainty’ (F = 1.238, p>.05), and ‘the negative attitude of the students’ (F = 3.713, p>.05). Findings of the study also showed that teaching anxiety was experienced by pre-service EFL teachers teaching at primary school, lower secondary school and upper secondary school during the teaching practicum with similar level of anxiety.
Ambivalent Attitudes to Regional Dialects in Hungary: Investigating Students and Teachers ANDREA PARAPATICS
Indonesian Research Journal in Education |IRJE| Vol. 3, No. 2, December 2019
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1137.368 KB) | DOI: 10.22437/irje.v3i2.7696

Abstract

The paper presents two connecting studies on the linguistic mentality of the Hungarian society to regional dialects. The focus of the study is to find an explanation of the problem that Hungarians learn to respect diversity, although, misbeliefs and standard-based culture usually lead to debates in communication or even to linguicism. The main hypotheses are: white-collar-to-be students cannot apply what they learnt about dialects, therefore, many corrections are motivated by regionalisms of which they are not aware, and it is all rooted in problems of teacher training and practice related to language variability. 548 university students 170 teachers in middle and high schools were asked in questionnaires about their language attitudes and everyday experiences and practice. The results highlighted: while tolerant attitudes are represented theoretically, standard-based practice suggests negative lessons about dialects.
Motivational Framework of Academic Scholars and Student Leaders: Comparative Analysis on Achievement and Mastery Goals ROSARIO F. QUICHO
Indonesian Research Journal in Education |IRJE| Vol. 3, No. 2, December 2019
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (666.215 KB) | DOI: 10.22437/irje.v3i2.7830

Abstract

This study examined the motivational framework of the academic scholars and student leaders in terms of their achievement goals, sense of self, and facilitating conditions. Respondents were 163 scholars and 85 student leaders. Utilizing the Inventory of School Motivation, Sense of Self Scale (SOS), and facilitating Conditions Questionnaire (McInerney et al., 2001), they were purposively chosen since they have different social processes, characteristics, and of different experiences. The survey questionnaire aimed to explore their motivations in pursuing their activities and to recognize their values and goals. Anchored on Personal Investment (PI) Theory (Maehr & Braskamp, 1986), this study explored the similarities and differences of the motivational characteristics of these two groups of students and how they have invest their resources, energy, time and talent. Descriptive comparative and causal - correlation were used to guide the analysis of this research. Pearson was used to determine the relationship between socio-demographic and academic related characteristics of the respondents and motivational framework, and the inter-correlation of the different components of the motivational framework. Results revealed that the two groups have multiple achievement goals. They were high in achievement goals and on mastery goals but differed in performance goals, social goals and extrinsic goals. In terms of sense of self, they have high knowledge and beliefs about oneself and moderate social support (facilitating conditions). These two groups likewise differed in adopting achievement goals, particularly in terms of mastery goals where the academic scholars scored higher in task goals than the student leaders. They also differed in performance goals, particularly in social power where the student leaders got significantly higher score than the academic scholars.

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