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Contact Name
Khotim Hanifudin Najib
Contact Email
khotim.najib@ustjogja.ac.id
Phone
+6282138077137
Journal Mail Official
khotim.najib@ustjogja.ac.id
Editorial Address
LP2M Universitas Sarjanawiyata Tamansiswa Jl. Batikan, Tahunan, Kec. Umbulharjo, Kota Yogyakarta, Daerah Istimewa Yogyakarta 55167, Indonesia
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
Tamansiswa International Journal in Education and Science (TIJES)
ISSN : -     EISSN : 27151808     DOI : 10.30738
The focus of the Tamansiswa International Journal in Education and Science (TIJES) is on education and science research with some scopes below: - comparative education - critical pedagogy - curriculum development - educational leadership - educational philosophy - educational psychology - educational technology - economics and business sciences - social sciences - math and natural sciences - computer sciences - computer and information sciences - technology and innovation sciences
Articles 35 Documents
The Impact of Information and Communication Technology on Pedagogy: Benefits, Issues, and Challenges Maria Corazon Saturnina A Castro
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 1 No 1 (2019): October 2019
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v1i1.5444

Abstract

Information, Communication, and Technology (ICT) in education refers to the use of computer-based communication that incorporates into classroom instructional process (Ghavifekr and Rosdy, 2015). Technologies like computers, internet, broadcast technology are used to improve the effectiveness of the teaching and learning processes. Both teachers and students benefit from ICT. ICT in the classroom can result in higher learner motivation and can facilitate the transmission of basic skills. In addition, independent learning is supported by ICT. On the part of the teachers, it has been noted that many teachers view ICT as something that can assist them in the teaching process. Most teachers are of the opinion that the use of ICT helps them improve teaching through updated teaching and research materials accessed online. These materials allow them to design more interesting lessons and activities for the students. They also enable teachers carry out research beyond physical borders. Despite the benefits that the use of ICT in classroom brings, there are issues and challenges that need to be addressed. Among these are 1) lack of technological skills on the part of the teachers; 2) lack of technological tools/equipment; 3) high cost of facilities and infrastructure; 4) lack of technical support. It cannot be denied that ICT plays a significant role in changing the teaching and learning processes for the better. However, teachers must learn new skills that would enable them to adapt to a new and challenging teaching environment. There is also a serious need for a strong government support and institutional commitment to ensure successful and consistent teacher training and to improve ICT infrastructure in schools. Keywords: Information, Communication, Technology, Pedagogy/Education
Evaluating 2013-Curriculum Implementation on English Subject of Junior High School in Yogyakarta, Indonesia Nanik Supriani; Hanandyo Dardjito; Endah Kunti Istiqomah
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 1 No 1 (2019): October 2019
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v1i1.5445

Abstract

The purpose of this study was to evaluate the implementation of 2013 - curriculum of English in three junior high schools in Yogyakarta, Indonesia. Evaluation is carried out by applying the Context, Input, Process and Product (CIPP) Model. This study invited a volunteer of a curriculum development expert, English teachers, and students to be the participants. The analysis on the documents, observation, and interviews indicated that the basic competence and the core competence met the students’ needs. This study also found that there were no criteria in regard with the targeted language form and the teaching learning process focused more on practicing in answering test drills to prepare the students for the national final exam. The findings indicated that students experienced difficulties with vocabulary they had never been taught at school and were challenged with long sentences while the test designer had problem in assessing text level of difficulties. Findings also showed that the students’ proficiency was moderate. Keywords: content standard, CIPP Model, English subjects, evaluation, 2013 curriculum
The New Speaking Progress Test Design for Economics and Business Students in Indonesia Adhi Kusuma; Warissara Audjam
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 1 No 1 (2019): October 2019
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v1i1.5446

Abstract

This study is to see the application of a new designed speaking progress test for the English 4 subject which has not done yet at one of the university in Indonesia. This aims to assess students during their learning and needs, and to evaluate the course. The new speaking test design was a progress test run formally on semester 4. It was adopted the model of IELTS test which consisted of three parts, used the TSE scoring scale and ETS rater system. All aspects in this test follow the compulsory requirements of a test such as reliability, validity, practicality, and impact. The test was a face-to-face interview test (Weir, 2005, p. 143). Time allocated for the entire test was not more than 15 minutes. The data taken from the five chosen trial students of semester 5. The actual test design was intended for the student of semester 4, but the examiner and the rater were the real ones. However, the age, learning background, and the general proficiency level of these five trial students were nearly similar to the intended candidates for the test design.  Since the TSE was not familiar to the students, the students got two kinds of score. The first final result of the TSE score were between 40–50. The second final result was scored using the range of 100. It showed between 66.7–83.3.  Both of the final results showed that this new design really tested the progress of the students. The design met the students’ needs and evaluates the course. This innovative model of test was proposed to be trialled in the progress test in semester 4 next year.Keywords: Speaking Test, IELTS model
Promoting Autonomous Learning Using Self-Discovery Technique with Self-Prepared Worksheets in Extensive Reading Class Victa Sari Dwi Kurniati; Kankamon Suthum
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 1 No 1 (2019): October 2019
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v1i1.5447

Abstract

This research is an action research that investigates the implementation of self-discovery autonomous learning using self-discovery technique with self-prepared worksheet in extensive reading class. The study was conducted in the contexts of a classroom teaching and learning situation. Self-discovery learning is believed to be effective in helping the students to improve their reading skills because this technique forces student to be autonomous learner. The study used action research model by Kemmis and Taggart. However, the researcher does not use cyclic treatment in this study, instead its implemented in one big cycle in one semester. As it is needed to be implemented in the whole semester to get the real result. The autonomous learning using self-discovery technique with self-prepared worksheet in extensive reading class was able to improve the students’ achievement in extensive reading, it is indicated in the post test scores compared to the pre-test score. Nevertheless, there are positives and negative effects found during the acting and observing phase. The positive effects are the students become more active in class, the students can explore the text freely as they like, thus, lead to the students’ better communication. Whereas, the class becomes noisy since the students have to discuss in their group and the lecturer had more burdens in finding, selecting, choosing and providing the text for the class activities. Keywords: autonomous learning, self-prepared worksheet, extensive reading.
UMKM Clusterization with Unsupervised Neural Networks Method for Accounting by Business Capital Supatman Supatman; Sri Ayem
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 2 No 1 (2020): October 2020
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v2i1.7698

Abstract

UMKM menurut pasal (6) UU nomor 20 tahun 2008 berdasarkan asset dan omset dibagi menjadi tiga kriteria yaitu UMi (Usaha Mikro), UK (Usaha Kecil) dan UM (Usaha Menengah). Sementara itu variabel dalam laporan BPS terkait UMKM meliputi Unit Usaha, Tenaga Kerja, PDB atas usaha yang berlaku, PDB atas dasar harga konstan 2000, Total Ekspor Non Migas, Investasi atas dasar harga berlaku, Investasi atas dasar harga konstan 2000. Sehingga pendekatan untuk melakukan kriteria berdasarkan asset dan omset relatif lemah mengingat secara rinci terdapat 7 variabel pendukung kriteria (berdasarkan data BPS).Unsupervised Neural Networks merupakan metode klusterisasi pembelajaran mandiri yang dapat melakukan klaterisasi data berdasarkan jarak eucledian data. SOM-Kohonen merupakan salah satu jenis Unsupervised Neural Networks yang digunakan untuk klasterisasi UMKM pada penelitian ini. Berdasarkan pengujian menggunakan data UMKM tahun 2010 – 2018, dengan parameter pelatihan alfa : 0.1, decalfa 0.2, iterasi 500 diperoleh hasil bahwa kluster UMKM terkluster menjadi 2 dengan perincian Umi tetap sebagai kluster Umi, sedangkan UK dan UM menggabung menjadi satu kluster.Berdasarkan hasil klusterisasi menggunakan unsupervised neural networks dengan SOM-Kohonen yaitu dua klaster, maka direkomendasikan pemodalan dibagi menjadi dua sesuai dengan klusternya. Keywords: Accounting, Business, Clusterization, UMKM, Unsupervised, Neural Networks, SOM-Kohonen.
Eight Months Later: A Family Case Study of L2 Acquisition of English Morphology Yanyin Zhang; Ima Widyastuti
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 1 No 2 (2020): April 2020
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v1i2.7699

Abstract

This is a follow-up of our 2010 family case study (Zhang & Widyastuti, 2010)in which we examined the acquisition of L2 English morphology by three members of an Indonesian family who had been living, working and studying in Australia for 12 months. In this paper, we will present a fresh set of data collected after a further 8 months in order to build a longitudinal picture of their L2 English morphology development. We will focus on the Mother and her 6-year-old Daughter, whose L2 English morphology, in 2010, was found to be at the beginning and post-beginning stages as measured by the ‘emergence criterion’ (Pienemann, 1998). We are interested in the extent of progress they had made since, and whether the L2 English grammatical morphology had been fully established by the end of their 20 months of residence in Australia. Our analysis of their speech data showed that while there was indeed progress, the progress was not comprehensive and the acquisition was incomplete. We discuss the finding from the perspective of immersion, home environment, and affective factors in L2 grammatical development, in particularly, in child L2 learners. The results of the study may inform language professionals and parents of young child L2 learners of the lengthy period required as well as the type of optimal L2 environment for their L2 grammatical development.
The Application of Tri-N in Genre-Based Indonesian Textbook for Junior High School Siti Rochmiyati; Die Bhakti Wardoyo Putro
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 1 No 2 (2020): April 2020
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v1i2.7700

Abstract

Learning Indonesian in K13 is communicative, CLIL, scientific, and genre-based. Indonesian material in junior high school is integrated in one genre. Textbooks as a learning tool compiled nationally consist of student books and teacher books. Bloom revised taxonomy, the highest ability is to create / creativity. Ki Hadjar Dewantara has long coined Tri-N (niteni, nirokke, nambahi) which is relevant to the scientific approach and the process of creating a revised edition of Bloom. Textbooks as a principal guide for teachers and students in learning must apply a scientific approach. Tamansiswa teachings are known as Tri-N. Niteni is the process of marking by paying close attention, using all the senses, digging deeper information, and reasoning by connecting knowledge already possessed from excavated products. Nirokke is imitating what is taught through a model / example / example from the teacher / learning resource by involving the mind, sensing, feeling / conscience and spirituality integrally and harmoniously. Nambahi is the process of adding to what he has learned in developing his creativity and ideas through the activities of designing, creating, and improvising. This study aims to describe the application of the niteni, nirokke, and supplementary processes in genre-based Indonesian SMP textbooks. The research method used is descriptive qualitative analysis of interactive models Miles Huberman. The genres representing this research are description, explanation, procedure, exposition, and narrative genres. The results showed that in these genres the process of niteni, nirokke, and nambahi always appeared.
The implementation of the national examination in Indonesian: Evaluating its usefulness and drawbacks Ezis Japar Sidik
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 1 No 2 (2020): April 2020
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v1i2.7701

Abstract

National Examination (NE) in education system always becomes a debatable issue particularly in Indonesia. One of the never-ending discussions is that the disadvantages of the NE is assumed to overweigh its advantages that leads the government to plan the withdrawal of the NE in the future. Before the withdrawal of the NE is undertaken, the government needs to further consider some aspects in regard to the usefulness and drawbacks of the NE from different aspects. Hence, this paper will address three aspects of the NE implementation in Indonesia namely its social impacts on students and other parties, lack of usefulness of the NE results and potential misleading and inaccurate information of the NE results. Expectedly, the decision, whether it is to withdraw or maintain the NE, can be beneficial for the improvement of the national education quality.
Implementation of E-Learning Models to Improve Activities and Learning Outcomes dianna ratnawati
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 1 No 2 (2020): April 2020
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v1i2.7707

Abstract

The research aims to : (1) the application of E-learning models; (2) enhancing learning activeness; and (3) improving learning outcomes by using E-Learning models in automotive basic technology learning subjects. This research is Classroom Action Research (CAR). Data collection techniques used observation, tests and documentation. Data analysis techniques used quantitative descriptive analysis. The results showed that: (1) the application of the E-learning model was carried out by giving explanations about edmodo applications, giving examples of questions and solving them, giving students the opportunity to ask questions, opening uploaded material, giving assignments through edmodo applications, and working on them online; (2) the average percentage of learning activeness in cycle I was 57.7% with the category of moderately active, increased in cycle II to 68.9% with the active category, and increased again in the cycle III to 81.8% with very active criteria; (3) the average value in the first cycle of 65,25 with 40% mastery learning, increased to 74.25 in the second cycle with 65% mastery learning, and increased to 78.75 in the third cycle with 80% mastery learning.
Rearticulating Rhetorical Modes of Apologies in Academic Texts: EFL University Students’ Voices Anselmus Sudirman; J.C. Setyo Karjono
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 1 No 2 (2020): April 2020
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v1i2.7723

Abstract

The objectives of this research are 1) to describe the frequencies of rhetorical modes of apologies in academic texts written by EFL university students, and 2) to find out problems that they face when constructing rhetorical modes of apologies through exposition, narration, description and argumentation genres of writing. Using documents and interviews, this qualitative research mainly deals with the purposive sampling technique, data reduction, and display concerning rhetorical modes of apologies and problems on constructing them. The research results show that the interpretation of students' rhetorical expressions is meta-pragmatic based on interactions, linguistic nuances, and rhetorical meanings. Rhetorical modes of apologies influence the language production, contextual expressions, and dissemination of messages to audiences or readers. The language used in the rhetorical modes of apologies is integrally connected to one's identity, personality, and situation. Therefore, several efforts are made to see how linguistic differences in a series of interactions lead to denials, avoidance of responsibility, reduction of offensiveness, corrective action, and mortification. The interview results outline that rhetorical modes of apologies function as an integral part of interests, utilities, and moral values instead of some problems the students faced while writing the academic texts.

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