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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.
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Articles 7 Documents
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Search results for , issue "Vol 13, No 2 (2020): December 2020" : 7 Documents clear
EFL Learners’ Language Learning Strategies: Field Specialization and Gender Melvina, Melvina; Lengkanawati, Nenden Sri; Wirza, Yanty
International Journal of Education Vol 13, No 2 (2020): December 2020
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v13i2.20972

Abstract

Learning strategies are considered capable of greatly helping learners improve their proficiency in English and assist them to be more independent. The purpose of the study is to investigate language learning strategies used by secondary school students in Indonesia related to their field of specialization and gender. One hundred and eighty-six eleventh grade students from one of senior high schools in Pekanbaru, Indonesia participated in the survey. This was conducted using the Strategy Inventory for Language Learning (SILL) adopted from (Oxford, 1990) and the Strategy Questionnaire (SQ) adopted from Embi (2000). The collected data were analyzed using descriptive statistics and an independent sample t-test. The findings show that the most frequently used strategy is metacognitive and affective, followed by cognitive and compensation strategies. The least frequently used strategies are social and memory strategies. Besides, it was also found that there were significant differences in the use of strategies between natural and social science students, and there were no significant differences between the two groups of students based on their gender. The study implies that students are aware of language learning strategies, however students still need to be trained to be a successful language learner.
How School Culture Reacts to Change in the Context of Primary Education in Greece Chalkiadaki, Areti; Tomás-Folch, Marina
International Journal of Education Vol 13, No 2 (2020): December 2020
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v13i2.25223

Abstract

The purpose of this paper is to study the predisposition of school culture to the introduction of change in teaching practices, as this is dictated by the conditions of the 21st century. The conceptual areas discussed include the introduction and implementation of change and innovation in education, 21st century skills and school culture. Since the research primary data was collected in the Greek educational system, the characteristics of the specific context are also analysed. The research methodology develops on a pragmatic basis, combining quantitative and qualitative research methods, namely semi-structured interviews, a survey, and document analysis, within a sequential three-stage design. The development of the research tools and the data analysis is conducted with reference to an originally designed model of four school culture types. The results point to an actual school culture that combines both change negative and change positive characteristics. Specific aspects are evaluated as more change negative school culture characteristics, such as the families’ role and the approach to the development of the personal, social and civic skills, while others as more change positive ones, such as school management. 
Curriculum Implementation Facilitating and Hindering Factors: The Philippines Context Palestina, Randy L; Pangan, Agripina D; Ancho, Inero V
International Journal of Education Vol 13, No 2 (2020): December 2020
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v13i2.25340

Abstract

This study focuses on the perceptions of Filipino teachers and school administrators of the different facilitating and hindering factors in curriculum implementations based on their practices and the challenges they have experienced. Using descriptive research employing quantitative design, 324 respondents were surveyed using self-made questionnaires anchored on Ecological System Theory (EST) by Bronfenbrenner (1979). The respondents from the grade school, junior high school, and senior high school expressed their agreement on the identified factors that facilitate and hinder curriculum implementation in the microsystem and chronosystem, while respondents from the college expressed their strong agreement on the two levels under the mesosystem and exosystem. At the macrosystem level, all of the respondents strongly agreed on all the items, but the highest level of agreement was evident with the respondents from the senior high school. A comparison of one-way ANOVA results revealed the respondents’ level of agreement on the facilitating and hindering factors of curriculum implementation based on the five levels of EST.  Scrutiny on the facilitating and hindering factors in the curriculum implementation processes provides a springboard for leaders in the education sector to align programs and policies anchored on experiences and practices in the classroom along with research-based inputs.
Mathematical Problem-Solving Behaviors of the Routine Solver Mairing, Jackson Pasini
International Journal of Education Vol 13, No 2 (2020): December 2020
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v13i2.23276

Abstract

The research refined the theories of students’ characteristics in solving mathematical problems and constructed a holistic understanding of their problem-solving behaviors. It aimed at describing the problem-solving behaviors of a routine problem solver. The routine bridged the gap between the expert and the novice. This research used a qualitative approach which was carried out in six stages. The research participant was Rina (female, pseudonym), one of the 11th-grade students from one of the high schools in Palangka Raya City, Central Kalimantan, Indonesia. The selection of the participant was based on certain criteria. The instruments were three mathematics problems and semi-structured interviews. The trustworthiness of the research was fulfilled through credibility, dependability, and transferability checking. The results showed that the routine could understand problems and was able to identify the known and the target. The routine only focused on developing a plan which was based on a lack of concepts, limited previous experiences, or limited strategies. Problem-solving behaviors of the routine were between the expert and the novice.
The Relationship Between Peer Social Support and Academic Resilience of Young Adult Migrant Students in Jakarta Putri, Wening Cahya; Nursanti, Ade
International Journal of Education Vol 13, No 2 (2020): December 2020
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v13i2.24547

Abstract

The more severe academic and psychosocial problems make young adult migrant students tend to have academic resilience to avoid psychological distress which could adversely affect their academic performance. One of the factors that help students to become resilient is protective factors, namely social support from the closest environment. Being away from family and relatives makes peers become the most intimate environment for young adult migrant students. Another consideration is that undergraduate young adult migrant students are at the stage of development where peers have a crucial role at this stage development. Based on this phenomenon, the present study is aimed to find out whether there is a correlation between peers’ social support and academic resilience among young adult migrant students. Social support itself is divided into two main categories: assistance related and non-assistance related. Participants in this study were 101, 17-25-year-old migrant students with at least 6-month experience studying in Jakarta and living without their parents. The research used a quantitative non-experimental method, employing the questionnaire of Social Provisions Scale and Academic Resilience Scale. The results of the correlation test (Spearman test) indicated that there was a significantly positive relationship between peer social support (assistance related r 0.472 (p = 0.00 0.05) and non-assistance related r 0.569 (p = 0.00 0.05)) and academic resilience among young adult migrant students. This result shows that that the higher the social support provided by peers, the higher the academic resilience of young adult migrant students will be. 
Investigation of Current Digital Divide Between University Lecturers and Students in the English as a Foreign Language Context in North Bali Artini, Ni Nyoman; Santosa, Made Hery; Suwastini, Ni Komang Arie
International Journal of Education Vol 13, No 2 (2020): December 2020
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v13i2.23828

Abstract

Many experts argue that the digital divide has shifted from a gap in access to a gap in the skill to use information and communication technology (ICT). However, some people still have difficulties in getting access to ICT despite the advancement and increasing access and affordability of technology. Reflecting on this problem, this study aimed at finding out whether the digital divide between the lecturers and students of English as a Foreign Language existed and in what aspects the digital divide happened. This research was quantitative, with the data collected through an online survey involving 12 lecturers and 88 students in their third year. The findings revealed that both the gap in access and the gap in use existed between both groups. The result calls for the attention of the stakeholders and policymakers on the improvement of the quality of access to ICT as well as on the advancement in the use of technology, especially for the teachers so that they can keep up with the younger generation.
“Teaching is God’s Calling”: Teachers’ Beliefs and Professional Identity at Ten Christian Schools in Indonesia Yumarnamto, Mateus; Prijambodo, Vincentius Luluk
International Journal of Education Vol 13, No 2 (2020): December 2020
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v13i2.24794

Abstract

Teachers’ beliefs and their roles in the classroom may change over time as they are more informed about the profession from their own experiences, from their colleagues, and from their continuing education. In this study we investigated teachers’ beliefs and roles at 10 Christian schools in East Java, Indonesia to see how their beliefs influence their professional identity development. The data were collected from 107 teachers who participated in semi-structured interviews and who wrote reflective essays as a part of their career development program. The data were analyzed in the framework of narrative inquiry to see the emergent themes. The findings suggest that the most salient beliefs among the participating teachers are the beliefs which are based on their Christian affiliation. These salient beliefs and Christian identity of the teachers could enhance their positive image as teachers and could motivate them to be better teachers. However, the salient religious identity may also be able to be hindrance for teacher agency to solve problems in their practices as the beliefs can be the shielding for their reluctance to change.

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