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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 8 Documents
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Search results for , issue "Vol 14, No 1 (2021): Volume 14, Issue 1" : 8 Documents clear
A Cross-Disciplinary Project-Based Learning to Raise Indonesian Students’ Awareness of Natural Disasters da Silva, Anna Marietta; Helnywati, Helnywati
International Journal of Education Vol 14, No 1 (2021): Volume 14, Issue 1
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v14i1.25102

Abstract

The present study aims at raising young students’ awareness of natural disasters through a cross-disciplinary multimodal project-based learning method using Vygotsky’s (1986) socio-cultural approach. An Art project was carried out by second-grade students of one private bilingual school in Jakarta. The project, which was group work, included discussing which objects could save lives from the disaster, drawing the objects, and presenting the work in front of the class. All discussions and presentations were audio recorded. The objects and the recording were then analysed to identify students’ knowledge about surviving three common natural disasters in Indonesia, i.e., earthquake, tsunami, and volcanic eruption. The findings indicate that the students have an initial knowledge about how to survive the disasters, but their literacy on disaster mitigation is still low. It is recommended that literacy on natural disasters should be part of the curriculum and implemented consistently.
Facebook Messenger as an Educational Platform to Scaffold Deaf Students’ Conceptual Understanding in Environmental Science Subject: A Single Group Quasi-Experimental Study Dela Fuente, Jayson A
International Journal of Education Vol 14, No 1 (2021): Volume 14, Issue 1
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v14i1.31386

Abstract

The advent of technology proliferates the evolution of social media that creates a massive breakthrough in different aspects of life, especially in education. Teachers play a crucial role as they adapt to the new era of an educational system where students with special needs are mainstreamed in the regular learning environment. Student’s success in learning is attributed to teachers' effective techniques, methods, and approaches to deliver quality and meaningful learning to diverse students regardless of religion, ethnic groups, race, culture, and disabilities. This context inspired the author to investigate the effectiveness of Facebook Messenger as an educational platform in teaching to scaffold deaf students’ conceptual understanding in environmental science subject through a quasi-experiment to a single group composed of four (N=4) deaf college students in one selected State College of the Higher Education Institutions (HEIs) in Northern Negros Philippines. The findings revealed that deaf students had a very low conceptual understanding of the subject in the pre-test, however, manifested very high after the intervention (post-test). Moreover, results show that there was no significant difference in the level of the participants’ conceptual understanding between and among gender groups, however, the difference was significant in the pre-test and post-test gained scores. Furthermore, Facebook Messenger has been proven effective and thereby recommended to maximize its potential as an educational tool in teaching to scaffold deaf students’ conceptual understanding of science fields and other disciplines.
Professional Teaching and Learning Effectiveness: A Case of English Language Teaching in Indonesia Bachtiar, Bachtiar
International Journal of Education Vol 14, No 1 (2021): Volume 14, Issue 1
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v14i1.25533

Abstract

This study aims to find out the effectiveness of teacher professional learning (PL) as an effort to increase English language teaching quality in South Sulawesi, Indonesia. It used descriptive qualitative and quantitative case study approach to find about the continuous learning and development activities. Data were derived from questionnaire, observation, and semi-structured interviews. The results revealed that in-service training program is considered effective for sharing knowledge, skills and information among English language teachers. The findings also revealed that Information and Communication Technology (ICT) should be learned in-depth during professional learning activities. In addition, the respondents perceived Subject Teacher’s Meeting or teacher study groups as an effective collaborative model of professional learning activities. This study suggests that the need to involve English language teachers in a training at least once a year as an effort to help them gain new insight and experience in the acquisition of new knowledge and skills and to experience in solving problems both at school and outside school.
The Use of First Language (L1) in EFL Classrooms: Teachers’ Practices and Perspectives Sundari, Hanna; Febriyanti, Rina Husnaini
International Journal of Education Vol 14, No 1 (2021): Volume 14, Issue 1
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v14i1.26375

Abstract

Teaching English in the context of foreign language needs vigorous efforts and strong commitment, especially for non-native English-speaking teachers to maintain professionalism and to achieve the success of learning language. Generally, it is believed that a teacher should be a language model for the learners by providing a great deal of input in the target language and applying the L2 only policy. However, some teachers finally decide to use their first language (L1) or mix it with the target language (L2) while teaching. This qualitative study investigated the frequencies, functions, and teachers’ perceptions of their L1 use in EFL classes. Twenty English teachers from lower secondary schools in Jakarta, Indonesia were asked to participate. The data were collected through classroom observations, in-depth interviews, and focus group discussions. The finding obtained that the frequency of the L1 was seemingly noticeable but not overused. Moreover, teachers used first language mostly for activity objective, translation, comprehension check, and activity instruction. The finding also revealed that the majority of the teachers decided to mix first language and target language with different proportions. Meanwhile, the others decided to use a small portion of target language. Only few teachers consistently tried to instruct mostly in target language. The finding implies the need for teachers to reduce the usage of first language (L1) during the teaching process to get maximal result.
Task-based Language Teaching to Develop Malay Language Speaking Skills of Primary 5 Singaporean Students Omar, Zainaba; Jamaludin, Norliza; Arshad, Mahzan
International Journal of Education Vol 14, No 1 (2021): Volume 14, Issue 1
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v14i1.27140

Abstract

The purpose of this study is to examine the effectiveness of task-based language teaching approach for improving speaking skills, focusing on fluency, use of appropriate language structure and vocabulary for primary schools in Singapore. This study is also to find out whether the task-based language teaching model can increase students' motivation level, confidence, and ability to speak Malay. This quasi-experimental non-equivalent groups pre-post-tests design study was conducted in Singapore, involving primary 5 pupils from two different schools. The treatment group comprised of 30 students while 22 students were included in the control group. The treatment group used the task-based language teaching model and the control group used conventional approaches. The treatment and control groups underwent oral pre-test before task-based language teaching approach and conventional approaches, respectively. Five task-based language teaching lessons were carried out for five weeks before post-test was administered using pictures for the treatment group. The control group took the same post-test after the conventional approach. The treatment group also completed survey questions before and after task-based language teaching approach. Findings show that there were significant differences between the pre- and post-tests scores for fluency, vocabulary, and language among students in the treatment group. For the control group, there were no significant differences between pre- and post-test scores for fluency, vocabulary, and use of language. However, when the post-test scores of both groups were compared, the results show only significant differences for fluency but not for vocabulary and language. The descriptive results show improvement in motivation and confidence after using task-based language teaching approach. Based on the findings, the researchers recommend that task-based approach be given more attention in Malay Language classes though they also suggest that further research is needed to explore more in the effectiveness of task-based programs for other levels.
A Systematic Literature Review on the Effectiveness of Distance Learning: Problems, Opportunities, Challenges, and Predictions Kusmaryono, Imam; Jupriyanto, Jupriyanto; Kusumaningsih, Widya
International Journal of Education Vol 14, No 1 (2021): Volume 14, Issue 1
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v14i1.29191

Abstract

Distance learning has increased in popularity during the COVID-19 pandemic as a new method for research and learning. However, the implementation of distance learning with management learning systems still faces a problem, namely the difficulty of understanding instructional objectives. Regardless of the pros and cons, the results of literature research suggest that distance education is as effective as face-to-face (traditional) learning in terms of student learning outcomes. The application of distance learning (online learning) has many opportunities to develop rapidly as most academic institutions shift to this model. Improving the quality of distance learning programs poses a real challenge in developing challenging content that does not only cover the curriculum but is also engaging. It is strongly predicted that the application of distance learning will not only be part of the normal learning process but will completely replace the current face-to-face conventional teaching and learning.
Measure of Central Tendency: Undergraduate Students’ Error in Decision-Making Perspective Rosidah, Rosidah; Ikram, Fadhil Zil
International Journal of Education Vol 14, No 1 (2021): Volume 14, Issue 1
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v14i1.29408

Abstract

The purpose of this research was to examine undergraduates' understanding of the central tendency measure from a decision-making perspective. The research adopted a qualitative method by employing an interview and test to obtain the data.  It enrolled 93 undergraduate students who had previously studied basic statistics and applied statistics. Four students were selected for interviews out of the 93 participants. The analysis model used included data condensation, data visualization, and conclusion and verification. A large number of students were unable to provide explanations for their decisions. The majority of students related the test with the necessity of calculating an average or selecting a more straightforward measure. None of the students was aware of the presence and effect of outliers in the data. The undergraduate students demonstrated a lack of awareness of the factors that could influence their decision-making. The students did not consider other variables. The majority of them were unaware of the benefits and drawbacks of using mean, median, and mode to describe data.
Gender Stereotypes As Hidden Curriculum: A Case of Vietnamese English Textbooks Phan, Anh; Pham, Tho Xuan
International Journal of Education Vol 14, No 1 (2021): Volume 14, Issue 1
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v14i1.30553

Abstract

Gender equality and women empowerment have become a buzzword for development during the past decades with numerous national and international policies, including educational policies. However, gender equality is normally conceptualized in quantitative terms of education such as low disparity in access to education between boys and girls while qualitative aspects of gender equality are still left uncontested, among which is gender stereotypes in hidden curriculum. Gender stereotypes as a social construct, once imbedded in education and educational materials, certainly intervene the gender socialization process of students. The paper attempts to investigate this issue by employing a mixed qualitative and quantitative content analysis of the illustrations in English textbooks for Upper-secondary students in Vietnam. The analysis reveales stereotypes reflected in three main areas: occupations, sports and pastimes, and life duties, all of which confirm social and cultural norms of Vietnamese society towards a woman.

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