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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 2 (2021): Volume 14, Issue 2" : 8 Documents clear
Writing Ability with Metaphorming Approach: A Systematic Review Suwartini, Yati; Lustyantie, Ninuk; Suseno, Muchlas; Supriyati, Yetti
International Journal of Education Vol 14, No 2 (2021): Volume 14, Issue 2
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v14i2.43885

Abstract

Metaphorming is a new way of brainstorming that covers all aspects and complexity of students’ creative thinking skills. This approach enhances fast-thinking ability and creativity, allowing them to connect something that is known with a new one for better problem-solving. The purpose of this study was to conduct a systematic review on how to improve students’ writing skills through a metaphorming approach. The methodology used was the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA). Furthermore, the writing skills were examined using a metaphorming approach from 5 databases with several articles, including 143, 58, 4, 198, and 23 from Microsoft Academic, Scopus, JSTOR, crossref, and EBSCO, respectively. This study’s results analyzed 11 focus studies related to metaphorming effects. The study strategy was developed by formulating the problem, combining descriptors and keywords, and the year of publication. To choose the correct studies for review, three independent reviewers carried out abstract and full-text selection and research analysis. In this regard, 426 articles were obtained, though only 43 were selected for review. The results showed that mapping the metaphorming approach could improve writing skills. Therefore, this study provides valuable information about the metaphorming approach for better writing skills and can also be used to examine learning and teaching materials development. 
Mindfulness as the Fundamental Element in Developing Effective Communication Between Late Adolescents and Parents Tampubolon, Merryana Kurnia; Yusuf, Syamsu; Dahlan, Tina Hayati
International Journal of Education Vol 14, No 2 (2021): Volume 14, Issue 2
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v14i2.43876

Abstract

The purpose of this article is to explain the fundamental element that helps develop effective communication between parents and late adolescents. While undergoing academic activities in higher education, late adolescents often experience various academic stresses. To deal with these, late adolescents need to communicate with their parents as their closest relatives. This way, they can get positive support to be more motivated and responsible in academic activities. Late adolescents - parents good communication may also reduce learning burnout and depression. However, the types of communication that occurred are not as expected. It does not provide the right solutions, and it makes late adolescents feel judged, unrespected and even causes conflicts. Therefore, parents and adolescents need to know the fundamental element to develop effective communication between them. Through literature review as the preliminary research conducted to determine what elements can develop effective communication, findings showed that mindfulness is the fundamental element in developing effective communication between parents and their late adolescents who are experiencing academic stress in higher education.
Indonesian EFL Teachers’ Roles and Challenges in a Virtual Teaching Environment Aulia, Mutiara Putri; Suherdi, Didi; Muslim, Ahmad Bukhori
International Journal of Education Vol 14, No 2 (2021): Volume 14, Issue 2
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v14i2.43887

Abstract

Abrupt change into virtual classroom teaching due to the COVID-19 pandemic has forced teachers to switch to teaching roles different from the conventional classroom. Facing this unprecedented condition, many teachers have experienced confusion in switching to appropriate roles in order to engage their students in the learning process. This study explores Indonesian EFL teachers’ roles during online teaching activities and possible challenges in having teaching practices amid pandemics. Data for this qualitative study were generated from virtual classroom observations, field notes and semi-structured interviews of two high school teachers. Borrowing the lens of Alvarez et al. (2009) and Harmer (2007) for analysis, the study identified different design/planning, social and cognitive roles of Indonesian EFL teachers such as controller, prompter and resource. While exploring more relevant roles, teachers also faced some constraints in running online teaching practices like poor internet connection and the lack of face-to-face interaction during the process of teaching and learning practices. In conclusion, Indonesian EFL teachers can still perform designer/planning, social and cognitive roles. However, their specific roles are limited to controller, prompter and resource only due to the obstacles involved in the virtual classrooms.
Mobile Moodle to Support Graduate Students Self-Regulated Learning: An Ex-Post Facto Study Atmoko, Septian Hanung Dwi; Kuswandono, Paulus
International Journal of Education Vol 14, No 2 (2021): Volume 14, Issue 2
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v14i2.43877

Abstract

The use of a mobile learning management system (LMS) has engendered pros and cons concerning the effects on influencing the students’ self-regulated learning (SRL). A large number of research studies concerning mobile-LMS have been done in the past decades. Studies have also demonstrated that the use of mobile LMS can facilitate the users as it can be conveniently accessed anywhere with their mobile phones. However, those studies have not comprehensively discussed the results of the students' mobile-LMS on their self-regulated learning development. Hence, this research aims to investigate the use of mobile learning management systems, specifically mobile Moodle, to support the students' self-regulated learning. An ex-post-facto research study was used to gather the respondents' data after they experienced the mobile Moodle and the relationship to the SRL development. The respondents were 15 students from English Education Master Program, Yogyakarta, Indonesia. Further, the questionnaires and interviews were used to gather and analyze the data. The results showed that most of the graduate students were facilitated by the use of mobile Moodle to develop their self-regulated learning. The result showed that the features, namely, upcoming events, messages, and chats, positively related to the students’ SRL construction. However, the participants highlighted the easiness of using reminder and notification features since some of the students cannot receive the notification directly to their phones. Thus, the mobile Moodle developer should improve it to maximize its benefit in influencing students’ SRL.
Parental Perspectives on Their Grade 4 Children with Reading and Writing Difficulties in Mainstream Government Schools in Mauritius Veerabudren, Sattiavany; Kritzinger, Alta; Graham, Marien; Geertsema, Salomé; Roux, Mia le
International Journal of Education Vol 14, No 2 (2021): Volume 14, Issue 2
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v14i2.43878

Abstract

Reading and writing difficulties (RWD) in learners pose significant challenges not just for children but also for parents. While there is limited support available for children with RWD and their parents in Mauritian schools, research may reveal areas of parental need that speech-language therapists may address. The aim was to determine parents’ perspectives regarding their Grade 4 children with RWD in mainstream government schools in Mauritius. Teachers identified children with RWD with the Screening Tool for Learning Disorder, and parents were requested to participate in the study. Sixty-seven parents completed a questionnaire investigating their perspectives on the symptoms and causes of their child’s RWD and the ways in which they assist their child. The screening tool differentiated between children at risk of specific learning disorder (SLD) and children who indicated clear symptoms of SLD. The results of the tool did not correspond closely with the participants’ satisfaction with their child’s academic performance. The majority of participants could, however, identify RWD in their children when descriptions were given. Parents mostly cited laziness as the main cause of their child’s RWD. The results showed that participants had limited information about the causes and symptoms of RWD and SLD. There is a lack of awareness about the role of speech-language therapists in the intervention of RWD. There are limited resources and support for children with RWD, despite an inclusive education policy in Mauritius. Speech-language therapists and teachers should collaborate to support children with RWD and their parents using inclusive education strategies.
Self-Regulated Learning Development: Students’ Perception to Explicit Instructional Support in Online Learning Mallipa, Imelda; Murianty, Riana
International Journal of Education Vol 14, No 2 (2021): Volume 14, Issue 2
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v14i2.43879

Abstract

Students’ ability to regulate their own learning is the key to learning in the twenty-first century, particularly in online learning environments during a pandemic situation. Studies have proved the significant contribution of Self-regulated learning (SRL) in academic success. This current study sought to understand and describe students’ perceptions and behavior in response to online teaching instructions designed in the light of SRL theories. The instructional support was designed following the principles of SRL from a social cognitive researcher. Twenty-five undergraduate students participated in this study. The data was obtained from questionnaires, tests, and observation. The learning activities were conducted in an E-learning platform provided by the university, google form, and virtual meeting. The results from the questionnaire showed that explicit instructional supports effectively encouraged students to employ SRL skills in their learning process. Albeit, the data from observation described that only some of the SRL skills were acquired and developed during online instructions and some skills still needed time to develop due to the fact that students were at the first level of SRL. The students in this study still need more exercises and practices to support them in continually developing their SRL skills. In future intervention, students should be trained to acquire self-assessment and task-selection skills. This study suggests providing explicit instructional support to assist university students with low level or minimal SRL capacity in developing SRL capacity.  
An Investigation of Needs Analysis and the English Textbook Used for Accounting Major Students Alhaq, Indah Fatihaturrahmah; Wirza, Yanty
International Journal of Education Vol 14, No 2 (2021): Volume 14, Issue 2
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v14i2.43880

Abstract

Indonesian government categorized vocational school study program into nine: technology and engineering, information and communication technology, health, agribusiness and agro technology, fisheries and marine, business and management, tourism, fine arts and crafts, and performing arts, each of which requires different teaching materials relevant to the learning outcomes and market demands. Logically, the students from various vocational study programs could not possibly have the same textbook since their needs in the work industry also differ from one another. This study aims to investigate whether the English textbook that 11th-grade students of accounting majors use is compatible with their needs. This study adopted a qualitative study approach, particularly a case study method utilizing needs analysis and document analysis as research instruments. This study found that accounting students need the speaking skill and also vocabulary skills the most for their future careers. It was found that the English textbook used by 11th-grade students of accounting majors could not meet the students’ needs because the materials in the textbook are considered too general. In other words, the textbook is not major-specific to cater for their work contexts. This result suggests that vocational schools are required to conduct a needs analysis before creating teaching materials, especially textbooks for vocational school students.
Peer Foster Student Program in the Formation of Character Value Gotong royong Students in School Argadinata, Hasan; Imron, Ali; Sumarsono, R. Bambang
International Journal of Education Vol 14, No 2 (2021): Volume 14, Issue 2
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v14i2.43875

Abstract

The purpose of this study is to find out the strategy of the character-building mutual character of students through the Peer FosterIng Student program. To answer the topic raised, researchers chose the study using a qualitative approach because researchers want to know in-depth about the phenomenon that actually occurs in schools. In the process of analyzing data, researchers used the help of the NVivo program to find the output of data reduction, field records, and documentation studies. Peer Foster Student Program (PFS) itself is a movement to build awareness among students in Banyuwangi. The management is done from students, by students, and for students in the school. Assistance programs were between students to foster a sense of care and divided love. This activity was carried out by the establishment of a group of managers from students to raise voluntary funds from all students in the school that will be distributed to the recipient students in the form of school supplies. The formation of mutual character values through peer foster student programs is carried out by fostering the value of caring, helping, responsible, cooperative, helping to achieve common welfare goals. Through this program, the value of gotong royong (communal work) character is seen and becomes an essential concern for the future provision of learners when plunged directly into the vast ocean in public life.

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