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INDONESIA
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.
Arjuna Subject : -
Articles 181 Documents
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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.
TEACHER AUTHENTICITY IN LANGUAGE EDUCATION George M. Jacobs; Adelina Asmawi; Willy A. Renandya
International Journal of Education Vol 15, No 2 (2022): Volume 15, Issue 2
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i2.50394

Abstract

This article begins by examining different meanings of the term authenticity in language teaching. Some of these meanings refer to authenticity in the assessment, tasks, and materials that language teachers use. The main part of the article looks at another meaning of authenticity. The literature on teacher authenticity and personal authenticity in general is applied to the situation of language teachers while viewing authenticity through the lens of student-centered learning (SCL) and the overall paradigm shift from which SCL grew. Topics discussed include whether teachers should behave according to students’ views of what teachers should do or according to how teachers themselves believe they should behave. The article next looks at how teachers can develop their authenticity via their lifelong, lifewide, and lifedeep learning. The article also delves into various issues in which teachers can be authentic by “walking their talk,” e.g., teachers who encourage students to read need to be readers themselves, and teachers who encourage their students to cooperate with their peers should cooperate with their own peers in education and elsewhere in their lives. The two final parts of the article ask what impact teacher authenticity might have on the teachers’ students and how authenticity, which seems to be such an individual construct, can be put to the service of society as a whole.
INTERACTIVE NOTEBOOK: EFFECTS ON CREATIVE AND CRITICAL THINKING SKILLS OF SOCIAL STUDIES STUDENTS Rolly B. Valdez; Joseline R. Tamoria; Angelica R. Barron
International Journal of Education Vol 15, No 1 (2022): Volume 15, Issue 1
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i1.46157

Abstract

The introduction of varied methods and techniques to sustain student interest must be implemented to make learning more interesting, meaningful, and permanent. This study sought to determine the effectiveness of an Interactive Notebook with varied performance tasks in the creative and critical thinking skills of Social Studies students. This descriptive action research was conducted in a public secondary school in Zambales, the Philippines involving 60 Grade 8 students in two classes using convenience sampling. The pre-test and post-test were used as the main instrument in gathering data and validating the scoring rubrics, and standard levels of performance (emoticons) were used to assess varied performance tasks. The Interactive notebook (IN) is used as a tool for recording all performance tasks for the whole duration of the second grading period. The result showed that the level o creative and critical thinking skills of both sections under two different curricula increased from below average as developing level performance to excellent as proficient level upon exposure to the intervention for almost four months. Based on the results, it is concluded that the application of the IN with varied performance tasks showed a very satisfactory increase in the creative and critical thinking skills of the Social Studies students. The exposure to varied activities under performance tasks with the evaluation of different groups using varied assessments (rubrics and standard level emoticons) facilitates creative and critical thinking skills. Therefore, it is recommended that the application of the IN to other classes will further improve the students’ creative and critical thinking skills. Aside from the IN, localized forms of assessments may be introduced.
ENHANCING LEARNING PARTICIPATION OF INTERNATIONAL STUDENTS IN THE CLASSROOM USING SOCIAL MEDIA: THE CASE OF INTERNATIONAL STUDENTS IN THE UK UNIVERSITY Subkhi Abdul Aziz
International Journal of Education Vol 15, No 2 (2022): Volume 15, Issue 2
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i2.28907

Abstract

The utilisation of social media for education such as Kahoot! and Padlet as a means to improve the classroom learning experience has become popular in recent years. This study investigates the implementation of Kahoot! and Padlet in the international students' learning environment at the UK university. The purpose of this study was to explore international students' perspective towards the implementation of Kahoot! and Padlet in the classroom learning process. In doing so, this study used a qualitative research design. Data were collected from ten international students from six different countries origin via semi-structured interviews. The results suggest that the implementation of Kahoot! and Padlet can improve the classroom learning process and create better study experience than the conventional way. Several benefits have been identified from the implementation of Kahoot! and Padlet in the international students learning environment, such as managing classroom discussion, building up an active classroom discussion, and encouraging critical thinking. However, some challenges regarding the implementation should be considered, notably those related to technical matters and the production of interesting contents. From this study, it can be concluded that using social media applications, such as Kahoot! and Padlet, can enhance students collaboration learning as well as support an inclusive classroom learning environment.
FEEDBACK STRATEGIES: AN EFFORT TO ENHANCE THE CRITICAL THINKING SKILLS OF DAF-LEARNERS IN INDONESIA Primardiana Hermilia Wijayati; Dewi Kartika Ardiyani; Edy Hidayat
International Journal of Education Vol 15, No 2 (2022): Volume 15, Issue 2
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i2.29076

Abstract

One of the ways to improve students’ critical thinking skills is by guiding students to use feedback strategies since through feedback they can find out the aspects of their weaknesses, become more open-minded, know the progress of their learning, feel guided in making work improvements, and become more confident. This study describes the strategies of giving feedback as an effort to enhance learners' critical thinking skills of Deutsch als Fremdsprache (DaF) or German as a Foreign Language learners in Indonesia. The data were taken from the learning processes in the German Language Education Study Program in a public university in the East Java region. The research data of this study were collected through class observations as well as interviews and presented in a descriptive qualitative method with observation and interview guidance as instruments. The results show that the strategies of giving feedback which can enhance learners' critical thinking skills are throwing questions to learners, giving comments, output-prompting, and giving praises.  Questions test the students’ grammar knowledge and evaluates if they have truly mastered the material they have learned. Comments lead them to evaluate their work and their understanding. Output-prompting encourages them to keep learning and increase their skills. Praises improve students’ performance in the classroom and motivate them to talk in the class.
EXPLORING GENERATION Z TEACHERS’ WORK VALUES: IMPLICATIONS TO EDUCATIONAL LEADERSHIP AND MANAGEMENT Ariel C. Venida
International Journal of Education Vol 15, No 1 (2022): Volume 15, Issue 1
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i1.46153

Abstract

Being a leader or a manager in today’s organizations has become even more challenging due to increased workplace generational diversity. Gen Z teachers belong to the newest generation who have officially joined the workforce, making schools home to four different generations with unique work values. As more generations of teachers enter the workforce, one-size-fits-all management and leadership style becomes no longer applicable. Therefore, it becomes imperative for the school leaders and managers to better understand how to effectively lead and manage these generations to create an appropriate working environment that will facilitate the growth of every teacher. The main objective of this study was to explore the work values of Gen Z teachers using the phenomenological approach of qualitative inquiry. It employed a semi-structured interview as the primary data collection procedure conducted with seven purposively chosen teachers and thematic analysis to determine the themes. The study revealed that Gen Z teachers give importance to both intrinsic and extrinsic work values. They value personal skills development, professional growth and development, personal achievement and recognition, healthy working relationships, teamwork, collaboration in the workplace, work-life balance, and job and financial security. The study further revealed that Gen Z teachers’ work values positively affect their job motivation, job satisfaction, and performance. This suggests that if the organization implements policies and strategies that coincide with the work values of its Gen Z teachers, teachers will most likely perform well because they are motivated and satisfied with their job. With these findings, it is recommended that school leaders and managers should consider Gen Z teachers’ work values in crafting school policies and management strategies.
THE AHP APPROACH FOR SELECTING E-LEARNING PLATFORM IN UNIVERSITY Wandhansari Sekar Jatiningrum; Sri Nastiti Andayani Sesanti Retno Utami; Dhia Zalfa; Muhammad Syafril; Nur Wachid
International Journal of Education Vol 15, No 2 (2022): Volume 15, Issue 2
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i2.36454

Abstract

Physical distancing policy as the response of pandemic covid-19 has forced the educational institutes to provide online based learning for the students. The students and lecturer have to adapt using online platforms to continue the learning activities. E-learning platform is needed for distance learning. A case study conducted to analyze the preference of e-learning platform among google classroom, youtube, whatsapp, and zoom for students in a private university in Yogyakarta, Indonesia using AHP approach. Several criteria are considered in this study, such as service of platform, learning comprehension, internet usages, and network strength. The result shows that learning comprehension has 36.3% of weight. This criterion is become the most important criteria for the students in selecting e-learning platform as the media of distance learning. According to multiple criteria considerd, the students prefer Whatsapp for their e-learning platform because its feature that can help and support them for learning activities.
MENTORING THROUGH LESSON STUDY: A COLLABORATIVE WAY TO SUPPORTING EFL TEACHERS’ PROFESSIONAL DEVELOPMENT IN MADRASAHS (ISLAMIC SCHOOLS) Dian Ekawati; Ika Lestari Damayanti; Nenden Sri Lengkanawati
International Journal of Education Vol 15, No 2 (2022): Volume 15, Issue 2
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i2.32853

Abstract

Recently, attending seminars or professional development programs for teachers is not sufficient to cope with today's teaching challenges. In addition, tight schedules and preparing teaching administration often refrain teachers to work and discuss together with their colleagues. Pointing out such problems, this study tries to investigate how mentoring program for EFL teachers in Indonesia was conducted collaboratively at schools through a lesson study approach and what teachers’ competencies were improved during the program. Eight EFL teachers from three Islamic junior high schools (called madrasahs) and a university lecturer serving as a mentor were involved in the program. Data gathered from observations, questionnaires, and interviews were analyzed qualitatively through (1) iterative reading of the data, (2) reducing the data, (3) categorizing the data, (4) combining all data, and (5) concluding the data.  The findings indicate that the lesson study cycle involved in this program covered two stages of PLAN, one stage of DO, and SEE. The participant teachers required more time during the planning due to several factors such as adjustment working with the revised Curriculum recently released by the government at the time of data collection, and challenges in aligning learning objectives, classroom activities, and evaluation. Upon their involvement in the program, the teachers reported that they gained benefits and strong improvements in four aspects of teachers' competencies, namely professional, pedagogical, social, and personal competencies from the collaboration with peer teachers and a university lecturer. For instance, they found their knowledge extending in terms of teaching techniques and methods, planning and implementing effective lessons, and their motivation to teach better and share resources with others increasing as well. In short, mentoring through lesson study is valuable to improve the teachers’ competencies.
THE MODEL OF BIPA LISTENING EVALUATION AND ITS IMPLICATIONS FOR THE DESIGN OF LISTENING EVALUATION Ida Widia; S. Syihabuddin; Vismaia S. Damaianti; Yeti Mulyati
International Journal of Education Vol 15, No 1 (2022): Volume 15, Issue 1
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i1.46154

Abstract

In this paper, an analysis of the results of the evaluation of Indonesian language proficiency for foreign speakers is presented. The development of a standardized Indonesian language for foreign speakers (Bahasa Indonesia bagi Penutur Asing -  BIPA) evaluation tool is currently considered very important. Currently, the existing evaluation tools are still made partially depending on the needs of institutions that provide the Indonesian language program for foreign speakers (BIPA). In addition, this need is also driven by the need for foreign speakers to measure their proficiency in Indonesian. Although there is an Indonesian Language Proficiency Test (UKBI) as an evaluation tool in Indonesia, UKBI is considered not in accordance with the needs of measuring the Indonesian language proficiency of foreign speakers because UKBI is still used to measure the Indonesian language skills of native speakers. This has become one of the problems in the field of evaluation of the Indonesian language, especially BIPA. The language evaluation tool used to measure a person’s foreign language proficiency always begins with a listening proficiency test. Listening is considered the gateway to other language proficiency. The solution to this problem is to analyze listening evaluation tools in foreign languages that are used continuously and continuously, such as the Test of English for International Communication (TOIEC), the Japanese-Language Proficiency Test (JLPT), and Diplôme d'études en langue française (DELF), which represents three continents; American, Asian, and European spoken by Indonesian speakers. This study used a descriptive method to solve this research problem. The results of this study describe the profile of the listening proficiency evaluation tool in foreign and Indonesian languages in three ways: 1) speakers (speaker stimulus presenter), 2) content, and 3) audio. Furthermore, the results of this analysis can also be used as the basis for developing the BIPA listening competency evaluation model.

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