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INDONESIA
Edukasi
Published by Universitas Islam Negeri Raden Fatah Palembang
ISSN : 23553669     EISSN : 25032518     DOI : -
Core Subject : Education,
Education
Edukasi: Jurnal Pendidikan dan Pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of Education and English education in Indonesia and across the globe. The journal focuses, but not limited to, on the following topics: Education, English language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. It provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field.
Arjuna Subject : -
Articles 139 Documents
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Exploring Podcast and Teaching Writing, Why Not? Dodi Erwin Prasetyo
Edukasi Vol. 9, No. 1, June 2022
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v9i1.11551

Abstract

There were very extremely rare study exploring the integration of podcast and the writing skill. Therefore, this paper aimed at discussing pedagogical aspects toward the utilization of podcast for writing skill, at exploring the use of podcast for writing skill, at conveying some benefits and weakness toward the use of podcast for writing lesson. As conceptual paper, this study used library research method. Thus, the data were gathered via research paper, book, journal and broader relevance references. The findings were that students challenge in writing in terms of lack of grammar, lack of vocabulary acquisition and so forth, teachers challenge in terms of strategy’ usage to enhance every different students’ lack level, and ICT challenge in terms of the lack of technical support, discouragement to use it, less confident and so forth. There were five steps in integrating podcast, namely preparation, composing, recording, revising and publishing. The preparation was to set technical devices and software. The composing was to list writing materials such as its topic, objectives, writing strategy and so forth. The recording was to record all the content. Meanwhile the revising was to revise in terms of content writing material, voice clarity, visual and so forth. Then the publishing was to publish in the online platforms. The suggestions were provided for pedagogic aspect and future research.
The Implementation of the Cambridge Lower Secondary English Curriculum: Teachers’ Voices at One Private School in Palembang Muhamad Holandyah; Dian Erlina; Lenny Marzulina; Diah Yulianti
Edukasi Vol. 9, No. 1, June 2022
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v9i1.11785

Abstract

The Cambridge curriculum is one of the international curricula. In Indonesia, Cambridge curriculum has been implemented, especially for teaching English. This study was aimed at finding out English teachers' perceptions toward the implementation of the Cambridge Lower Secondary English Curriculum at one private school in Palembang, Indonesia. A qualitative design with a case study was employed for this study. The data were gathered through in-depth interviews with two English teachers. Thematic analysis was used to analyze the research data. The results of the study revealed the three stages of implementing the curriculum: (1) program development, (2) implementation of learning, and (3) evaluation.
The Prototype of ACCDR Model: M-Learning Multimedia Development Design Model Stem-Based for the Online Science Learning Dian Ratna Sari; Muhaimin Muhaimin; Tedjo Sukmono
Edukasi Vol 9 No 2 (2022)
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v9i2.14308

Abstract

Online learning is learning carried out without face-to-face but supports the development of virtual academic mobility. It can be integrated with multimedia either in e-learning or m-learning. M-learning is a learning paradigm that takes advantage of developments in wireless and mobile technology. It is flexible, independent, and accessible anywhere and anytime. Integration of science and technology in multimedia m-learning becomes more comprehensive when combined with the principles of Science, Technology, Engineering, and Mathematics. STEM-based multimedia m-learning is developed using a specific development design model. The multimedia m-learning development design model is a structured framework or reference for developing multimedia m-learning. Some of the existing m-learning multimedia development design models do not fully cover the criteria for a suitable model for developing STEM-based multimedia m-learning. One solution that can be given is to develop a new model concept using the F2-O1-S1-A2 type model development procedure through literature studies. The instrument consisted of the model development matrices. Afterward, a STEM-based multimedia m-learning development design model for science learning consisted of five syntaxes, namely: analysis, concepting, design, development, and review. The ACDDR model is a linear diagrammatic-narrative procedural model which is then shortened to the ACDDR model and presented in a prototype form. The ACDDR prototype model is expected to be able to be used for the development of STEM-based multimedia m-learning in the 21st century learning.
The Influence of Psychosocial Learning Environments on Students’ Self-Efficacy Beliefs in English Language Learning Lemma W/Michael Gelete; Tamene Kitila Dhaba
Edukasi Vol 9 No 2 (2022)
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v9i2.11621

Abstract

The overarching aim of this study was to investigate whether the psychosocial learning environments of English classes influence students’ self-efficacy beliefs in English language. In order to achieve this purpose, correlational design was adopted. The study involved the gathering of data through What Is Happening In this Class and Self-Efficacy Belief questionnaires from 371 samples. Simple random sampling was used to draw the samples from the population. Simple correlations, multiple regression and standardized regression coefficients were computed to analyze the collected data. The results depict that all of the six psychosocial learning environment aspects were significantly related to students’ self-efficacy beliefs. The set of learning environment scales also significantly influence students’ self-efficacy beliefs. Among the six aspects, student involvement, task orientation and student cohesiveness contributed to the influence on students’ self-efficacy beliefs. The influence of the task orientation aspect was the strongest; this is followed by student cohesiveness and student involvement. This implies that students tend to have high self-efficacy beliefs in English language when there were more task-oriented and cohesive classroom environment and when students were encouraged to involve themselves well in class activities. Hence, the psychosocial learning environments of English classes need improvement to enhance students’ self-efficacy beliefs towards English language. In particular, the learning environment aspects of task orientation, student cohesiveness and involvement play a pivotal role in enhancing students’ self-efficacy beliefs in English learning.
The Transformational Leadership and School Culture on The Learning Organization Capacity in Vocational Schools Masbirorotni Masbirorotni; Robin Pratama; Nunung Fajaryani; Mukhlash Abrar
Edukasi Vol 9 No 2 (2022)
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v9i2.13248

Abstract

This study aimed to examine the direct and indirect effects of principals' transformational leadership with school culture as a moderator variable on the capacity of learning organizations. By proposing and testing a conceptual model, this study examined the two main variables as determinants of Learning Organization (LO) capacity with the target respondents were teachers in State Vocational High Schools in Jambi City. This study used a quantitative approach with a cross sectional survey design. A total of 599 state vocational high school teachers in Jambi City were involved in this research survey. Of 599 teachers, there were only 365 data acceptable to be analyzed. Partial Least Square – Structural Equational Model (PLS-SEM) was used at the stage of model measurement and hypothesis testing. The study indicated that leadership implementation and school culture that had been applied to increase organizational learning is in progress.
The Efl Teachers’ Challenges in Teaching Speaking Online: A Case Study Lenny Marzulina; Dian Erlina; Herizal Herizal; Lily Kurnia Margaretta
Edukasi Vol 9 No 2 (2022)
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v9i2.13816

Abstract

This article presents English teacher's challenges in teaching speaking online at one Madrasah Tsanawiyah (MTs) in Palembang, South Sumatera, Indonesia. A qualitative case study was employed in conducting this research. Data were collected by using semi-structured interview with the English teacher through a set of open-ended questions. Thematic analysis was used to identify, analyze, and describe the obtained data in the process of selecting codes and constructing themes. The results revealed that the teacher faced some main challenges in teaching speaking online, as follows: (a) lack of students’ confidence in speaking English, (b) internet connection issues, (c) lack of students’ learning interactions and participations, (d) difficulty in designing/developing speaking materials for online class, (e) difficulty in managing the time, and (f) unreliable online teaching and learning devices. These challenges should be considered and anticipated by the teachers and other pertinent parties to get the alternatives for solutions.
Learning English at home: Exploring Indonesian EFL students’ online learning experiences during the Covid-19 Pandemic Dairabi Kamil
Edukasi Vol 9 No 2 (2022)
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v9i2.15739

Abstract

This study seeks to, first, explore Indonesian EFL students’ experiences in online learning during Covid-19 Pandemic; second, reveal how the online learning impacted on their learning of the four language skills; and third, enlist their preferred modes of learning in the aftermath of the pandemic. Drawing on a qualitative design and phenomenological approach, the data were collected through online interviews with purposely selected 12 English department students of a state Islamic university in Indonesia and analyzed using Thematic Analysis technique. The findings showed that the majority of the students had unpleasant experiences in online learning due to internet access problems, lack of interaction, stress and demotivation, and difficulty in understanding the lesson. The online learning provided more opportunities for them to develop their reading, listening, and writing skills but significantly reduced the space for practicing speaking. Most of the students preferred going back face-to-face classroom learning in the aftermath of the pandemic. Few preferred a combination of offline and online learning. Nevertheless, they acknowledged that online learning trained them to be a more independent learner, raised awareness of the use of technology for language learning, and offered a mode learning that was flexible, handy, rich of sources, and selectable to their learning needs.
The Diffusion of Innovations Model: Applications to Education Policymaking and Critique Marzul Hidayat; Amirul Mukminin
Edukasi Vol 9 No 2 (2022)
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v9i2.15745

Abstract

The origins of the diffusion of innovations theory are varied and span across various disciplines, and in a sort of contexts. The diffusion of Innovation framework is a theory of how, why, and at what rate new ideas, concepts, technology, technical information, and actual practices spread or diffuse through cultures or system. When innovations happen, innovations may be spread from the innovator (a state or government) to any other groups (states or governments). The inquiries of state policy innovation have been a foremost subject in political science and public policy. Political and policy academics and scholars are attracted in looking at how and why a policy or program spreads (diffusion) from one state government to another and what make happen a government or state to adopt a new program or policy. This paper will focus on (1) the diffusion of innovations model’s general characteristics, its theoretical origins and application across fields, (2) the history of its application to policy and politics and the central premise, (3) the dominant methodological tradition in policy and political science, (4) applications to education policymaking, and (5) the limitation.
English Speaking Class in a Mathematics Program: Students’ Difficulties Muhamad Holandyah; Kasinyo Harto; Ayu Mei Suli
Edukasi Vol 9 No 2 (2022)
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v9i2.14241

Abstract

This is a qualitative research with a case study research design which aimed to find out the students’ difficulties in speaking at Non-English Speaking Class in Mathematics program study at UIN Raden Fatah Palembang. The researchers selected three students who met the criteria as a research participant by using criterion sampling. In collecting the data, the researchers used an interview as instrument. Thematic analysis was used to analyze the data. The result showed that the students faced some difficulties in speaking, such as lack of vocabulary, inhibition, mother-tongue use, and lack of confidence. The findings of the study encouraged students to practice speaking English more until they developed a speaking habit, which made them able to improve their speaking skills and also expanded their vocabulary better.
The EFL Undergraduate Students and English Reading Styles: Evidence from One English Education Program Fortunasari Fortunasari; Rd. M. Ali; Lili Lestari; Harlina Harja; Siti Rahma Sari; Sri Hidayati
Edukasi Vol 9 No 2 (2022)
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v9i2.15759

Abstract

The study was aimed to investigate the students’ English reading learning styles used by EFL undergraduate students. The participants were students from one English study program at Faculty Teacher Training and Education in Jambi, which aims to produce teachers in English teaching. This study used total sampling with 75 participants consisting of 22 participants in the second semester, and 53 participants in the sixth semester. The analysis of the data was based on the students’ response to twenty five statements that consist of five parts: there are auditory, kinesthetic, group, visual, and individual. For which they were required to choose any of five alternatives namely strongly agree, agree, not sure, disagree, and strongly disagree. The results revealed that the most preferred reading learning style among the respondents was the auditory learning style and the least is visual learning style. Then, for the gender male used kinesthetic learning style and female used auditory learning style. In this study, suggestions for future research, students, lectures and university are also discussed.

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