Indonesian Research Journal in Education |IRJE|最新文献_第8页

The Comparison between Native Speakers of Indonesian and BIPA Learners in Producing Email Requests 印尼语母语者与BIPA学习者电子邮件请求生成的比较

Indonesian Research Journal in Education |IRJE| Pub Date : 2019-04-06 DOI: 10.22437/IRJE.V3I1.6323

Andika Eko Prasetiyo

引用次数: 0

ICT-Pedagogy Integration in Elementary Classrooms: Unpacking the Pre-service Teachers’ TPACK ict -教学法在小学课堂的整合:职前教师TPACK的拆解

Indonesian Research Journal in Education |IRJE| Pub Date : 2019-03-25 DOI: 10.22437/IRJE.V3I1.6506

M. G. C. Mercado, Florante P. Ibarra

{"title":"ICT-Pedagogy Integration in Elementary Classrooms: Unpacking the Pre-service Teachers’ TPACK","authors":"M. G. C. Mercado, Florante P. Ibarra","doi":"10.22437/IRJE.V3I1.6506","DOIUrl":"https://doi.org/10.22437/IRJE.V3I1.6506","url":null,"abstract":"This study aimed to investigate the Technological Pedagogical Content Knowledge (TPACK) self-efficacy and ICT integration skills of elementary pre-service teachers in elementary classrooms. The respondents were fifty-two (52) elementary pre-service teachers enrolled in the student teaching program at the Central Luzon State University. Results revealed that most of respondents perceived themselves to be highly proficient in all domains of TPACK framework: Technology Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPCK). Most of them were found to be good in integrating ICT in classroom instruction, particularly in terms of planning and implementation.Respondents’ GPA in Educational Technology and ICT-related courses was found to have negative significant relationship with their planning and implementation of ICT-Integrated instruction. Their TPACK self-efficacy had a highly significant relationship with their planning and implementation of ICT-integrated instruction.","PeriodicalId":211413,"journal":{"name":"Indonesian Research Journal in Education |IRJE|","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128944858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Looking at the Link between Study Habits and Academic Achievement: The Case of Indonesian EFL Student Teachers 学习习惯与学业成绩的关系研究:以印尼英语学生教师为例

Indonesian Research Journal in Education |IRJE| Pub Date : 2019-03-25 DOI: 10.22437/IRJE.V3I1.6507

Lenny Marzulina, Dian Erlina, N. Pitaloka, Florensia Anggarde Paramika

{"title":"Looking at the Link between Study Habits and Academic Achievement: The Case of Indonesian EFL Student Teachers","authors":"Lenny Marzulina, Dian Erlina, N. Pitaloka, Florensia Anggarde Paramika","doi":"10.22437/IRJE.V3I1.6507","DOIUrl":"https://doi.org/10.22437/IRJE.V3I1.6507","url":null,"abstract":"The purpose of this study was to look at the link between English as a foreign language (EFL) student teachers’ study habits and academic achievement. A questionnaire of study habits inventory (SHI) and students’ cumulative GPAs were used as research instruments to EFL student teachers in one English education study program at an Indonesian state Islamic university. Data were analyzed through using the descriptive statistics and Pearson Product Moment Correlation. In general, it was found that EFL student teachers’ habits significantly correlated with their academic achievement. Also, the results of the linear regression analysis showed that EFL student teachers’ study habits led to their academic achievement. The findings of this study indicated that the correlation between study habits and academic achievement existed. In the context of learning English in a non-English speaking country like Indonesia, this study provides information for researchers and teacher educators to understand how the link between study habits and academic achievement is significantly correlated each other.","PeriodicalId":211413,"journal":{"name":"Indonesian Research Journal in Education |IRJE|","volume":"323 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116609935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Alignment of Classroom Instruction with Indonesian National Standards 课堂教学与印尼国家标准的一致性

Indonesian Research Journal in Education |IRJE| Pub Date : 2019-03-07 DOI: 10.22437/IRJE.V3I1.5611

R. Suwarno, E. V. Randall, Julie M. Hite

{"title":"Alignment of Classroom Instruction with Indonesian National Standards","authors":"R. Suwarno, E. V. Randall, Julie M. Hite","doi":"10.22437/IRJE.V3I1.5611","DOIUrl":"https://doi.org/10.22437/IRJE.V3I1.5611","url":null,"abstract":"This study examines the degree of alignment between classroom instruction and national curriculum standards. This alignment may vary as a function of teacher characteristics. Using self-reports from teachers about their experiences teaching the national curriculum standards, the study explores the extent to which classroom instruction aligns with Indonesian national standards in the following nationally-assessed subjects: Indonesian, English, science, and mathematics. A mixed multilevel regression analyses was used to examine the relationships between alignments and teacher characteristics. The study involved 501 junior secondary school teachers from three western provinces in Indonesia (Lampung, Jakarta, and East Java). The findings showed that the majority of teachers taught 100% of the topics outlined in the national curriculum standards. However, a small number of teachers had taught less than 100% of the required topics. In fact, some of them had only taught less than 70%. As the Indonesian educational system used standards-based national exams, skipping topics in classroom instruction may significantly affect student achievement because test items are developed based on the curriculum standards. In terms of the relationships of alignments with teacher characteristics such as gender, working status, college major, level of education, years of teaching experience and professional development, the findings suggested that these relationships varied. Theoretically, this research provides two contributions: (1) lacking research in the area of curriculum standards and classroom instruction as mediator of student competencies, the findings of this study make an important contribution to the current research of the standards-based education system; (2) predicting alignments as a function of teacher characteristics in this study contributes to the theoretical discussion of teacher characteristics and their possible effects on classroom instruction.","PeriodicalId":211413,"journal":{"name":"Indonesian Research Journal in Education |IRJE|","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126500800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2