Education In Indonesia Research Articles

Digital literacy and online course design: Study of Indonesian educators

This paper explores the role of the digital literacy of Indonesian educators in their competence regarding online course design, in a Distance Education context, at tertiary level. It focuses on the competence of lecturers regarding digital literacy, and self-perceived ability in designing online courses. Lecturers (n = 275) at both public and private universities in Indonesia participated in this study. The developed instrument, measuring seven elements of digital literacy competence, in a teaching and pedagogical framework (Payton and Hague 2010), and six components of effective course design, aimed at achieving desired learning outcomes for students, was adopted from that of Brown and Voltz (2005). The result of Pearson’s correlation testing indicated a strong relationship between two variables r (275) = .765, p .001. The findings also showed that the digital literacy competence of educators had an influence of 58.6% on the quality of online course design, with a significant impact (F(1)=386.358; p=.000). It may therefore be concluded that it is important to upscale the digital literacy competence of lecturers, to promote the quality of online course design, in order to achieve desired learning outcomes. Further studies should particularly consider measuring the impact of online course design on the quality assurance of the course.

Factors Affecting Teachers’ Behavior of Innovative Teaching with Technology: Structural Equation Modelling

This study aimed to investigate factors that predict Indonesian primary school teachers’ behavior of innovative teaching with technology (BITT). A survey instrument was adapted and validated through content validity, a pilot test, and a measurement model in partial least square structural equation modeling (PLS-SEM). We obtained data from 868 primary school teachers, analyzed through a structural model in PLS-SEM and multivariate analysis of variance (MANOVA) in SPSS. The structural model was computed with several statistical reports, including the path coefficient (β), effect sizes (f2), coefficient of determination (R2), and predictive relevance (Q2). MANOVA results informed t and p values. Findings indicated that four out of six hypotheses significantly predicted primary Indonesian teachers’ BITT. The most substantial relationship emerged between group learning and BITT. Meanwhile, the weakest correlation was between innovative culture and BITT. Two insignificant predictors of BITT were job autonomy and innovation compatibility. Most variables showed insignificant differences based on gender. However, some variables, such as benefits of innovation, innovation compatibility, innovative culture, group cohesion, and BITT, varied significantly based on location. The study may help teachers and policymakers understand BITT elements that encourage primary school teachers to use technology creatively.

Comparative Study of Intercultural Awareness Between Indonesia and Ghana in ELT

The globalization of education and increasingly multicultural nature of the classroom, English teachers must develop intercultural awareness and competence. However, comparative studies that specifically focus on the experiences of foreign English teachers are limited. Thus, the research aims to investigate and compare the similarities and differences of the intercultural awareness and practices of Indonesian and Ghanaian English teachers in the context of English language teaching. As well as the strategies of teaching materials and techniques they employ to promote intercultural understanding among their students. This research used qualitative methods within the framework of a comparative study design and data were collected through semi-structured interviews. The participants were 2 EFL teachers from Ghana and Indonesia. The researcher analyzed it to identify patterns by organizing, coding and summarizing the data into themes. The study's findings indicated the critical importance of integrating intercultural awareness in English teaching, emphasizing the recognition and value of cultural diversity. This motivates teachers to foster an inclusive, tolerant environment using culturally appropriate teaching materials and techniques, ensuring all students feel valued. The Ghanaian teacher in international schools promotes global cultural acceptance or called as intercultural awareness, blending diverse cultures into lessons, while the Indonesian teacher prioritizes local culture or basic cultural awareness in English teaching. However, this research has limitations on the application of integration, teaching materials and techniques in intercultural awareness in English language teaching. So that future research can explore these aspects more broadly and varied.

Sejarah Perkembangan Kaligrafi Arab di Indonesia dan Penggunaannya

As one of the beautiful works of art in Islamic culture, calligraphy also flourished in Indonesia. In addition to being a visual art form, calligraphy also embodies Islamic aesthetic and spiritual principles. The use of calligraphy in mosque decorations, Qur'an mushaf, and other religious objects adds to the majesty and beauty of the sacred writings. Furthermore, calligraphy is a significant component in Indonesian education. Lots of art schools and cultural centres offer calligraphy courses, giving the younger generation the opportunity to understand and inherit this art. The learning of calligraphy covers not just the functional elements, but also the cultural and spiritual values in each stroke of the letter. This research aims to explore the development, use, and impact of Arabic calligraphy in Indonesia, particularly in education. Qualitative research using a library research strategy is the methodology employed, through searching journal articles on the history of Arabic calligraphy in Indonesia.

Does academic writing coaching with genre pedagogy work with teachers? A case study of public school teachers in West Kalimantan, Indonesia

Recent studies in academic writing have used coaching to develop specific skills and affective variables. There are limited studies on coaching academic writing using genre pedagogy (GP) with adult learners, specifically Indonesian EFL teachers. This study investigated how academic writing coaching activities (AWCA) that implement GP could help develop the writing skills of public school teachers in Ketapang Regency, West Kalimantan, Indonesia. This qualitative case study involved fifty-seven participants who attended the coaching. Data obtained from participant observations and open-ended questionnaires were analyzed using inductive thematic analysis, and the participants’ texts were analyzed using genre analysis. The analysis results were triangulated to obtain valid findings. The results show that scaffolding, explicit teaching, and customized teaching stages could help develop the participants' writing skills. Then, the participants’ texts followed the schematic structure of the academic genre and implemented relevant linguistic features. These findings provide insight into how genre-based academic writing activities could enhance public school teachers' writing skills who are adult learners, an area with scant research. Furthermore, it is proposed that this methodology be applied across different regions and abroad to better assess its effects on the professional growth of teachers.

ANALISIS KEBUTUHAN E-MODUL MULTIMODAL BERKEARIFAN LOKAL MADURA UNTUK MENULIS TEKS CERPEN

Multimodal e-modules develop students' abilities in understanding a variety of multimodal texts which encourage intellectual quality and broader learning experiences. Multimodal-based learning can be integrated with local wisdom as an effort to preserve cultural values. The aim of the research is to determine the need for a multimodal e-module based on Madurese local wisdom for writing short story texts. This research is aqualitative descriptive research oriented towards the development of a product. The data collection technique was carried out through a questionnaire distributed to Indonesian language teachers and also to students at two high schools in Pamekasan Regency via Google Forms. Data were analyzed using descriptive analysis and the percentage of the total number of answers given was divided by the total number of respondents multiplied by 100%. The results of this research show that learning to write short story texts has never been carried out using e-modules, the use of multimodal teaching materials has never been done, and the short story texts presented in learning have not been based on local Madurese wisdom. Based on these results, it can be concluded that the development of a multimodal e-module based on local Madurese wisdom is really needed by students so it needs to be developed to support the short story writing skills of class XI high school students.

Gamification in spoken language pedagogy: Indonesian EFL teachers’ perspectives

Gamification enhances student engagement and learning through problem-solving, storytelling, competition, and rewards, but its success depends on having well-trained teachers. Thus, investigating educators' perspectives on using gamification, particularly in teaching speaking, is essential. The study aims to explore Indonesian EFL teachers’ perceptions of gamification in teaching speaking, focusing on their views, understanding, and actions regarding gamification in teaching speaking. A mixed-method approach was used in this study to investigate those four aspects. The participants of this study were 45 English instructors. Data were gathered through questionnaires and semi-structured interviews. The questionnaire responses were analyzed descriptively to assess teachers’ perceptions across three criteria as well as the game elements they used, while the interview data were examined using thematic analysis. The results show that teachers have a positive perception toward gamification used in teaching speaking. Moreover, this study discovers the most popular elements used by teachers, namely roleplay, competition, and giving rewards. As gamification has various elements, this finding proves that teachers tend to be monotonous in implementing game elements. Teachers also seem to have mixed conceptions about gamification and game-based learning. This study's finding shows the practical implication to the speaking teachers and school or university stakeholders in developing a gamification strategy.

Bibliometric Analysis of Character Education in Senior High School Indonesian Textbooks Based on the Merdeka Curriculum

This study aims to understand the publication trend and research contribution related to character education in Indonesian high school textbooks based on the Merdeka Curriculum from 2015 to 2024. Character education is crucial for student development, and textbooks play a central role. Using bibliometric analysis, the study identified 428 publications from Google Scholar and Scopus, including journal articles, proceedings, reviews, and books. Journal articles dominated with 363 publications, followed by 30 proceedings, 32 books, and three reviews. The study focused on the number of publications and the issues underlying the keyword emergence. While 2023 had the highest number of publications (75), 2018 saw the highest citations (890) and h-index (14), indicating significant influence. The highly cited study "Strategy and Implementation of Character Education in Senior High Schools and Vocational High Schools" had 135 citations. Keyword analysis using VOSviewer revealed that "Indonesian textbook" was the most popular topic, particularly concerning gender representation and basic education. Despite increased productivity, recent publications need higher impact, achievable through improved research quality, appropriate journal selection, online dissemination, collaboration, and scientific community engagement. The focus on gender representation and basic education should be sharpened for inclusive teaching materials and to instill positive values early in Indonesian education. This study provides valuable insights and direction for future research and practice in character education within the Independent Curriculum framework.

Muslim Indonesian prospective biology teachers’ acceptance and typology of the theory of evolution

BackgroundMuslim Indonesian prospective biology teachers have different views on evolution theory. Muslim prospective biology teachers suspect that differences in their understanding of the theory of evolution stem from their religious beliefs. This study aims to investigate Muslim Indonesian prospective biology teachers’ acceptance and typology of evolution theory.MethodsAn explanatory sequential design was combined with mixed techniques. Out of 185 potential biology teachers, 153 (16 males and 137 females) completed the questionnaire during the quantitative phase. We interviewed 5 males and 28 females in the qualitative phase to determine the typology of engagement, and all participants filled out an open-ended questionnaire to complete the previous data.ResultsThe findings demonstrated the validity and reliability of the tools employed, as well as the high degree of acceptance of evolution among Muslim Indonesian aspiring biology teachers. The results also showed that there is a predominant typology of engagement reconciliation among Muslim Indonesian prospective biology teachers, with few explorers and resistors.ConclusionsMuslim Indonesian prospective biology teachers do not differ in their conceptual understanding of theory evolution from their religious beliefs.

Learners Engagement in Online Teacher Professional Development: Scale Development and Validation

Research has shown that effective online teacher professional development (OTPD) requires teachers to learn and engage professionally to become high-quality teachers. Understanding teachers' engagement as learners in OTPD is crucial as such engagement indicates active learning, interaction, and collaboration with other teachers. Nevertheless, there has not been any instrument measuring how teachers behave (behavioral), feel (emotional), think (cognitive), and socialize (social). Therefore, the goal of the present study was to create a context-specific survey instrument to measure the engagement of EFL teachers in OTPD. This study, using the research and development (R&D) method, involved 385 Indonesian in-service EFL teachers in nine universities conducting OTPD in Indonesia. The statistical results of explanatory (EFA) and confirmatory factor analyses (CFA) confirmed the four-dimensional construct in the OTPD Learner Engagement Instrument, mainly behavioral, emotional, cognitive, and social dimensions of engagement. The study's policy and practical implications addressing the policymakers, institutions, and future research were also presented.

Empowering An Integrated Approach : How Does Teacher Preparing Indonesian Language Planning?

This study aims to explore the application of an integrated approach in preparing learning plans for Indonesian language subjects at the senior high school level. The research method was qualitative in the form of a case study carried out at some schools in Makassar. The subjects of this research were Indonesian language teachers who were determined purposively. Data collection methods were observation, interviews, and documentation. Data were analyzed using (1) reduction, (2) presentation, and (3) verification techniques. The findings show that empowering the integrated approach always begins, and this was dominated by the speaking aspect rather than the other skills such as reading, writing, and listening skills. On the other hand, linguistic aspects are least programmed by Indonesian language teachers. Linguistic aspects are never combined with literature, even though it is very interesting to teach at the high school level on a multi-ethnic basis. It can be concluded that the Indonesian language is taught by using an integrated approach, which can reshape the students’ speaking competency. This approach is implemented in the lesson plan to enhance the Indonesian learning process.

Kompetensi Pedagogis Digital dalam Meningkatkan Efektifitas Pembelajaran

The beginning of the 21st century seems to signal the need for adjustments and changes in all areas. The same is true in the world of education. The requirements of rapid development of information technology require practical and effective solutions to ensure that all aspects of educational activities do not go off course and are on the right track. One of the possibilities is using information and communication technologies in the teaching and learning process. Teachers must not only have technical competency but also master information and communication technology and be able to incorporate it into their lessons. We have recently begun to recognize these skills as digital teaching skills. Simply put, it is the way teachers use information and communication technology to teach. However, not all teachers in this field have acquired this digital teaching competency. Indonesia's education community continues to implement this competency thoroughly and optimally. The method used in this study is a qualitative approach using interviews, observations, and document analysis as data collection techniques. This study aims to investigate the extent to which this digital pedagogical competency is put into practice. Research results show that teachers' implementation of digital teaching skills is successful. However, they still face obstacles due to paradigms and lack of motivation for teacher skill development. School leaders, teachers, communities, and parents must therefore play an active role in building this capacity to maximize the quality of education in schools.

Facilitating Indonesian EFL pre-service teachers’ professional development through the “Kampus Mengajar” program

Research on the Kampus Mengajar program has revealed challenges for teachers, particularly in advancing their professional development. However, other studies suggest that the program holds the potential for a significant positive impact on teacher professional growth. This study explores how the Kampus Mengajar program contributes to the professional development of pre-service teachers, focusing on their perspectives and experiences. This narrative case study involved four pre-service teachers from a private university in Surabaya, Indonesia. Data were collected through reflective notes and semi-structured interviews. Data were analyzed using thematic analysis deductively to explore prominent themes. The findings indicate that the Kampus Mengajar program supports pre-service teachers' professionalism by enhancing their pedagogical knowledge, teaching skills, and problem-solving abilities. Participants appreciated the program for boosting their self-efficacy and helping them master the 4C skills: critical thinking, creativity, communication, and collaboration. This study underscores the value of teaching practicums in fostering future teachers' professionalism. Despite some challenges in the program's implementation, the empirical evidence suggests that the Kampus Mengajar program should be continued.

Measuring Teacher Personality Competence: Era 5.0 Challenges for Teachers in Indonesian Archipelago

Teachers in archipelagic regions face challenges such as limited access, geographical isolation, and cultural diversity, particularly in the Society 5.0 era. This study aims to assess the feasibility of an instrument for measuring teacher personality competency in this context. Using a quantitative approach, the study was conducted in Maluku Province, with a multistage random sample of 752 teachers from 94 schools. The instrument employed a modified four-point Likert scale, and data analysis was conducted using the PLS-SEM method to evaluate the measurement and structural models. Key findings include: 1) Exploratory Factor Analysis (EFA) identified six dominant factors and 29 items to measure teacher personality competency; 2) The measurement model demonstrated feasibility, with construct validity confirmed through convergent validity (loading factors 0.70 and Average Variance Extracted 0.50) and discriminant validity (Fornell-Larcker criterion and Heterotrait-Monotrait Ratio 0.90). Reliability was supported by Cronbach’s Alpha, Rho_A, and composite reliability values all exceeding 0.70. These results indicate that the instrument is suitable for assessing teacher personality competency in island regions, helping address the challenges of the Society 5.0 era. The study has important implications for Indonesian education stakeholders, providing a validated tool to guide teacher performance evaluations.

Independent Curriculum Policy in Early Childhood Education Units in Indonesia

The Independent Curriculum is an innovative advancement in the Indonesian education system, namely in Early Childhood Education (PAUD). This study aims to discover the Independent Curriculum policy in PAUD (Early Childhood Education) through a literature review approach. In particular, the researcher will analyze and evaluate policies, regulations, and theories related to the definition of the Independent Curriculum in Early Childhood Education. Information is gathered from reliable sources, including scientific publications, books, and official government papers. The study's findings show that the Independent Curriculum offers PAUD the ability to tailor the curriculum to the specific needs and attributes of students, thus providing flexibility. PAUD is encouraged to develop the Pancasila Student Profile through child-centered learning, play, and exploration. This research also found several challenges in implementing the Independent Curriculum in PAUD, such as limited human resources, infrastructure, and funding. Ultimately, the Independent Curriculum has great potential to improve the quality of early childhood education in Indonesia. Nevertheless, it is crucial for some stakeholders to consistently exert their efforts to ensure the smooth and smooth implementation of the implementation process.

Development Of Pedagogical Competence of Indonesian Primary School Teachers: Merdeka Learning Implementers

This research describes the development of driving teacher pedagogical competence. This study aims to describe teachers efforts in developing pedagogical competence, supporting and inhibiting factors in developing pedagogical competence for teachers driving Indonesian elementary schools using the IA (Appreciative Inquiry) approach. In this study, the subjects studied were 37 driving teachers in 25 public and private elementary schools in Klaten Regency. This research uses a descriptive qualitative approach. Data collection techniques through observation, interviews, field notes, and documentation. To check the validity of the data, triangulation of sources and research techniques was used. Data analysis techniques using Cresswell's 4-step analysis model. The pedagogical competency profile of driving teachers to explore pedagogical knowledge based on philosophy and psychology of the development of elementary school age children, based on reflective abilities, understanding and resilience of emotional intelligence has shown a fairly good classification for 42.3% of teachers and a good classification for 57.6% of teachers.

Depiction Of Moral Values In Indonesian English Junior High School Textbooks

Most language textbooks are analyzed by emphasizing cultural/multicultural content, gender stereotypes/representation, neoliberalism, and pedagogical representation. The role of language textbooks on moral and cultural values at various levels has been examined. However, moral values at the junior high school level are scarce. This study examined the moral values in junior high school English textbooks entitled “English for Nusantara” for grades 7 and 8 published by the Indonesian Education Standard, Curriculum, and Assessment Agency of the Ministry of Education Culture, Research and Higher Education within the independent curriculum. This research used a qualitative content analysis research design. This study adopted the Moral Foundations Theory Framework (MTF) Graham presented a set of moral principles such as care/harm, fairness/cheating, loyalty/betrayal, authority/subversion, and sanctity/degradation. The result showed that both the textbooks for grades 7 and 8 were similar representing more dominant moral values than bad values, with percentages of 95% and 59%, respectively. The other finding suggested that the textbooks did not integrate authority, loyalty, and fairness. The study implies incorporating stories that highlight moral values should be required to internalize ethical values and encourage students to do good things.

EXPLORING INDONESIAN EFL PRE-SERVICE TEACHERS’ EXPERIENCES IN AI-ASSISTED TEACHING PRACTICUM: BENEFITS AND DRAWBACKS

The integration of Artificial Intelligence (AI) in educational settings is rapidly evolving, presenting both opportunities and challenges for pre-service English teachers. This case study explored three Indonesian EFL pre-service teachers’ experiences in using AI technologies and the implications for their pedagogical practices during teaching practicum. Several AI tools, namely ChatGPT, Copilot, Twee, and Quizizz AI, were used to help the pre-service teachers in planning, creating learning content, and assessing students. Data were collected from semi-structured interviews, reflective reports, and artifacts from the three Indonesian pre-service teachers majoring in English language education joining a teaching practicum program in a local school for 6 weeks. The qualitative data analysis revealed that the Indonesian EFL pre-service teachers saw three essential benefits of AI-assisted teaching practicum: (1) AI assists them with brainstorming and ideation process, (2) AI makes teaching preparation more time efficient, and (3) AI assists them in crafting tailor-made English materials for students. Meanwhile, they also addressed some challenges in the process, namely (1) overreliance, (2) ethical violation, and (3) fabricated and misleading contents.

Strategi Pemasaran untuk Membangun School Branding dalam Upaya Meningkatkan Daya Saing Lembaga Pendidikan di MA NU Sunan Giri Prigen KAB. Pasuruan

Technological advancements and social changes necessitate innovation in Indonesia's education system, including madrasas. This study focuses on the branding strategies employed by MA NU Sunan Giri Prigen in Pasuruan Regency to enhance its competitiveness. Utilizing qualitative methods through literature review and interviews, the research explores how MA NU Sunan Giri Prigen develops a strong identity, emphasizes core values, builds community relationships, and leverages social media and technology to strengthen its school brand.The findings indicate that MA NU Sunan Giri Prigen successfully establishes a strong brand identity through consistent use of logos, slogans, and school colors, while highlighting academic and non-academic excellence. The school actively participates in social activities and collaborates with the local community to reinforce its image as a quality educational institution relevant to the job market. This effective branding strategy has proven to enhance the school's reputation, attract new students, and strengthen alumni loyalty, enabling MA NU Sunan Giri Prigen to remain competitive in the increasingly challenging educational landscape.

Needs Analysis for Developing Exposition Writing Materials Using the DTMT Method for Senior High School Students

Teaching materials that suit students' needs can help them increase their motivation to learn. These teaching materials can also be developed using appropriate methods by considering the learning objectives and skills. One of the methods that can be used in learning to write is the DTMT method. The DTMT method, which stand for (Dari Teks Menuju Teks or From Text to Text) is used to support the structured development of writing skills. In the early stages of product development, it is necessary to conduct a needs analysis to support the development of teaching materials for writing exposition texts using the DTMT method. The needs analysis in this study is part of the development research with the ADDIE model. The research method used in this research is the survey method. Data collection was carried out using observation, interviews, and document analysis. In this research, the data obtained is qualitative. The qualitative data was then analyzed descriptively. The analysis showed that Indonesian language teachers in three schools, SMA PGRI Lumajang, SMAN 1 Kunir, and SMA Muhammadiyah Lumajang need companion books in learning to write, especially on exposition texts. Students can use the companion teaching materials to practice writing exposition texts gradually with a good and structured process. The results showed that (1) the primary teaching materials used by teachers and students have not focused on writing skills, especially writing exposition texts, and (2) companion teaching materials are needed for learning to write exposition texts. This research is expected to be useful for teachers in teaching writing skills and for students. It can be a companion book to improve exposition text writing skills.