Indonesian Students Research Articles

A cross‐cultural examination of elementary students' perceptions of academic feedback

AbstractWith a growing emphasis on students playing an active role in the feedback process, understanding how students perceive academic feedback is essential to support the implementation of relevant strategies that can drive better engagement. The current study explored elementary school students' perceptions of feedback in two different contexts/cultures: the United Kingdom and Indonesia. Results suggest that younger students in the United Kingdom and older students in Indonesia hold similar understandings of the purpose of feedback (task‐based), with older students in the United Kingdom showing higher awareness of the importance of process‐based feedback. However, when it comes to the desired type of feedback, UK students preferred more self/praise‐based feedback, while Indonesian students preferred task‐based feedback. Potential reasons for these differences are discussed.

Inferential questions in English textbook: A case study

This research focuses on inference analysis in English textbooks used by Indonesia students. This study aims to discover and describe the inference patterns found in textbooks. The method used in this study is descriptive qualitative. The data sources come from English books, such as English For Nusantara and Bright: An English Course. Ten data are used in the book, five labeled as Code A from English For Nusantara and five labeled as Code B from Bright An English. The data were analyzed interpretatively through inference-type theory. The analysis includes ten types of inferences: cohesive inference, coherence inference, general knowledge-based inference, elaborative inference, causal inference, semantically congruent inference, local inference, semantically incongruent inference, logical inference, and online inference in the question. In addition, these types of inference have differences in their interpretation. This category is used to analyze the inferential questions in the book. Both books use these differences to attract readers' interest so that they are curious about the book. With the differences in inferential questions in books, you should use many book sources in the learning process so that more inferential questions are mastered or taught.

Students’ grades, growth mindset, and mathematics performance: PISA results in Southeast Asia and Australia

Mathematical ability has an important role in supporting the progress of science and technology in a country, including in Southeast Asia and Australia. This study aims to compare students' mathematical abilities at various grades in Southeast Asia and Australia countries and to see the effect of the growth mindset on this ability. The research data was obtained from the results of the 2018 PISA survey for Indonesia, Malaysia, Singapore, Thailand, the Philippines, plus Australia as an additional comparison. Quantitative analysis was carried out using linear regression models with and without interaction. The results showed that there was a significant interaction between grade and growth mindset in each country except Australia. The mathematical ability of students in Indonesia and Philippines, which were the lowest average among other countries, was strongly influenced by grade, growth mindset, and the interaction between them. Significant interaction between students’ grade and growth mindset in affecting students’ mathematical ability also found in Thailand and Malaysia. However, Singapore and Australia, which had average scores higher than those of the OECD, tended to have small to no effect on students' mathematical ability.

Online Behavior and the Transformation of Interpersonal Communication in the Social Media Era

The widespread use of social media has changed the way people communicate with each other, especially among young adults, especially university students. This study aims to explore online behavior and the transformation of interpersonal communication among Indonesian university students in the social media era. Questionnaires were administered to 125 university students to collect data on their online behavior, communication patterns, and relationships. The results showed that university students in Indonesia spend an average of 3-4 hours per day on social media, and most of them use social media to communicate with family and friends. The study also found that social media has changed interpersonal communication among university students, with most of them preferring to communicate online rather than in person. The implications of this study are discussed, and recommendations are made for future research.

Effectiveness of the Nutrition Education Program in Increasing Awareness of Balanced Eating Patterns in Elementary Schools

The increasing prevalence of malnutrition and diet-related health issues among children emphasizes the urgent need for effective nutrition education. This study evaluates the effectiveness of a tailored nutrition education program in increasing awareness of balanced eating patterns among elementary school students in Indonesia. Using a qualitative research design, data were collected through semi-structured interviews, focus group discussions, and observations involving 20 students and their teachers. The findings reveal significant improvements in students' knowledge and attitudes toward balanced eating, highlighting the effectiveness of interactive learning methods and culturally relevant content. Parental involvement emerged as a critical factor in reinforcing the program's lessons. Challenges such as financial constraints and varying levels of parental support were noted, suggesting the need for community-level interventions. The results align with social cognitive theory, emphasizing observational learning and environmental influences. This study underscores the importance of integrating nutrition education into school curriculums and provides a replicable model for similar interventions. Future research should explore the long-term impacts and scalability of such programs.

Reflection on Indonesia's PISA Scores and the 2024 Madrasah Teacher Competency Assessment Results: Challenges in Enhancing Teacher Competence

The low score of Programme for International Student Assessment (PISA) of Indonesian students in 2022 is a serious concern in education. PISA results show that Indonesian students' literacy, numeracy and science skills are still below the international average. One of the factors contributing to this problem is the suboptimal quality of teachers. Based on the results of the Assessment of the Competence of Madrasah Teachers and Education Personnel in 2024, it was found that many teachers still have limitations in pedagogic, literacy and numeracy aspects. This study aims to analyse the relationship between the low PISA scores of Indonesian students and the quality of teacher competence through a descriptive approach. Using a descriptive quantitative approach, this study processes secondary data from the results of teacher competency assessments covering pedagogic, professional, social, and personality aspects. The results show that there is a significant relationship between low teacher competence and student academic achievement. Some of the main points found were weak mastery of higher-order thinking skills (HOTS)-based learning concepts, lack of innovation in learning methods, and minimal utilisation of technology in the teaching process. In addition, many teachers do not have effective strategies to improve students' literacy and numeracy skills. Efforts to improve the quality of education in Indonesia require more comprehensive policies, including strengthening teacher training, periodic evaluation and improving the welfare of educators.

Language Barriers in Communication Faced By Indonesian Students in Australia

Language Barriers in Communication Faced By Indonesian Students in Australia

Unlocking Indonesian primary students’ attitudes toward STEM education and interests in STEM-related careers using latent profile analysis

Unlocking Indonesian primary students’ attitudes toward STEM education and interests in STEM-related careers using latent profile analysis

Realization of French Connected Speech: A Comparative Study between Indonesian FLE Students and Native Speakers

This study aims to explain the realization of French external sandhi, namely liaison, enchaînement, and élision in FLE (French as a Foreign Language) students with Indonesian as their first language (L1), and the factors influencing the realization. To determine the extent of mastery of Indonesian students, this study compared the realization of two groups of Indonesian students with different study hours and the realization of native speakers. This study involved 44 FLE students divided into two groups (27 students in Group I and 17 in Group II) and 11 native speakers. The instrument text for oral reading was compiled considering all these three phenomena theoretically and the students' competence level. It contains sequences of words potentially connected by all three. The data collection technique was carried out by recording the text reading once. The use of PRAAT software supported data analysis. The study results indicate the mastery of Indonesian speakers in élision liaison enchaînement consonantique enchaînement vocalique. The realization level of the students is much lower than that of native speakers. Several factors include the absence of similar phenomena in L1, segmentation ability, use of rhythm, differences in the orthographic systems, and interference, namely the presence of silent consonants and grapheme h, which are not pronounced in French, differences in the transparency of phoneme-grapheme relationship in the two languages and the quality of input.

Psychometric Properties of the Indonesian Version of the Scale of Positive and Negative Experience (SPANE)

Psychometric Properties of the Scale of Positive and Negative Experience (SPANE) have been extensively evaluated in numerous countries, but not in Indonesia. This study investigated factor structure, reliability, measurement invariance, and validity of SPANE scores among a sample of Indonesian university students ( N = 405). Multiple measurement models, including one-factor and two-factor models, were tested. The results supported a correlated two-factor structure, with the uniqueness of general and specific items allowed to correlate with each other. The SPANE scores indicated acceptable internal consistency reliability for the sample in this study. Measurement invariance analyses indicated that the two-factor structure was invariant across sex. Furthermore, the SPANE scores correlated with life satisfaction in the expected direction: Positive feelings showed a positive correlation with life satisfaction, while negative feelings showed a negative correlation. With its conciseness, the SPANE shows promising results, though future research on its invariance across different population subgroups is needed.

Impact of food waste-related course attendance on students’ food waste reduction behaviours and knowledge: a case study from Indonesia

PurposeThis study aims to examine food waste behaviours among university students in Indonesia by adapting the theory of planned behaviour (TPB) alongside the theory of domains of knowledge.Design/methodology/approachA total of 518 students at five Indonesian universities participated in an online survey, answering questions about their food waste behaviours based on the TPB and the domains of knowledge frameworks. Among them, 250 students had taken a course that covered the food waste topic, while 268 students had not taken the course. The data were later analysed by using partial least squares-structural equation modelling and measurement invariance across the composite models.FindingsThe findings reveal that environmental awareness, attitude towards food waste behaviours, subjective norms and different types of knowledge which are procedural knowledge, declarative knowledge, personal and social knowledge significantly influence food waste behaviour. Students who attended a course related to the food waste topic were more likely to align their intentions to reduce food waste with their reduction behaviour.Originality/valueWhile previous research has highlighted the importance of the TPB in understanding food waste intentions and behaviour, studies also show that students’ knowledge about food waste plays a crucial role in shaping these intentions. This study builds on these insights by combining the TPB with the domains of knowledge theory, specifically looking at how participating in food waste-related courses influences food waste behaviours among Indonesian students.

Simplification and Empirical Verification of Learning Styles Index for Indonesian Students

This article investigates the adoption, simplification, and usage recommendations of the Indonesian Index of Learning Style Short Form (ILS-SF). The aim is to refine the initial Indonesian ILS, compare the suitability between engineering/non-engineering and high school/university, and assess their learning styles. The participants were 678 students (413 females), with an average age of 19.4±1.92 years. The methods used in this study were adopting the existing Indonesian version of ILS, simplifying–reducing the number of items, empirical verification (validity and reliability), and Indonesia data assessment. The results show that the original ILS could be simplified without sacrificing the quality of the model. On the contrary, validity and reliability measures have increased. Confirmatory Factor Analysis (CFA) supports a reduction from 44 to 15 items. It confirms the validity with favorable indices such as CFI (0.972), TLI (0.966), RMSEA (0.021), SRMR (0.049), and GFI (0.999)—Active-Reflective Cronbach's alpha at 0.507, Sensing-Intuitive at 0.590, and Visual-Verbal at 0.553. Indonesian ILS-SF is faster, simpler, more suitable for engineering than non-engineering, and more ideal for undergraduate than high school students. The analysis revealed that sensory (40.2%), active (18%), and visual (10.2%) preferences dominate among Indonesian students. This study highlights assessment tools tailored to diverse educational contexts.

Exploring E-Cigarette Use Among Indonesian Youth: Prevalence, Determinants and Policy Implications.

The growing popularity of electronic cigarettes (e-cigarettes) among Indonesian youth presents a new public health challenge in a country with one of the highest tobacco burdens globally. While tobacco control regulations have been implemented, e-cigarettes remain largely unregulated, raising concerns about their health impacts and youth appeal. This study explores the prevalence, determinants and perceptions of e-cigarette use among high school and university students in Indonesia, providing critical insights to inform effective policymaking. A cross-sectional online-based survey was conducted in 2019 among 158 students aged 15-30years across 17 provinces in Indonesia. Data on tobacco use behaviours, socioeconomic background, social influences and health perceptions were collected. Descriptive and inferential statistical analyses identified key determinants of e-cigarette use. Among the participants, 36.2% reported ever smoking, and 65.2% of these had tried e-cigarettes. Key determinants of e-cigarette use included male gender, urban residency, peer smoking and social acceptance of smoking (all p < 0.05). Notably, participants commonly perceived e-cigarettes as less harmful than combustible cigarettes and helpful for smoking cessation, despite conflicting scientific evidence. Overall, e-cigarette use is prevalent among Indonesian youth, driven by social and environmental factors, as well as misconceptions about safety. Strengthened regulations and targeted public health campaigns are essential to mitigate the health risks posed by e-cigarettes and enhance tobacco control efforts.

Exploring University Students' Perceptions of AI: Insights from Indonesia

Artificial Intelligence (AI) is transforming education massively. As AI increasingly integrates into a learning environment, understanding students' opinions is crucial for optimizing its usage in higher education contexts. This study explores the perceptions and experiences of first-semester university students in Indonesia regarding artificial intelligence within the context of higher education. This research investigates students' views on their motivation to use AI and its perceived advantages and disadvantages. Through a case study approach, this study used semi-structured interviews with 50 first-semester students at a private university In Indonesia. The study reveals a complex insight. This study uncovers students' experience trying AI for their learning and their enthusiasm for re-using it. This study also uncovers students' motivation to use AI. Students recognize AI's potential to enhance learning, simplify academic tasks, and foster lifelong learning. However, they also express concerns about AI's accuracy, the potential for diminished critical thinking skills, ethical implications, and accessibility issues. The findings underscore the need for comprehensive AI literacy education in Indonesian universities, emphasizing technical skills, ethical considerations, critical thinking, and responsible AI usage. Moreover, this contributes to the growing body of knowledge on AI in education and provides valuable insights for educators and policymakers seeking to integrate AI into higher education in Indonesia effectively.

Navigating digital learning: Autonomy among EFL students in Indonesia

This study investigates the autonomy of EFL students in Indonesia in the context of digitalized education, focusing on their autonomy levels, influencing factors, and challenges. A structured Likert-scale questionnaire was administered to 272 second and third-year English Department students at a public university in central Indonesia. Descriptive statistics were employed to analyze the data and interpret the findings. The results reveal a high level of learner autonomy, particularly in accessing and utilizing digital platforms and resources for English language learning. Key factors that enhance autonomy include the accessibility and adaptability of digital learning materials, the integration of tasks within the curriculum that foster independence, and the facilitative role of lecturers in supporting self-directed learning through technology. Despite these positive outcomes, challenges persist. Students reported difficulties in maintaining focus, managing the overwhelming availability of digital resources, and overcoming technical issues such as unstable internet connectivity. These findings underscore the importance of strengthening digital infrastructure, providing clear guidance on resource selection, and enhancing students’ self-regulation skills to support autonomous learning further. This research offers valuable insights for educators and policymakers, contributing to the development of digital learning environments that empower students to become independent learners while addressing the challenges associated with digital education.

Risk management, digital technology literacy, and modern learning environments in enhancing learning innovation performance: A framework for higher education

Abstract This study aims to explore the influence of risk management and digital technology literacy on learning innovation performance, with a particular focus on the moderating role of modern learning environments. The research employs a quantitative approach using data collected from 385 Indonesian university students, analyzed through Structural Equation Modeling-Partial Least Squares (SEM-PLS) to validate the proposed framework. The results demonstrate that effective risk management significantly enhances institutional adaptability and fosters success in implementing innovative learning strategies. Moreover, higher levels of digital technology literacy empower students to engage more effectively with modern learning technologies, leading to improved performance outcomes. The findings also highlight that the moderating effect of modern learning environments strengthens these relationships, underscoring the importance of robust digital infrastructure and adaptive pedagogy. This study provides theoretical contributions by integrating risk management, digital literacy, and innovation within the context of education. Practical implications include recommendations to optimize risk management frameworks, enhance digital literacy programs, and invest in modern learning ecosystems to support academic success and institutional resilience.

Exploring an Artificial Intelligence as Automated Feedback Program in EFL Writing

This study investigates the effectiveness of Artificial Intelligence (AI) tools, namely Grammarly, QuillBot, and Ginger Software, in providing automated feedback for English as a Foreign Language (EFL) writing among Indonesian undergraduate students. It examines the potential of these AI-powered applications in identifying and correcting grammatical, punctuation, and clarity issues and paraphrasing in student writing. This research applied a descriptive qualitative method involving document analysis and interviews. The study involved comparing these tools' corrective feedback and conducting interviews with EFL writing students to understand their perceptions of using these tools. The research findings indicate varying levels of error detection and correction suggestions across the tools, with some differences in their efficiency. While Grammarly, QuillBot, and Ginger Software show promise in enhancing EFL writing skills, the study highlights the importance of not solely relying on these tools. Key findings reveal that Grammarly excels in grammatical accuracy, QuillBot offers superior paraphrasing capabilities, and Ginger provides limited feedback in comparison. It suggests that integrating AI feedback with traditional methods of teacher and peer reviews can lead to optimal writing outcomes. The paper also discusses students' perceptions of using these tools, noting a preference for Grammarly due to its simplicity and effectiveness. Students reported improved grammar and motivation but exhibited tendencies toward over-reliance, potentially limiting critical thinking and independent writing skills. However, some students exhibited over-reliance on these tools, potentially hindering their critical thinking and independent writing skills. The study emphasizes the importance of using AI-powered tools strategically, alongside human editing and critical thinking practices, to maximize EFL writing development.

A Critical Eco-perspective in English Textbook for Indonesian 12th Graders: A Case on Nationally Issued Textbook

Ecological values in textbooks are essential because they help instill environmental awareness and responsibility in students from an early age to support sustainable development. The study addresses how ecological values are portrayed in Indonesian 12th-grade English textbooks. Using a qualitative content analysis framework, this study examines the transitivity system found in the textbook. The analysis emphasizes environmental conservation, sustainable practices, and encouraging cognitive engagement through positively framed language and relatable, contextual examples. Through a thorough exploration of how elements are connected, positive language use, and specific contextual details, the research provides nuanced insights into the representation of ecological values. This research provides valuable insights into the nuanced instructional approach that shapes environmental awareness within the context of these textbooks. These findings suggest that English Language Teaching (ELT) materials for Indonesian students should actively incorporate eco-friendly linguistic elements and emphasize sustainability-oriented pedagogy to cultivate environmental responsibility.

The Impact of eHealth Literacy on Health Behaviors for Non-communicable Disease Prevention Among University Students in Japan and Indonesia.

Background Non-communicable diseases account for 71% of global deaths. Health behaviors are fundamental for prevention. Previous studies have indicated that health literacy, such as functional, interactive, and critical, affects people's health behaviors. Health information is widely available online. Young people tend to access the Internet for information, which highlights the importance of eHealth literacy. Although previous studies have assessed eHealth literacy in single-country contexts, cross-cultural comparisons between high- and middle-income nations remain limited, particularly in understanding its role during global health crises. The COVID-19 pandemic has dramatically accelerated the shift toward seeking digital health information, fundamentally changing how students access and utilize health resources. However, whether eHealth literacy could mitigate the impact of COVID-19 on lifestyle remains unclear. Therefore, this study aimed to examine the impact of eHealth literacy on health behaviors among university students in Japan and Indonesia providing unique insights into cross-cultural differences. Methodology This cross-sectional study used a self-administered, web-based questionnaire. The participants were first- to fourth-year nursing students from universities in both countries. eHealth literacy and health behaviors were evaluated via the e-Health Literacy Scale (eHLS) and Healthy Lifestyle Scale for University Students (HLSUS), respectively. Structural equation modeling was conducted to evaluate the impact of eHLS on HLSUS, adjusting for potential confounders. A multigroup structural equation model was used to assess configural, metric, and scalar invariance. Results In total, 99 and 407 responses were obtained from Japan and Indonesia, respectively (response rates: Japan, 23.9%; Indonesia, 89.6%). The direct effect of eHLS on HLSUS was 0.33; the indirect effect via the impact of COVID-19 was 0.06. The metric invariance, although not scalar, was supported in the model that included data from both countries. Conclusions eHealth literacy universally could influence health behaviors among Japanese and Indonesian university students. However, it did not fully mitigate the effects of COVID-19. Enhancing eHealth literacy could support better health behaviors among university students.

Adaptation and psychometric properties of the Multigroup Ethnic Identity Inventory in secondary education

Introduction. The research demonstrates that the Multigroup Ethnic Identity Inventory (MEI2) is an effective tool for assessing various aspects of ethnic identification among Indonesian secondary school students from diverse ethnocultural backgrounds. Aim. The aim of this study is to examine the impact of ethnic identity on the psychological well-being of secondary school students in Indonesia, utilising the MEI2 questionnaire. Methodology and research methods. The study involved 276 secondary school students (60.1% female; 39.9% male). Data were analysed using the SPSS software version 29 and SmartPLS v4. Confirmatory Factor Analysis (CFA) was utilised to evaluate how well the measurement model fits the data. Results and scientific novelty. The CFA validated the MEI2, with the goodness-of-fit index indicating that the model was both efficient and appropriate. The Kaiser-Meyer-Olkin (KMO) value was .885. Consistency reliability measured by Cronbach’s alpha (α), ranged from .69 to .85, and composite reliability, assessed by McDonald’s (ω), ranged from .64 to .83. Discriminant validity was observed with a range from .591 to .696. Consequently, significant positive correlations were identified among the three domains of ethnic identity. Practical significance. The study supports the MEI2 as a valid instrument for assessing ethnic identity among Indonesian secondary school students. It also assists educators in recognising and addressing the diverse ethnic identities of students within the context of Indonesian culture.