Indonesian Journal of Learning and Instruction

SELF-REGULATED LEARNING PROFILES OF STUDENTS IN ONLINE LEARNING

Haruji Satianugraha — 2024-11-29

This study investigates the self-regulated learning (SRL) profiles of Primary School Teacher Education students at Universitas Kuningan during online learning in the 2023 academic year. Using a mixed-method approach, 30 participants were assessed on metacognitive, motivational, and behavioral SRL dimensions through Likert-scale questionnaires and structured interviews. Findings reveal strong metacognitive skills, particularly in goal setting, progress monitoring, and planning. Motivationally, students exhibited sustained task interest but showed lower self-efficacy, indicating a need for confidence-building interventions. Behavioral strengths included effective time management and resource optimization, though enhanced digital literacy is recommended for improved resource utilization. Qualitative insights highlighted students’ appreciation for the flexibility of online learning but noted challenges such as reduced social interaction and limited access to physical resources. These findings emphasize the need for tailored strategies to address self-efficacy gaps and suggest hybrid learning models as an effective approach to balance flexibility and structure in education. The study contributes to the broader discourse on SRL by providing insights specific to a non-Western educational context, paving the way for future research and practical interventions.

Keywords: self-regulated learning; online learning; metacognition; motivation; behavioral strategies; hybrid learning; higher education

EXPLORING THE CORRELATION BETWEEN SELF-EFFICACY AND ORAL COMMUNICATION SKILLS AMONG SENIOR HIGH SCHOOL EFL STUDENTS IN INDONESIA

Jalu Wintang Widodo — 2024-11-29

Oral communication has the important role in conducting English teaching and learning in this 21st century. By oral communication, the teachers can create the active learning atmosphere in the classroom. The major challenge that EFL senior high school faced active learning activity is the students’ anxiety in communication. This kind of problem has impact on their self-efficacy. This study aims to investigate the correlation of EFL senior high school students’ self-efficacy and their oral communication skills. There are 70 senior high school students who are involved in this research. The context of self-efficacy in this research is divided into two aspects, the level and sources of self-efficacy and its impact the students’ oral communication skill. The correlational study has been done by distributing close-ended questionnaire. The data were analyzed by Pearson Product Moment correlation. The research shows that there is significant correlation between EFL Senior High School Students’ Self-Efficacy and their Oral Communication Skills. It shown by the significance rate by that resulting more than 0.65. Moreover, the future research can involve more participants (more than 100 participants) in a wider scale.

Keywords: self-efficacy, EFL senior high school students, oral communication skill, correlation

FACTORS AFFECTING PRESERVICE ENGLISH TEACHERS' TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK)

Endang Darsih — 2024-11-29

The integration of technology into teaching is critical for preparing educators to meet the demands of 21st-century classrooms, particularly in English as a Foreign Language (EFL) contexts. This study investigates the factors influencing the development of Technological Pedagogical Content Knowledge (TPACK) among preservice English teachers, addressing gaps in existing research that often overlooks this group. Using a mixed-methods approach, quantitative data from 30 participants were collected via a validated TPACK questionnaire, while qualitative insights were gathered through in-depth interviews with a purposive sample of 10 preservice teachers. The findings highlight significant variability in TPACK levels, with technological knowledge emerging as the most challenging domain. Four key factors—access to technological resources, mentorship from experienced teachers, prior experience with technology, and professional development opportunities—were identified as crucial for TPACK development. Limited access to resources and insufficient training were common barriers, whereas mentorship and prior exposure to technology positively influenced confidence and adaptability. The study concludes that tailored interventions, such as resource provision, mentorship programs, and technology-focused training workshops, are essential for enhancing preservice teachers' TPACK proficiency. Educational institutions must prioritize these measures to equip future educators with the skills needed for effective technology integration. Further research is recommended to explore these factors across diverse educational contexts to inform comprehensive strategies for improving teacher education programs.

Keywords: TPACK; preservice teachers; EFL, technology integration; mentorship; teacher training; professional development

ANALYST OF THE IMPLEMENTATION OF THE INDONESIAN CURRICULUM IN ELEMENTARY SCHOOLS FOR THE 2022-2024 PERIOD

Aan Nurhasanah — 2024-11-29

This study was conducted to determine how the implementation of the Merdeka Curriculum in elementary school driving schools. This study was conducted using a phenomenological approach because the researcher was interested in studying more deeply the phenomenon of implementing the Merdeka Curriculum in elementary schools, this study was also conducted to determine to what extent the implementation of the Merdeka Curriculum can be implemented in elementary schools. This study was conducted in several driving elementary schools in Kuningan Regency. The informants in this study were teachers, principals and facilitators. Data collection was carried out through in-depth interview techniques. As a basis for the interview instrument, the researcher used a guideline book for the stages of implementing the Merdeka Curriculum compiled by the BSKAP of the Ministry of Education, Culture, Research and Technology in 2022, which consists of 4 stages of implementing the Merdeka Curriculum, namely the initial stage, the developing stage, the ready stage, the advanced stage which consists of 14 aspects. Based on the 14 aspects observed in elementary schools. the results of information processing illustrate that there is 1 aspect, namely the design of the Operational Curriculum of the Education Unit (KOSP), the average school has reached the advanced stage, while the other 13 aspects, the average school is at the initial stage, namely the category still using the example/draft of the Merdeka Curriculum prepared by the Ministry of Education, Research and Technology in the independent teaching platform.

Keywords: Implementation; Merdeka Curriculum; Elementary School

IMPLEMENTATION OF THE TEACHER PROFESSIONAL EDUCATION PROGRAM (PPG) FOR ELEMENTARY SCHOOL TEACHER EDUCATION AT UNIVERSITAS KUNINGAN

Marlina Eliyanti Simbolon — 2024-12-02

This study evaluates the implementation of the Teacher Professional Education Program (PPG) at Kuningan University with a focus on its role in improving the quality of PGSD teachers. Using qualitative methods, data were collected through literature reviews, questionnaires, and interviews with relevant stakeholders. The results of the study show that PPG succeeds with a high graduation rate; Of the 150 participants, 147 passed the Knowledge Test (UP), 149 passed the Achievement Test (Ukin), and 147 passed the PPG Student Competency Test (UKMPPG). Success factors include effective communication, adequate resources, positive disposition, and smooth bureaucracy. However, this study has limitations, including a limited sample at the University of Kuningan. The conclusion shows that PPG improves the competence of PGSD teachers and recommends a follow-up study to compare the implementation of PPG in various universities. This research contributes to the understanding and management of educational programs in LPTK.

BIBLIOMETRIC ANALYSIS OF INQUIRY-BASED LEARNING MODELS IN BIOLOGY ONLINE EDUCATION FOR ENHANCING HIGHER-ORDER THINKING SKILLS (HOTS) FROM 2013 TO 2023

Lilis Lismaya

The rapid development of educational technology and increasing emphasis on Higher-Order Thinking Skills (HOTS) have made inquiry-based learning models in biology online education a crucial area of research. This study aims to analyze inquiry-based learning models in biology online learning using bibliometric analysis, focusing on publications from 2013 to 2023 sourced from the Google Scholar database. Out of an initial 298 articles, 53 relevant articles were identified and analyzed. The research methodology involved systematic stages, including keyword searches, refinement of results, data compilation, and analysis using tools like Microsoft Excel and VOSviewer software. The findings reveal that the number of publications on inquiry models in biology online learning fluctuates annually. Articles were categorized based on criteria such as the type of inquiry model (e.g., guided inquiry, free inquiry), variables studied, research locations, citation counts, HOTS components (e.g., critical thinking, problem-solving), types of online learning (e.g., interactive content, blended learning), and bibliometric visualizations. Notably, the study identified critical thinking and problem-solving as dominant HOTS aspects, while interactive content emerged as the most frequently used online learning type. The bibliometric visualization generated 14 thematic clusters, providing insights into research trends and gaps. This study offers valuable insights for researchers, educators, and policymakers interested in biology online learning. It highlights the potential for further exploration of underrepresented areas, such as decision-making and empirical research. The findings also serve as a guide for future studies to enhance the effectiveness of inquiry-based learning in fostering HOTS.

Keywords: bibliometrics; biology; higher-order thinking skills; online learning.

BILABIAL FRICATIVE VOICELESS - VOICED SOUND BARRIER FOR SUNDANESSE SPEAKERS: A PEDAGOGICAL APPROACH

Teddy Yusuf

There are different educational institutions covering English as a foreign language in the country. In big cities, English is even taught in kindergarten, either because learning English is prestigious or because of school competition. Learning English was not a serious difficulty for some students of foreign languages, like the European states. But in Asia, that's not always the case — especially for those who speak a Polynesian language, and especially for the Sundanese. This is especially true for bilabial consonant sounds, which Sundanese speakers have difficulties pronouncing. These pronunciation variations are perfectly normal, because every language has its own sound inventory.

Without a doubt, Sundanese and English differ markedly in their segmental phonology. Using two different languages in the same article for pedagogic purposes teaching English to a Sundanese speaker, this article is going to state the differences and similarities between the two. The contrastive analysis will highlight the differences and similarities between the two languages which will help language teachers and learners to overcome problems facing them in pronouncing English sounds.

This study will investigate the differences and similarities between the consonant pronunciations in the two languages, with an emphasis on bilabials. The methodology used in this research is descriptive-qualitative. Using the approach of contrastive analysis, different similarities and differences of influence with the two languages are detailed, especially in bilabial consonant pronunciation. Due to language-specific differences between bilabial sounds, it is hoped that the findings would be a useful reference for language teachers and learners to prepare for targeted training or therapy. And the researcher hopes this study may assist language teachers for other languages, as well as speakers of Mandarin Chinese or similar languages, to overcome the production of bilabial sounds in English.

Keywords: Contrastive Analysis; Inventory, Consonant; Sound Segment.