ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (2) (2020) 75-81 75 the use of blended cooperative learning model in introduction to digital systems learning the use of blended cooperative learning model in introduction to digital systems learning r. ati sukmawati1, mitra pramita2, harja santanapurba3, bekti utami4 1,2,3,4department of computer education, faculty of teacher training and education, lambung mangkurat university, indonesia doi: 10.23917/ijolae.v2i2.9263 received: november 20th, 2019. revised: december 11st, 2019. accepted: december 26th, 2019 available online: january 2nd, 2020. published regulary: july 1st, 2020 abstract the purpose of this study is to analyze student learning outcomes in the application of the blended cooperative learning model, and analyze students' perceptions about the application of the cooperative blended learning model. quantitative and qualitative research methods were used together with 91 subjects as participants in introduction to digital systems academic year 2018/2019. data was collected by tests, questionnaires, observations and video recordings. the results showed that the student learning outcomes were in the sufficient category. students showed a positive perception of the implementation of the blended cooperative learning model, but they still need more encouragement to be more independent in learning. keywords: blended learning, cooperative learning, digital systems learning corresponding author: ati sukmawati, faculty of teacher training and education, lambung mangkurat university, indonesia e-mail: atisukmawati@ulm.ac.id 1. introduction introduction to digital systems is a compulsory subject for students of the computer science education program at lambung mangkurat university. this subject is a prerequisite for advanced courses. but many students have difficulty with this subject. generally the difficulty is caused by students lacking training and not having textbooks. various attempts have been made by lecturers to optimize the learning process, including by applying the cooperative learning model. cooperative learning model is a teaching and learning process that involves the use of small groups that allow students to work together in order to maximize their own learning and learning from each other. students learn and work in small groups collaboratively, whose members consist of four to five people, with a heterogeneous group structure (slavin, 1994). the cooperative learning model is designed to prepare students to have an orientation to work in teams. students not only learn the material, but must learn special skills called cooperative skills. in completing the task group, each group member must cooperate with each other and help each other to understand the material being studied. learning is said to be incomplete if one of the friends in the group has not mastered the lesson material. limitation of study time in class is one of the obstacles faced by lecturers when applying cooperative learning models. this is in line with the results of research done by indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae mailto:atisukmawati@ulm.ac.id vol. 2 (2) (2020) 75-81 ijolae | p-issn 2655-920x, e-issn 2656-2804 76 the use of blended cooperative learning model in introduction to digital systems learning sukmawati & purnamasari (2016) and sukmawati & nesvihani (2018), which state that the time available is sometimes insufficient to implement cooperative learning models. the use of blended learning is expected to overcome these obstacles. because in blended learning, interaction between students, or between students and learning resources can occur anytime and anywhere. this is in line with the indonesian government’s vision that educational institutions can utilize information and communication technology to improve the efficiency and effectiveness of learning, including by implementing blended learning. blended learning is a learning approach that combines face-to-face activities, aspects of online learning and real-world practice (husamah, 2014). dziuban et al (2018) and hall & villareal (2015) define that blended learning is learning that combines face-toface learning and integrated online-based learning. learning is not only done in class but can also be done anytime and anywhere. so that the application of blended learning can overcome the limitations of space and learning time that occur in face-to-face learning in class. while rusman (2012) also gill (2009) state that blended learning is a combination of various media technology and information such as audio, video streaming, and website in an e-learning system path with face-to-face learning. blended learning is a learning approach that combines technology and face-to-face learning. the purpose of blended learning is to combine the best characteristics of classroom learning (face to face) and the best features of online learning to enhance active independent learning by students and reduce the amount of face-to-face time in class (graham, 2006). with computer-based technology, teachers use a hybrid learning model to redesign their subjects so that there are online activities in the form of case studies, tutorials, independent training, simulations or online group collaboration. blended learning focuses on changing the form of classical learning to make students more active in learning learning material in the classroom and outside the classroom (husamah, 2014). the ultimate goal is to increase students' understanding of the learning material shown by increasing the value of the redesigned subjects. graham (2006) and moskal et al (2013) state that blended learning has helped students to learn independently, shifted the paradigm of teacher center to student center, and the achievement of learning objectives. to obtain optimal results in blended learning, the teacher must have knowledge about learning strategies and know the characteristics of students. by knowing the characteristics of students, appropriate learning materials can be prepared, both online and offline. in blended learning, students will interact more with the learning material. according to friesen (in nuruzzaman, 2016), blended learning in general can be classified into six models, namely: face to face driver; the teacher conveys instruction and reinforcement through digital devices. rotation; students follow the online learning cycle independently and learn face to face in class. flex; most of the curriculum is delivered via a digital platform. teacher guidance and support is done face-to-face. labs; the entire curriculum is delivered via a digital platform but in a consistent physical location. students usually take traditional classes in this model too. self-blend; curriculum and learning are done face-to-face. students add to learning through online learning. online driver; all curriculum and teaching are delivered via a digital platform. if it is needed a face-to-face meeting can be scheduled. blended learning in this study is an adaptation of gill (2009), namely a mix of face-to-face ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (2) (2020) 75-81 77 the use of blended cooperative learning model in introduction to digital systems learning instruction in the classroom and instruction through digital technology. during face-toface sessions, students have the opportunity to discuss about the material and work that has been assigned in digital technology. after all clarifications have been made, the face-toface session continues with task-based learning. the advantages of blended learning according to meydanlioglu & arikan (2014) are the use of more flexible and effective learning spaces, maximizing the use of physical resources, and fostering academic excellence and innovation. in addition, students are to be able to increase the level of student autonomy that is more realistic (control and responsibility), increase their involvement and interaction. content can be developed in a way that meets the needs and styles of various learners. the online component also encourages students’ independence, facilitates self-reliance, and expands learning through the use of innovative online resources. meanwhile challenges faced in blended learning according to meydanlioglu & arikan (2014) include: students must have time management skills, have physical resources (computers, high-speed internet), be able to play an active and collaborative role, learn to use more sophisticated technology, lack of friend contact and interaction. one major disadvantage is that effective online learning will need time to be implemented correctly. research conducted by aspden & helm (2004) shows that blended learning can help bridge the gap between students, by means of interaction between students both online and offline as well as increasing the effectiveness of learning and teaching experiences for students. the results of the study done by eldeghaidy & nouby (2008) of prospective teachers at the university in egypt showed that cooperative blended e-learning was effectively applied in learning, where student learning outcomes in cooperative blended elearning classes were better than control classes. meanwhile the results of the study done by hima (2017) showed that blended learning can improve students' motivation. similar conclusion is also found in the result of research conducted by lópez-pérez et al (2011) at the university of granada. in the finding of their research, the use of blended learning has a positive effect in reducing dropout rates and can increase test scores. the purpose of this study is to analyze student learning outcomes in the application of blended cooperative learning models, and analyze students' perceptions about the application of the blended cooperative learning model. the study was conducted in the computer education study program at the university of lambung mangkurat in the introduction to digital systems course. this design is needed by the lecturer as a reference in preparing the lecture plan. so that it can implement student-centered learning, and can improve the effectiveness of learning. 2. method this study will describe student learning outcomes and perceptions about the application of the blended cooperative learning model in the introduction to digital systems course. this research was conducted at the computer science education study program faculty of teacher training and education, lambung mangkurat university, indonesia. the study was conducted in february to may 2019. the subjects in this study were all 91 participants in the introduction to digital systems course in the academic year 2018/2019. the research instrument used consisted of quiz sheets, evaluation sheets, questionnaires and observation sheets. the quiz sheet consists of three packages, each containing five short answer questions. the evaluation sheet vol. 2 (2) (2020) 75-81 ijolae | p-issn 2655-920x, e-issn 2656-2804 78 the use of blended cooperative learning model in introduction to digital systems learning consists of ten essay questions. the questionnaire consisted of seven positive statements that were designed using a likert scale, with alternative answers strongly disagree (sda), disagree (da), neutral (n), agree (a), and strongly agree (sa). the instrument validity test uses pearson product moment correlation while the reliability test uses cronbach’s alpha. test results show that all instruments are valid and reliable. the data analysis technique used in this study is descriptive statistical analysis. 3. result and discussion the blended learning in this lecture uses e-learning system at lambung mangkurat university (ulm). lecturers and students can access ulm e-learning using their respective simari accounts. in this e-learning lecturer prepares lecture material, assignments to be completed by students, practice questions, and open discussion forums for each topic. in the preparation stage, students are divided into groups. at this stage, students are informed that teaching materials consisting of lecture material, individual assignments and practice questions are uploaded to ulm elearning no later than three days before lecturing. special practice questions can only be accessed by students when learning in the class. the students are also explained about the steps of learning. various obstacles are encountered when implementing learning. based on observations, at the second meeting during the group discussion, learning process that should have been done face-to-face was not carried out, because there were still many students who did not read or access material uploaded in the ulm e-learning. then, the lecturer must explain and repeat the material from beginning to the end. based on observations at the second meeting, then for the next meeting, students are required to download material from elearning, and must carry a hardcopy at the time of lecture. in addition, individual tasks in e-learning must be done and become a component for assessment. however, at the third meeting, there were still some students who did not have hardcopy of the material. in addition, despite having hardcopy of the material, many students have not studied the contents of the material. as a result, the group discussion at the third meeting was still not smooth. based on this term, posttest and pretest are held for the next meeting. the following steps of learning carried out until the end of this study can be seen in table 1. table 2 shows that from the results of quiz 1 to quiz 3, students who received sufficient and good grades increased. in the final evaluation there was an increase in the percentage of students who scored less, but it was still below the percentage during quiz 1. meanwhile based on the average value of the quiz results, there was an increase in learning outcomes. the average value of quiz 1 with lacking qualifications increased to good qualifications in quiz 3, and became sufficient qualification at the final evaluation. the results showed that although the final test results were still in the sufficient category, there was an increase in quiz results from lacking to good. this is different from the results of research (ismail, et all, 2014) which shows good learning outcomes in the application of blended learning in computer application courses. various factors can affect learning outcomes, including motivation and learning activities. the results also showed that students still needed encouragement to be actively involved in classroom learning and on-line learning. although the lecture material is already available online, interview results show that only 51.5 percent of students stated that they studied the material before lecturing. ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (2) (2020) 75-81 79 the use of blended cooperative learning model in introduction to digital systems learning table 1. the syntax of the blended cooperative learning model phase activity e-learning classroom phase 1 presenting information  students learn material on-line  students completing assignments on-line phase 2 delivering goals and motivating students carry out pretest the lecturer conveys the objectives to be achieved and motivates students to learn. fase 3 guiding work and study groups  the lecturers guide students to goups up to discuss material that have been done independently  students complete assignments in groups  the lecturers and students conclude learning material phase 4 individual test the lecturer evaluates the learning outcomes about the material that has been learned phase 5 give group awards the lecturer gives an appreciation of the efforts and results of group learning. table 3 presents the percentage of students' responses to learning. only 56.7 percent of students stated that they became more independent in learning, and 54.6 percent said they could study material anywhere and anytime. based on table 3, the low involvement of students in accessing material seems related to the presentation of the online material. therefore the lecturer must be able to choose which material can be easily studied and which should be presented in class. in addition, the material must be arranged in such a way that is more interesting and easy to understand. the majority of students feel enthusiastic, happy and interested in applying the blended cooperative learning model in introductory digital systems lectures. overall students' perceptions of the application of the blended cooperative learning model showed a positive attitude. in contrast to the results of research (bala, 2016) and (khan, 2014) which states that students are satisfied with the application of blended learning and feel motivated to practice subject matter in a more flexible and relaxed atmosphere outside the formal classroom. in this study, student activities in online learning activities are still low and students have not shown the desire to learn independently. this is in line with the results of research (pramita, et all, 2018) in the implementation of blended learning in the numerical method course in the computer education study program at lambung mangkurat university. it is stated that students are not accustomed to learning independently. the results of this study also support the results of the vol. 2 (2) (2020) 75-81 ijolae | p-issn 2655-920x, e-issn 2656-2804 80 the use of blended cooperative learning model in introduction to digital systems learning study (nuruzzaman, 2016), which states that in blended learning the majority of students lacked concentration and lack of participation. table 2. percentage distribution of student learning outcomes value qualifications quiz 1 quiz 2 quiz 3 evaluation 75 ≤ value ≤ 100 good 25.3 19.8 52.7 40.7 60 ≤ value < 75 sufficient 0.0 25.3 29.7 33.0 value < 60 lack 74.7 54.9 17.6 26.3 average 36.2 57.0 75.4 70.1 table 3. percentage distribution of student responses no statement sda da n a sa 1 i am very enthusiastic in learning blended cooperative learning activities 2.1 3.1 15.5 47.4 25.8 2 i feel happy when in learning with blended cooperative learning 1.0 1.0 23.7 36.1 32.0 3 i am very interested in the material presented online 1.0 3.1 24.7 37.1 27.8 4 the time given to study the material online is sufficient 4.1 18.6 25.8 28.9 16.5 5 with blended learning i can study material wherever and whenever 3.1 11.3 26.8 26.8 25.8 6 learning material provided online is easy to understand 1.0 5.2 33.0 40.2 14.4 7 with blended learning, making me more independent in learning 3.1 7.2 33.0 29.9 20.6 based on several findings in this study, it seems that students still have to be encouraged to access all material that is already available on-line and study it independently. some additional treatment can be done including requiring students to download the material and file it in hardcopy, make a resume of the material they learn, compile questions that will be discussed in group discussions, include on-line assignments as a component of assessment, or do a pretest at each face advance in class. to avoid plagiarism, some assignments required students to do them by hand writing. through this kind of assignment, students will experience the learning process. 4. conclusion the results showed that whilst there was an increase, student learning outcomes were still in the sufficient category. in addition students have a positive perception of the application of the blended cooperative learning model. however, although independent learning is important, it seems that students still need more encouragement to increase their learning independence. 5. references aspden, l., & helm, p. (2004). making the connection in blended learning environment. educational media international, 42, 245–252. bala, e. (2016). a study of attitudes of students towards blended learning, iraqi case. international journal of social sciences & educational studies, 2 (4). dziuban, c., graham, c. r., moskal, p. d., norberg, a., & sicilia, n. (2018). blended learning: the new normal and emerging technologies. international journal of educational technology in higher education. https://doi.org/10.1186/s41239-0170087-5 el-deghaidy, h., & nouby, a. (2008). effectiveness of a blended e-learning cooperative approach in an egyptian teacher education programme. computers and education. ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (2) (2020) 75-81 81 the use of blended cooperative learning model in introduction to digital systems learning https://doi.org/10.1016/j.compedu.2007. 10.001 gill, d. (2009). effective blended learning techniques. journal of college teaching & learning (tlc), 6(2). https://doi.org/10.19030/tlc.v6i2.1167 graham, c. r. (2006). introduction to blended learning. handbook of blended learning global perspectives local designs. https://doi.org/10.2307/4022859 hall, s., & villareal, d. (2015). the hybrid advantage: graduate student perspectives of hybrid education courses. international journal of teaching and learning in higher education. hima, l. r. (2017). pengaruh pembelajaran bauran (blended learning) terhadap motivasi siswa pada materi relasi dan fungsi. jipmat, 2 (1). https://doi.org/10.26877/jipmat.v2i1.14 79 husamah. (2014). pembelajaran bauran (blended learning). jakarta: pustakakarya. ismail, n., wanzah wan ali, aida suraya mod yunus, & ayub, a. f. m. (2014). the effects of blended learning methods on educational achievement and the development of online material in a curriculum information document online system (cidos) for computer application courses. malaysian journal of distance education, 16 (2). pp. 59-82 khan, i. a. (2014). effectiveness of blended learning for teaching of english: an exploratory study. research journal of recent sciences, 3 (3). lópez-pérez, m. v., pérez-lópez, m. c., & rodríguez-ariza, l. (2011). blended learning in higher education: students’ perceptions and their relation to outcomes. computers and education, 56 (3). https://doi.org/10.1016/j.compedu.2010. 10.023 meydanlioglu, a. & arikan, f. (2014). effect of hybrid learning in higher education. international journal of social, behavioral, educational, economic, business and industrial engineering, 8 (5). moskal, p., dziuban, c., & hartman, j. (2013). blended learning: a dangerous idea? internet and higher education. https://doi.org/10.1016/j.iheduc.2012.12 .001 nuruzzaman, a. (2016). the pedagogy of blended learning: a brief review. ira international journal of education and multidisciplinary studies (issn 2455– 2526), 4(1). https://doi.org/10.21013/jems.v4.n1.p14 pramita, m., sukmawati, r. a., & sari, d. p. (2018). the implementation of flipped classroom assisted by learning management system for numerical method courses. https://doi.org/10.2991/iccite18.2018.36 rusman. (2012). model-model pembelajaran. jakarta: raja grafindo. slavin, r. (1994). educational psychology, theory and practice. massachussets: allyn and bacon. sukmawati, r. a., & nesvihani, n. (2018). kemampuan komunikasi matematis dan karakter tanggung jawab siswa dalam implementasi model pembelajaran kooperatif tipe quick on the draw di kelas viii. edu-mat, 6(1). retrieved from https://ppjp.ulm.ac.id/journal/index.php/ edumat/article/view/5120 sukmawati, r. a., & purnamasari, w. (2016). pembelajaran matematika menggunakan model pembelajaran kooperatif tipe teams games tournaments (tgt) di kelas viii smp. edu-mat, 4(1). retrieved from https://ppjp.ulm.ac.id/journal/index.php/ edumat/article/view/2293 vol. 2 (1) (2020) 20-26 ijolae | p-issn 2655-920x, e-issn 2656-2804 20 the use of natural dyes from beetroot skin extract (beta vulgaris) as teaching material on cell division for senior high school students the use of natural dyes from beetroot skin extract (beta vulgaris) as teaching material on cell division for senior high school students adilla nur azizah1, putri agustina2, suparti3, alanindra saputra4, yasir sidiq5 1,2,3faculty of teacher training education, universitas muhammadiyah surakarta, indonesia 4faculty of teacher training education, universitas sebelas maret, indonesia 5 biological science, kanazawa university, japan doi: 10.23917/ijolae.v2i1.9051 received: october 16th, 2019. revised: october 26th, 2019. accepted: october 27th, 2019. available online: october 28th, 2019. published regulary: january 1st, 2020. abstract one of the basic competencies (kd) in biology for indonesian senior high school is kd 4.12 which reads "presents observations of the process of mitosis in the onion root and determines the phases it finds". based on the basic competency test, students are required to have skills in making and observing mitotic preparations of plant tissue with at least using onion. observation of mitotic division in plant tissues requires skill in making preparations. making preparations in observing cells and tissues of plants or animals needs staining. dyes often used in lab work are synthetic dyes. one of the synthetic dyes commonly used is safranin. however, safranin is quite expensive. this limitation requires teachers to look for alternatives to synthetic dyes that are easily found at a more affordable price, namely with natural dyes. one of the plants that has the potential to overcome this issue is beetroot (beta vulgaris). the purpose of this study was to determine the quality of plant tissue preparations (allium cepa) stained with beetroot skin (beta vulgaris) as a natural coloring agent. the research method used was an experimental method with a completely randomized design consisting of two factors, namely the staining time (1 hour, 2 hours, and 3 hours) and the type of solvent (aquades and citric acid 10%). the results of the study were analyzed with qualitative descriptive methods which included contrast and clarity of the preparations. based on the results of the study, the quality of allium cepa root preparations using beetroot (beta vulgaris) skin extract with variations in the type of solvent and duration of staining showed good results on the staining time of 1 hour and 2 hours. the staining time of the preparations can affect the contrast and clarity of the preparations. keywords: beetroot skin, mitosis, plant cell, research based learning. corresponding author: putri agustina, faculty of teacher training education, universitas muhammadiyah surakarta, indonesia. e-mail: pa182@ums.ac.id 1. introduction one of the basic competencies (kd) of biology in indonesian senior high school (sma) class xii is kd 4.12 which reads "presents observations of the process of mitosis in the onion root and determines the phases it finds". this basic competency demands students' skills to be able to observe mitotic division in plant tissue, which in this case is a minimum of shallot roots. observation of mitotic division in plant tissues requires skill in making preparations. making preparations in observing cells and tissues of plants or animals is in dire need of staining. wahyuni (2008) states that coloring aims to sharpen or clarify various tissue elements, especially cells. without coloring, the cells and tissues of plants or animals will be transparent making it difficult to observe. coloring according to saidi (2010) is the process of giving color to the tissue that has been cut so that the tissue elements become indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2020) 20-26 21 the use of natural dyes from beetroot skin extract (beta vulgaris) as teaching material on cell division for senior high school students contrasted and can be identified using a microscope. the process of the emergence of color in the colored tissue is bound by the formation of molecular bonds between the dye with certain tissues. dyes bound to the tissue will absorb light with a certain wavelength so that the tissue will appear colored. observation of cells and tissues under a microscope can be clarified by the presence of coloring. however, each part of the cell has special characteristics so that the affinity of these parts for dyes also varies. the ability to dye tissue by dyes also depends on the properties of the dye. so it is very necessary to recognize the properties of dyes (suntoro, 1983). the problem that is often faced in the observation of plant tissue preparations is the unavailability of preparations and practicum of plant tissue is considered complicated. this problem occurs because the price of preparations is relatively expensive and plant specimens used as preparations are not recognized by students. as for the manufacture of preserved preparations, equipment and materials that are relatively difficult to obtain are needed such as microtomes, paraffin, and coloring agents and quite a long time. furthermore, the use of preserved preparations cannot hone students' skills in making preparations so that the scientific process to be achieved in practicum is not fulfilled (apriani, 2016). this problem is then solved by making a wet preparation. making wet preparations to observe the division of mitosis in plant tissue requires coloring. dyes that are often used in lab work are synthetic dyes. one of the synthetic dyes commonly used is safranin. safranin is one of the synthetic dyes with red coloring. the price of safranin as a synthetic coloring agent is quite expensive at rp. 85,000 up to rp. 100,000 per 100 ml for dyes with a concentration of 0.25% (wahyuni, 2010). this limitation requires teachers to look for alternatives to synthetic dyes that are easily found at a more affordable price, namely with natural dyes. natural dyes according to kwartiningsih et al (2009) can be used as an alternative because besides being cheap, the use of natural materials is safer for students to use. the color that comes from natural dyes comes from natural coloring pigments themselves such as chlorophyll, carotenoids, tannins, and anthocyanins. each plant can be used as a source of natural color because it contains natural pigments. this potential is determined by the intensity of the color produced and is very dependent on the type of coloring matter that exists. coloring matter is a substance that determines the color direction of natural dyes and is an organic compound contained in the source of natural dyes (wismaji, 2008). one of the plants that has the potential to be developed as a natural coloring is beetroot (beta vulgaris). beets are found in europe, asia and america. red beet (beta vulgaris l.) or often also called as beetroot is a rootshaped plant that resembles tubers and comes from the family amaranthaceae. in the content of red beets, potential vitamins are folic acid and vitamin c, while viewed from the mineral content of manganese, potassium, magnesium, iron, copper, and phosphorus. the content of vitamin c is high enough to make red beets can be used as a source of antioxidants. the content of pigment in red beets, namely betacyanin is believed to be very useful for preventing cancer, especially colon cancer (large intestine) (santiago and yahia, 2008). in halim’s (2011) research, beetroot is known to reduce a person's blood pressure by drinking 200 ml/day. the average systolic blood pressure decreased by 11.48 mmhg while the diastolic pressure was 5.75 mmhg. beets also contain vitamin c which is high enough so that it can be used as an vol. 2 (1) (2020) 20-26 ijolae | p-issn 2655-920x, e-issn 2656-2804 22 the use of natural dyes from beetroot skin extract (beta vulgaris) as teaching material on cell division for senior high school students antioxidant that can prevent cancer. in addition to antioxidants, beets also have a major component, the betacyanin pigment which gives a purplish red color (wibawanto, 2014). beetroot contains betacyanin pigment of 1000 mg / 100 g dry weight or 120 mg / 100 g wet weight. there are two groups of betalain pigments in the beetroot, namely red betetination violet pigments and yellow betaxanthine pigments. comparison of concentrations between betacyanin pigments and betaxanthine pigments is usually in the range of 1: 3. this ratio varies depending on beet varieties. the comparison that causes variations in the red color of beets and beet extracts (andarwulan, 2012). based on the background description above, the purpose of this research is to determine the quality of plant tissue preparations (allium cepa) stained with beetroot skin (beta vulgaris) as a natural coloring agent. this research is expected to be a solution to the high cost of synthetic dyes as coloring preparations for plant tissue mitosis. the results of this study can be used as a source of learning for senior high school students, namely in cell division material. 2. method this research is one part of the development research (rnd) carried out in the biology laboratory of the teacher training and education faculty of muhammadiyah university, surakarta. the study was conducted from february to august 2018. the stages carried out in this study were the initial stages of developing cell division material teaching materials, namely the preliminary research stage. tools used in making beetroot peel extract: 500 ml beaker glass (pyrex), knives, stirring rods, digital scales (and), measuring cups (pyrex) 100 ml, filter paper and label paper. tools used in making allium cepa root preparations: cutter/razor blade, flacon bottle, aluminum foil, isopropyl alcohol, tricycle, gauze, 500 ml beaker glass (pyrex), thermometer, brush, petri dish. tool used in observing mitosis allium cepa: olympus cx 21 microscope, object glass, deck glass, brush. ingredients used in making beetroot peel extract: beet peel, citric acid 10%, aquades. ingredients used in making allium cepa root preparations: allium cepa root, hcl 1 n, water, beetroot bark extract, safranin. ingredients used in observing mitosis allium cepa: alcohol, tissue. the experimental design in this study was a completely randomized design (crd) consisting of two factors, namely the staining time (l) and the type of solvent (p). the coloring factor consists of 3 combinations: 1 hour (l1), 2 hours (l2), and 3 hours (l3). while the solvent type factor consists of two combinations, namely aquades (p1) and citric acid 10% (p2). the combination of treatments was modified from the izzati’s study (2017). the research procedure consisted of several stages, namely: a. making beetroot skin extract making beetroot peel extract is done by chopping beetroot peels and weighing as much as 2 grams. the chopped is then put into 2 beaker glass each 1gram chopped. then in the first beaker glass added 10 ml of distilled water while the second was added 10 ml of 10% citric acid with the ratio of ingredients: solvent (1:10). the mixture of ingredients and solvents is then stirred until homogeneous to get maximum results. after that, the extraction results are separated by filtering the beetroot peel using a filter paper. b. making preparations take the onion tubers that have roots, then cut the root tip of allium cepa ± 2 mm using a razor blade/cutter transversely as much as 5 roots at 09.00-10.00 am. then put the root pieces into a flacon bottle and soak with 1 n hcl as much as 5 drops for ± 5 ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2020) 20-26 23 the use of natural dyes from beetroot skin extract (beta vulgaris) as teaching material on cell division for senior high school students minutes. after that, close the flacon bottle with aluminum foil, then boil it in boiling water at 60˚c for 1 minute. then take a flacon bottle containing the preparation, then wash it with distilled water as much as 3 times and pour the roots of allium cepa into a petri dish so that it is easy to take. c. observation giving staining with natural color beetroot extract bark according to the variation of the solvent and the staining time that has been done as a combination treatment. then observed under a microscope. the results obtained were documented and analyzed then compared between solvents using distilled water and 10% citric acid and the staining time of the preparations (1, 2, 3 hours). data analysis in this research was descriptive qualitative which included color contrast and clarity of preparations from beet root skin extracts which were used as natural dyes for plant tissue preparations (allium cepa). the contrast and clarity criteria of preparations according to wahyuni (2015) are presented in table 1 and table 2. table 1. clarity preparation criteria no. criteria indicators 1 very clear if mitotic division can be distinguished very clearly 2 clear if mitotic division can be clearly distinguished 3 not clear if mitotic division cannot be clearly distinguished table 2. observation of fast allium cepa cell division for color contrast no. criteria indicators 1 very contrast when the dye is very tightly bound to the chromosomes 2 contrast if the dye is only firmly attached to the chromosome 3 not contrast if the coloring coloring all tissues the results of this study are then packaged in the form of teaching materials that will be tested for eligibility in future studies. 3. result and discussion the study was carried out using 24 samples of allium cepa root mitosis preparations which were stained using beetroot skin (beta vulgaris) as a natural coloring agent with variations of aqueous solvent and citric acid variations of 10% and duration of staining for 1, 2, and 3 hours. complete observations are presented in table 3. table 3. results of observation of the quality of allium cepa root mitosis preparations colored with beet skin extract (beta vulgaris) treatment parameter preparation clarity preparation color contrast l1p1 clear contrast l1p2 clear contrast l2p1 clear contrast l2p2 clear contrast l3p1 not clear not contrast l3p2 not clear not contrast based on table 3 the results of observations of the quality of the mitosis preparations of allium cepa root stained using beetroot skin (beta vulgaris) with 2 vol. 2 (1) (2020) 20-26 ijolae | p-issn 2655-920x, e-issn 2656-2804 24 the use of natural dyes from beetroot skin extract (beta vulgaris) as teaching material on cell division for senior high school students treatment factors namely duration of staining and type of solvent, the results showed that the staining time of 1 hour and 2 hours of preparation was clearly visible and contrasted using either distilled water or citric acid solvents. however, at the 3 hour staining time the preparation was unclear and did not contrast. based on observations, it can be concluded that the longer the staining, the preparations will be increasingly unclear and not contrasting. this is because the cell wall has a neutral ph and natural dyes have an acidic ph so the color is more bound to the cell wall (izzati, 2017). in observing the mitosis of allium cepa root that need attention is the color contrast and clarity of the preparation. in order to make the preparations clearly visible, staining is carried out on the preparations, a dye which is usually used is safranin. however, the price of safranin which is quite expensive requires teachers to look for alternative dyes that are easily found at prices that are more affordable but have the same function. therefore, this research is expected to help teachers reduce costs in making preparations by finding alternative natural dyes. the use of natural dyes is also safer to use because the rest of its use is easily broken down by bacteria than synthetic dyes (mahayana, 2012). in this study using a dye from the skin of beetroot (beta vulgaris). beetroot dye is produced by maceration method with 2 variations of the type of solvent treatment, namely aquades and citric acid. aquades is a polar organic solution and is a neutral solution. while citric acid (c6h8o7) is a polar organic solvent (blue), 2010). the use of 2 different types of solvents aims to compare the ability of the two types of solvents to produce betacyanin pigments. while the staining time of the preparations aims to determine the effect of allium cepa root immersion on beet root peel extract on the color contrast and clarity of the preparations. based on observations, the type of aquades solvent with 1 hour (l1p1), 2 hour (l2p1) and 3 hour (l3p1) coloration has different results. at 1 hour (l1p1) and 2 hour (l2p1) staining the clarity of the preparations is clearly visible because mitotic division can be clearly distinguished. color contrast is also contrasted because the dye is only strongly bound to the chromosomes. whereas at 3 hours (l3p1) staining the clarity of the preparations was not clear because the division of mitosis could not be clearly distinguished. likewise with the contrast of the preparations, the 3 hour (l3p1) staining time does not contrast because the coloring coloring all tissues. this is consistent with anisa's research (2017) which states that the quality of preparations with a type of distilled water and 10% citric acid at 1 hour and 2 hour staining time showed good results. according to eder (1996) betacyanin has a high solubility in water so extraction is usually done with a water solvent or using a mixture of water: ethanol (1: 1). types of citric acid solvents with 1 hour (l1p2), 2 hour (l2p2), and 3 hour (l3p2) staining results for clarity of the preparations and contrast of different colors. at 1 hour (l1p2) and 2 hour (l2p2) staining, preparations are clearly visible because mitotic division can be clearly distinguished. color contrast is also seen as contrast because the dye is only tightly bound to the chromosomes. whereas for 3 hours (l3p2) staining time, the preparation was unclear and did not contrast. this is due to the fact that mitotic division cannot be clearly distinguished and dyes dye all tissues. this is also in accordance with research by izzati (2017) which states that coloring with citric acid is better than aquades. the addition of citric acid has the function of denaturing cells so that with higher concentrations of ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2020) 20-26 25 the use of natural dyes from beetroot skin extract (beta vulgaris) as teaching material on cell division for senior high school students citric acid, many cell membranes are degraded so that the pigment component easily exits the membrane to produce more yield (surianti, 2012). in safranin control, the clarity of preparations is very clear because the division of mitosis can be distinguished very clearly. similarly, the contrast of colors looks very contrasting because the dye is very tightly bound to the chromosomes. the process of coloring the preparations is influenced by the ph contained in the cell nucleus. allium cepa root cell nuclei have acidic ph while safranin dyes have a basic ph. acidic dyes color the base cells and vice versa (nurwanti, 2013). 4. conclusion based on the results of data analysis and observations, it can be concluded that the quality of allium cepa root preparations using beetroot extract (beta vulgaris) with various types of solvent and staining time showed good results on staining time of 1 hour and 2 hours. the results of the study can be used as teaching materials in biology class as modules or worksheets for students. steps for developing these learning materials done in the next study. 5. references anisa, c. (2017). kualitas preparat mitosis allium cepa menggunakan pewarna ekstrak kulit ubi jalar ungu dengan variasi pelarut dan lama pewarnaan. skripsi. eder, r. (1996). handbook of food analysis, vol. i. new york: marcel dekker inc. halim, s. (2011). pengaruh jus beet (beta vulgaris l.) terhadap tekanan darah. skripsi. harsh chawla, m. p. (2016). beetroot: a health promoting functional food. article. hastuti, a. (2013). penerapan pembelajaran berbasis praktikum untuk meningkatkan motivasi dan hasil belajar biologi materi pokok sistem reproduksi manusia. skripsi. hastuti, a. (2013). pengaruh pembelajaran berbasis praktikum untuk meningkatkan motivasi dan hasil belajar biologi materi pokok siste reproduksi manusia. yogyakarta: uin sunan kaijaga. izzati, m. (2017). kualitas preparat mitosis allium cepa menggunakan pewarna ekstrak kulit buah naga merah dengan pelarut akuades dan asam sitrat 10%. skripsi. kumar, y. (2011). beetroot: a superfood. international journal of engineering studies and technical approach. lazuardi, r.n.m. (2010). mempelajari ekstraksi pigmen antosianin dari kulit manggis (garcinia mangostana l.) dengan berbagai jenis pelarut. skripsi. m. nurwanti, b. j. (2013). pemanfaatan filtrat daun muda jati sebagai bahan pewarna alternatif dalam pembuatan preparat jaringan tumbuhan. jurnal bioeduvol. 2 no. 1. mahayana, a. (2012). pengaruh pelarut dan waktu ekstraksi pada isolasi zat warna dari daun jati. skripsi. nanda rudy wibawanto, v. k. (2014). produksi serbuk pewarna alami bit merah (beta vulgaris l.) dengan metode oven drying. prosiding snst. neil a. campbell, j. b. (1999). biology. san fransisco: pearson benjamin cummings. nemzer boris, z. p. (2011). betalainic and nutritional profiles of pigmentenriched red bit root (beta vulgaris l.) dried extracts. food chemistry 127. retno, m. (2010). identifikasi pigmen betasianin pada beberapa jenis inflorescence celosia. skripsi. saroh, s. (2011). pemanfaatan ekstrak kulit buah naga (hylocereus undatus) dan ekstrak ubi jalar varietas ungu (ipomoea batatas) sebagai pewarnaalami untuk pengamatan stomata. skripsi. vol. 2 (1) (2020) 20-26 ijolae | p-issn 2655-920x, e-issn 2656-2804 26 the use of natural dyes from beetroot skin extract (beta vulgaris) as teaching material on cell division for senior high school students sumiatun. (2013). analisis mutu pembelajaran praktikum kebidanan sebagai upaya peningkatan pencapaian kompetensi program studi diploma iii kebidanan stikes maharani malang. jurnal kebijakan dan pengembangan pendidikan volume 1, nomor 1. sutrian, y. (2011). pengantar anatomi tumbuh-tumbuhan: tentang sel dan jaringan. jakarta: rineka cipta. tjitrosoepomo, g. (2010). taksonomi tumbuhan. yogyakarta: ugm press. wahyuni, s. (2015). identifikasi preparat gosok tulang (bone) berdasarkan teknik pewarnaan. prosiding seminar nasional pendidikan biologi 2015, yang diselenggarakan oleh prodi pendidikan biologi fkip universitas. wahyuni, s. i. (2010). pengamatan inti sel ujung akar allium cepa menggunakan pewarna alternatif daun jati muda (tectona grandis) dan daun jambu monyet (annacardium occidentale l.). skripsi. wibowo, s. (2008). budidaya bawang putih, bawang merah dan bawang bombay. jakarta: penebar swadaya. yahia, e. s. (2008). identification and quantification of betalains from the fruit of 10 mexican prickly pear cultivars by high-performance liquid chromatography. journal agric. food chem. zain, s. b. (2010). strategi belajar mengajar. jakarta: rineka cipta. ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2020) 1-9 1 rasch modeling: a multiple choice chemistry test rasch modeling: a multiple choice chemistry test atiek winarti1, al mubarak2 1,2faculty of teacher training education, universitas lambung mangkurat, indonesia doi: 10.23917/ijolae.v2i1.8985 received: october 6th, 2019. revised: october 23rd, 2019. accepted: october 25th, 2019. available online: october 26th, 2019. published regulary: january 1st, 2020. abstract the study aimed to reveal the difficulty level of items and the suitability of items of chemistry test with the rasch model. in addition to detecting this item quality, the rasch model shows the student's answer pattern as well, so that the assessment can imply the quality of the instrument as an assessment of chemical learning. as many as 20 numbers of multiple-choice questions in chemical bonding material were analyzed by using winsteps 3.73. the samples consisted of 200 senior high school students in banjarmasin indonesia. the results revealed that the average item measure was 0.00 with items (measure order = 4.64) which has the highest difficulty level. the q10 was the item that has a level of conformity with the model, and outliers or misfit in rasch were mnsq=+0.97, zstd=-0.2, pt mean corr=+0.58. in other words, assessment of learning with test techniques such as multiple choice based on rasch model analysis was an effective way for teachers to review the progress of students in the learning process, guidelines for designing chemical learning strategies, and identifying students' understanding of chemical material. keywords: rasch model, multiple choices, chemical bonding corresponding author: atiek winarti, faculty of teacher training education, universitas lambung mangkurat, indonesia e-mail: atiekwin_kimia@ulm.ac.id 1. introduction learning assessment is an important point that must be conducted by the teacher (potgieter & davidowitz, 2011). the assessment of learning provided contains a lot of essential information such as evaluating student learning progress, the extent of students' cognitive depth on learning that has been passed, and the accuracy of test instruments in measuring their mental models (potgieter &. davidowitz, 2011; brannon et al, 2018). the learning process that is assessed by the instructor without using assessment will be difficult to know cognitive development, behavior, depth of understanding, and the impact of the designed teaching (potgieter &. davidowitz, 2011). during the learning process, the instructor will not only transform knowledge in the classroom but also provide other treatments to develop students' potential such as assignments, practice cognitive skills, formative or summative tests, and direct communication between the teacher and students scientifically (sprague et. al, 2018). indirectly, that learning assessment is an illustration of how the teacher reflects on the learning process that has been experienced (izci et al., 2018). associated with the teaching of chemistry, that the main target of learning is not only to bring students at a high cognitive level but also how students interpret and internalize experiences that have been experienced while learning to become valuable individuals (hindal, 2013). a written test as an assessment technique is often used to review the progress of student learning and the effectiveness of learning undertaken (herrmann-abell & deboer, 2011). written tests that can be used are multiple choice with the aim of analyzing indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae vol. 2 (1) (2020) 1-9 ijolae | p-issn 2655-920x, e-issn 2656-2804 2 rasch modeling: a multiple choice chemistry test the cognitive processes of students, emphasizing whether students experience misconceptions or not on chemical material, and evaluating learning concepts, so that assessment results are used as references in updating the learning process, and identifying the nature of the items distributed (brandriet & bretz, 2014; cheung, 2011; treagust, et al, 2011; milenković, et al, 2016; yasin, et al, 2015). experts also emphasized that the use of a distractor for multiple choice instruments could be used as an advantage in making multiple choice items (herrmann-abell & deboer, 2011; villafañe, 2011). multiple choice questions with distractors can diagnose students' ability to understand material and this becomes a strategy in preventing potential student misconceptions (herrmannabell & deboer, 2011). in addition, the instructor also made the results of cognitive chemical analysis in this format as a guide in evaluating the learning process (rauch & hartig, 2010). measurements with the multiple choice question format are closely related to the ability of the instrument to measure students' cognitive structure and item quality (de la torre, 2009; zamri, 2015). that is, the aspects of validity and reliability are part of the interpretation of data, especially the quality of the items (zamri, 2015; brandriet et.al, 2015). the rasch model is a data analysis technique where it is very effective, precise, and systematic in justifying items with a logarithmic approach (yasin et. al, 2015; park et al. 2017; lee et al., 2011). the concept of the rasch model is not just a technique that shows the level of difficulty and feasibility of the question assessment instrument, but it is also able to show the pattern of student answers in responding to the problem (sumintono, 2018; chiang, 2015). in other words, the use of the rasch model confirms that each student has the same opportunity to answer questions correctly, not just about items (park et al. 2017; chan et al, 2014). rasch not only assesses the ability of students through the distribution of data, but also shows the level of difficulty of the problem, the suitability of the items with the sample used, and the symptoms of misconception, so that the rasch model is an appropriate analysis technique used to identify the things mentioned (zamri, 2015). the conclusion is that the rasch model provides a more comprehensive and concrete picture in the measurement aspects of the test because the rasch model involves two basic aspects as parameters namely (a) students' abilities, and (b) the difficulty level of the question or ability of the question (zamri, 2015; amin et al, 2012; runnels, 2012). 2. method the quantitative approach was used. it was used because the instructor needed to ascertain and confirm what and how the assessment process is carried out so that it required a quantitative and in-depth interpretation of the research conducted (potgieter & davidowitz, 2011). the selected samples are 200 students of chemistry education department from semester 1 to semester 5. these samples were considered important to identify their potential as prospective teachers. the assessment instrument of chemical bonding material consisted of 20 number of multiple choice questions were analyzed by using winsteps 3.73 rasch model. the questions analyzed would represent the level of students' understanding of the material and also determined the measurement of the questions. rasch modeling with multiple choice formats uses and combines an algorithm that states the results of probabilistic expectations of items "i" and respondents "n", which are mathematically expressed as (chan, 2014; runnels, 2012): pni (xni = 1ǀ bn, di) = where pni (xni = 1ǀ bn, di) is the probability of respondent n in item i to produce a correct answer (x = 1); with the respondent's ability, βn and the difficulty level of the item δi. the equation above by rasch can be further simplified by entering the logarithmic function and making it: ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2020) 1-9 3 rasch modeling: a multiple choice chemistry test log pni (xni = 1ǀ βn, δi) = βn δi so the probability will be a success that can be written as: probability to succeed = respondent's ability item difficulty level the rasch model emphasizes that each student has the same opportunity to answer questions correctly and at the same time the problem has different levels of difficulty. this is termed rasch as a person logit and logit item. person logit = ln[p/(1-p)] item logit = ln [p-value] = ln [p-value/(1-pvalue)] 3. result and discussion a. item measure the item measure in rasch is an analysis of the difficulty level of the item. the rightmost column (item) is the code of the 20 items distributed. this table provides a lot of information about the items distributed such as the "measure" column, where the column visualizes the difficulty level of each item with the term “logit value”. from top to bottom is the range from the difficulty level of the highest item to the lowest level. it means item with code q15 is the item with the highest difficulty level (logit = 4.64) and q7 is the item with the lowest difficulty level (-3.45 logit). evidence that q15 is the most difficult question, namely in the "total score" column, where q15 has a total score of 7. this score indicates that overall only 7 samples answered questions q15 correctly. conversely, item q7 has a total score of 192, meaning that 192 samples are able to answer q7 questions correctly. in other words, q7 is a question that is easily answered by students. then, the table can also explain the specifications of the items in another perspective because rasch produces the same scale distance. if you pay attention to the "logit value" of the question, they (questions) have different logit values between one another. for example, the q19 (logit value = 1.93) when compared to the q17 (logit value = .53) and the q5 (logit value = 14), it can be said that the q19 has a difficulty level 3 times compared to the q17 and more than 10 times the q5. besides the distance of logit values differed significantly, the total score value also looks much different, where only 57 samples answered correctly for item q19, 107 samples answered correctly for item q17, and q5 as many as 121 samples answered correctly. overall, the item measure table has provided concrete information about the condition of each item so that this can be the evaluation for the teacher and the students. teacher can use this data as a guideline and reference in making the appropriate learning assessment (written test assessment), knowing the characters of each question, analyzing the extent of students' understanding of the chemical bonding material, and how each item is assessed as a learning assessment. b. item fit the “misfit order” in rasch is an analysis of the suitability of the item. if we previously discussed the difficulty level of the item, then "order misfit" represents the item's suitability level. item fit (misfit order) explains whether an item is functioning normally or not in making measurements. if the detected items are not fit, then the question indicates that there is a misconception between students and the items they are working on (herrmann-abell & deboer, 2011). the indicated items are not fit, it needs more in-depth discussion. it means the teacher needs to further analyze the problem structure and student answer patterns so that they can find a point of the problem. information based on this table is very valuable for teachers to be a reference for improving the quality of teaching. in addition, this information is also able to prevent and deal with attacks of misconceptions that will arise next. vol. 2 (1) (2020) 1-9 ijolae | p-issn 2655-920x, e-issn 2656-2804 4 rasch modeling: a multiple choice chemistry test table 1. item measure table 2. item fit/misfit order boone et al (2014) explained that checking the suitability of the items can be identified based on the mean square outfit (mnsq) value with a range of values of 0.5 <mnsq <1.5, zstandard (zstd) outfit values for the range -2.0 <zstd <+2.0, and 0.4 <pt mean corr <0.85 for the value of point measure correlation outfit (pt mean corr). the value of zstd is strongly influenced by the number of samples used. when the sample size is large, then the zstd outfit value will always be above 3 so that the zstd value by experts does not recommend this value when the sample size in calibration is large (n = 500). table 1 shows that q15 item is on the first order of all items analyzed. this indicates that based on the "item measure" table, the q15 is the item that has the highest difficulty level among the other items (logit value = + 4.64). then, fit items are the basis for assessing whether or not the item is maintained as a measuring instrument. this is indicated by their outfit value, where the q15 has an mnsq outfit value of 3.73, zstd outfit value is 3.0, and -0.07 for the pt mean corr outfit value. if we look back at the standard criteria for item suitability, the outfit value of q15 is an item that is not fit. it means the q15 is not statistically recommended to be used as a measurement tool because it is not representative in measuring students' understanding of chemical bonding material. the reason that q15 is the hardest question is because of from 200 samples, only 7 samples answered the q15 correctly (see "total score" in the item fit / item measure table). another proof to support the argument above is through the suitability of the items that can be seen from the graph, namely the "expected icc score" chart. look at the graph of the specific item's suitability for items for the q15, where there is a response beyond the rasch point threshold. ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2020) 1-9 5 rasch modeling: a multiple choice chemistry test figure 1. graph of item adjustment level for q15 based of this finding, it can be concluded that q15 is not recommended to be used as a measuring instrument. whereas, number 15 is content as a basic material in understanding the concept of chemical bonds. the following is question number 15. the amount of covalent bonds in h2so4 molecules is ... (answer b). a. 1 b. 4 c. 2 d. 0 (none e. 3 the basic theory in answering the above questions is, first: students must have the knowledge aspect at level c1 (remembering), where they have to recall how to write shell and subshell electrons configuration for each chemical element. then, they have to write the configuration precisely and based on scientific principles of the electron configuration theory in question. the second, they are able to analyze the symptoms and nature of a molecule based on configuration, this will stimulate cognitively and construct their mind so that the role of valence electrons is very much needed. in addition, they must know the concept of "formal charge" and how to implement the concept. if they know and understand the points mentioned, students are able to analyze and identify the tendency of each chemical element/molecule to bond. based on the item structure, actually the q15 can be considered as the easiest item for university students because they have a more mature mental model of thinking. but, only the small number of students who answer this item corectly. student’s cognitive abilities in analyzing the q15 question are not fully optimal even though these questions are considered as the most basic scientific questions to understand in the material of chemical bonds. representative interpretation especially sub-microscopic and symbolic levels (eliyawati et al, 2018; serobatse, et al, 2014) can help students answer q15 correctly. when viewed in a matter structure, q15 is an easy question to be answered by college students where they already have a more mature mental model of thinking. that is, their cognitive abilities in analyzing q15 questions are not fully optimal even though these questions are considered as the most basic scientific questions to understand in the material of chemical bonds. another analysis is the q10, where this item is in the fit criteria, misfit criteria, which has mnsq outfit values of 0.97, zstd -0.2, and pt mean corr 0.58. the q10 can be used as a measurement tool in analyzing students’ cognitive. overall, rasch-based statistical results, measuring student understanding, have provided a lot of information. consider the following table! no compound pairs 1 nh4+ and nh3bf3 2 h2o and hcl 3 hf and h2o 4 nh3 and hbr 5 nh3 and h2s vol. 2 (1) (2020) 1-9 ijolae | p-issn 2655-920x, e-issn 2656-2804 6 rasch modeling: a multiple choice chemistry test the group of compounds that have coordination covalent bonds is a. 1 b. 4 c. 2 d. 0 (none) e. 3 overall the statistical results shown that the rasch model analysis provide a lot of information about the feasibility of an item in measuring the level of student understanding. this is because, if we examine more deeply the results of the analysis of the rasch model, then we not only find the size of the instruments made but also the patterns of student answers. as a result, teachers obtain a lot of information as a basis for improving the quality of teaching and as an evaluation of chemistry learning. this is reinforced by research (cheung, 2011) that it is necessary to carry out a process of diagnosis of students and the learning process carried out as a strategy to design effective teaching and improve the quality of students' understanding in learning chemistry. in addition, (zamri bin khairani & bin abd. razak, 2015) added that the rasch model is able to provide more interpretation of the results of the statistical data presented so that teachers are easier in the diagnosis process. 4. conclusion overall it can be concluded that the distributed dichotomy items are worthed to be used as the assessment tool of cognitive ability by viewing the item fit value. the item fit data showed that 90% of the questions are worthed to be used as the assessment tool. from 20 numbers of analyzed questions the item of q15, q16, and q17 are not suitable with rasch model criteria. even though zstd value is affected by the number of sample, mnsq and pt mean corr values become the other references in assessing the quality of the questions. 5. references brandriet, a. r., & bretz, s. l. 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(2015). validity and reliability learning transfer item using rasch measurement model. procedia social and behavioral sciences, 204(november 2014), 212–217. https://doi.org/10.1016/j.sbspro.2015.08 .143 zamri bin khairani, a., & bin abd. razak, n. (2015). modeling a multiple choice mathematics test with the rasch model. indian journal of science and technology, 8(12). https://doi.org/10.17485/ijst/2015/v8i12 /70650. vol. 2 (1) (2020) 10-19 ijolae | p-issn 2655-920x, e-issn 2656-2804 10 snowball throwing: an english learning method to improve vocabulary mastery and psychomotor ability snowball throwing: an english learning method to improve vocabulary mastery and psychomotor ability syams kusumaningrum1, irna ganda setyawati2, anam sutopo3, koesomo ratih, taha ibrahim ahmad badri, ku ares tawandorloh 1,2faculty of teacher training and education, universitas pendidikan muhammadiyah sorong, indonesia 3,4faculty of teacher training and education, universitas muhammadiyah surakarta, indonesia 5faculty of language and translation, al azhar university, egypt 6faculty of humanities and education, fathoni university, thailand doi: 10.23917/ijolae.v2i1.8973 received: october 4th, 2019. revised: october 23th, 2019. accepted: october 25th, 2019 available online: october 26th,2019. published regulary: january 1st, 2020. abstract vocabulary and psychomotor abilities are two important things in learning english especially for elementary school students. in mastering these two competencies we need a learning strategy that is not only able to explain but also to describe and illustrate. snowball throwing is a learning method that uses a paper which contains a word that is shaped like a ball. this method is usually used in learning english. this research tries to find out the influence of the snowball throwing method towards students’ vocabulary mastery and psychomotor ability in learning english in the first grade of sd islam terpadu sorong city. the research is quasi-experimental by using randomized pre-post control group design. the subject of this research consists of two groups; experiment and control groups have 27 students in each. there are two instruments in this research; they are the test for english vocabulary and psychomotor ability. the data are examined by using a non-parametric tests such as mann whitney u dan wilcoxon signed ranks. related to the result of the hypothesis test towards the two paired samples, we can find that the score of english vocabulary mastery (p= 0,000) and psychomotor ability (p=0,016) are significant, where the significance score of experiment group is lower than the critical limit of the research 0,05. so, we can conclude that the snowball throwing method influences significantly towards students’ vocabulary mastery and psychomotor ability at the first grade of sd islam terpadu sorong city. this research shows that snowball throwing method can be used to improve students’ vocabulary mastery and psychomotoric ability in english subject. keywords: snowball throwing, vocabulary mastery, psychomotor ability corresponding author: syams kusumaningrum, faculty of teacher training and education, universitas pendidikan muhammadiyah sorong, indonesia e-mail: syams.bing@gmail.com 1. introduction mastering english is really important nowadays, not only for adults but also for young students. they learn english to know more about the world. there are so many aspects in learning english such as grammar, vocabulary, and pronunciation (burn, et al, 2015). as one of the important aspects in learning english, vocabulary can be the first step in mastering and communicating in english (alderson & bachman, 2000). english vocabulary mastery is needed by children. at the age of 2 until 7, they face their pre-operational stage (paul, 2011). this stage is based on the development of intuitive thinking and semiotic function or symbol (padmanabha, 2018). it means that the indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2020) 10-19 11 snowball throwing: an english learning method to improve vocabulary mastery and psychomotor ability active and concrete learning method such as game and play is effective to be implemented in this age (gilman, 2012). the data from naeyc (national association for the education of young children) in 2006 said that children at the level of kindergarten are appropriate to be exposed with a concrete behaviour that includes an active and fun learning habitual action (khanifatul, 2014). the first level of education is important to make sure that children can evolve optimally based on their development stage. in this stage, they can learn quickly about norm and value through simple analogies which are associated with a figure or certain game (berger & mclanahan, 2015). the learning method by using games can be used to train their psychomotor ability. at the age of 4, children must be active in some activities that maximize their rough motoric and be brave to take a risk in a game (masek & masduki, 2017). based on the psychologist’s research, at the age of 3 until 7, children have the highest activity level during their lives (ghufron, budiningsih, & hidayati, 2017; normand & kohn, 2011). in this level, the children’s motoric coordination develops quickly and needs stimulation that can help them to evolve optimally. the psychomotor development is related to cognitive development. if children’s psychomotor ability can be evolved optimally, so can their cognitive ability (maslow, 1998). the stimulation by using physical activity can be implemented to support the learning process at the pre-operational stage (rasyid, 2009). on the other hand, at the age of 4 to 7, children have their highest interest in mastering the new vocabulary. children have interest in vocabulary when they start to communicate with their friends intensively (kwan & wong, 2015). the interest in mastering vocabulary can be facilitated by implementing an active learning such as playing game individually and in a group (lebarton, et al, 2015). in terms of teaching vocabulary to the children, we need a good and detail preparation. (stein, 2014). teacher should know the kinds of vocabulary needed by the children. the vocabulary itself must be considered in relation to their undestanding and experience (stein, 2014). for children, it is better to teach simple vocabulary such as objects or things which are familiar for them (hiebert & kamil, 2005). so, the children do not only know the name of the object but also understand the concept and are able to describe the function. (duff, et al., 2015). furthermore, introducing nouns in teaching vocabulary to the children is based on their pre-operational stage (scott & yteberg, 2002). using playing method to the students in elementary school will give a good implication for the success of learning purposes (wright & buckby, 2006). snowball throwing is a learning method that divides student into some groups. one group consists of 5 to 7 students. the member of each group will make a paper ball which contained english vocabulary that have been learned before (susanty, 2016). the paper ball will be randomized and then one of the students in each group will take and throw it to his friend. the student who catches the ball will be pleased to open the paper ball and read the vocabulary in english, then tell the meaning in bahasa. by using this method we can stimulate students’ vocabulary mastery and psychomotor ability which is appropriate to their pre-operational stage (pane & ernidawati, 2014). snowball throwing is a learning method that uses question ball which is made from a paper then shaped like a ball. the question ball will be thrown consecutively to the members of the group (gani, yusuf, & erwina, 2017). the question will be made by the students and it should be related to the material that has been learned before in order to stimulate students in expressing question based on the topic discussion (aisyah, 2014; sri puji, 2015). besides making questions, students are also trained to answer the questions from their friends properly (mccarten, 2007). snowball throwing method makes students be more active in learning process. this is based on the children’s preoperational stage at the age of 4 to 7 (sari, vol. 2 (1) (2020) 10-19 ijolae | p-issn 2655-920x, e-issn 2656-2804 12 snowball throwing: an english learning method to improve vocabulary mastery and psychomotor ability dkk, 2018). according to the pre-operational stage, children will be more active in developing their psychomotor ability (coady & huckin, 1997). by using the snowball throwing method, students can be facilitated to develop their psychomotor ability and also to master their english vocabulary. based on the beginning observation in sd islam terpadu sorong city, the teachers still use conventional method in teaching english like memorizing. this method makes students not interested in and feel difficult in learning english vocabulary. that is why there are many students have lack participation in learning process. they tend to be sleepy or busy with unnecessary things such as playing with their friends or their stuff. it makes their learning outcomes score lower than the target. related to the interview session, one of the students said that he did not have any interest in learning english and felt it difficult to remember the subject learned before. the hypotheses in this research are: h0 a : there is no influence of snowball throwing method to improve students’ vocabulary mastery in the first grade of sd islam terpadu sorong city. h0 b : there is no influence of snowball throwing method to improve students’ psychomotor ability in the first grade of sd islam terpadu sorong city. h1 a : there is an influence of snowball throwing method to improve students’ vocabulary mastery in the first grade of sd islam terpadu -sorong city. h1 b : there is an influence of snowball throwing method to improve students’ psychomotor ability in the first grade of sd islam terpadu sorong city. 2. method this research is a quasi-experimental by using pre-post control group design (shadish, cook, & campbell, 2002). the population is the student at the first grade of sd islam terpadu sorong city which is consist of the boy and girl. the sampling technique in this research is stratified random sampling that takes the sample by considering the strata (level) in a population. the strata in this research is choosing the sample category based on the class (group) of the student. randomized is used to decide the class category that will be taken as experiment and control group. this research is carried out in sd islam terpadu sorong city. this research started by doing an initial survey (community, 2014; nor aishah, salmah, & ravi, 2016; owens, 2014) to know the learning method that has been implemented before in sd islam terpadu sorong city. after that, the researcher randomized the class to choose the experiment and control group. next, the researcher did the screening process to get the pretest score and then give the treatment to the experiment group by implementing snowball throwing while there is no treatment for the control group. furthermore, these two groups will get the posttest to find out the alteration of each group. about the pre-requisite test, the researcher used shapiro wilk for normality test and levene for homogeneity test, while for the hypothesis test used was nonparametric technic mann whitney u test to compare the condition between experiment and control group. the researcher also used wilcoxon signed ranks test to examine the internal changing in each group. 3. result and discussion in this research, there are two kinds of instruments that have been validated by professional judgement. the first instrument includes the questions for pretest and posttest that use fill in the blank concept. the questions consist of 15 numbers with 5 questions about number, 5 questions about fruit and 5 questions about color. these three materials are based on english subject in the first grade (second semester) of elementary school. the questions were made by the researcher and had been consulted for ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2020) 10-19 13 snowball throwing: an english learning method to improve vocabulary mastery and psychomotor ability professional judgement as a practical education to make sure the suitability of the questions towards students’ ability at the first grade of elementary school. besides using questions, there is another instrument like psychomotor assessment that also has been validated by professional judgement. this psychomotor assesment used for examining student’s psychomotor ability based on their accuracy in throwing the paper ball into the box. in making the psychomotor instrument, the researchers consulted with a psychologist, aswendo dwitantyanov, m.psi., psikolog., to validate the indicators that have been made before. after giving the pretest, the researcher implemented snowball throwing as the treatment in experiment class. this treatment was done in 3 steps and ended by doing posttest. in the pretest session, there were two activities such as answering questions that consist of vocabulary matter. after that, the students were asked to throw a paper ball into a box. this activity was also carried out in post-test session. technically, there are 3 steps in treatment sessions such as learning the vocabulary, doing game simulation by using snowball throwing method and reflecting process. the difference in each step was based on the matterial in each treatment. for the first treatment (meeting), students learned about number starting from 1 until 10, and for the second treatment they learn about 10 kinds of fruit such as, apple, banana, mango, papaya, orange, watermelon, avocado, grape, durian and coconut. the last, they studied about 10 kinds of colour such as black, purple, orange, green, red, brown, yellow, white, pink and blue. according to the result in pre-test session, the data distribution was homogeneous but not normal. the normality test has been done by using shapiro wilk because this method can be used for limited subject. based on the output of shapiro wilk, the significance assumption of vocabulary pretest for experiment group was 0,016 and for control group was 0,011; while the significance assumption of psychomotor pretest for exeperiment group was 0,004 and for control group was 0,006. related to the pretest data distribution, the significance score or p value was < 0,05 (with the significance level 95%). after doing normality test, the researcher organized the homogeneity test. the researcher used levene test to make sure that the data were homogeneous. the result of levene test showed that the vocabulary mastery in pretest session was 0,996 (>0,05) while the psychomotor ability was 0,561 (>0,05). it means that the two variants (experiment and control group) were homogeneous. it happened because the student in class ia and ib were similar. it can be seen based on their daily score and the result of pretest session quantitatively and qualitatively. in line with the result of ranks analysis of the two groups, the average score of experiment group in vocabulary mastery posttest was bigger than control group (ke= 39,74 > kk= 15,26). it also happened to the result of psychomotor test (ke= 31,30 > kk= 23,70), while the result of vocabulary mastery pretest beetwen experiment and control group was quatite similar (ke= 27,81 and kk= 27,19), likewise the result of psychomotor pretest (ke= 29,31 and kk= 25,69). it means that the average score of experiment group in vocabulary posttest was bigger than control group and it also was similar as the result of psychomotor test. table 1. ranks vol. 2 (1) (2020) 10-19 ijolae | p-issn 2655-920x, e-issn 2656-2804 14 snowball throwing: an english learning method to improve vocabulary mastery and psychomotor ability based on the result of the vocabulary mastery post-test in experiment group, there was 1 out of 27 students who did not get the higher score or stagnant (the subject number 21). it was caused by the experiment subject who was not in a good condition at the second treatment (meeting), so, he could not follow the learning process optimally. the rest of 26 students got higher scores than before, moreover there were two students who got the highest score, where their score increased drastically up to 10 points (the subjects number 1 and 19). if the result of vocabulary post-test in experiment group increased, it did not happen to the control group. their score did not increase significantly. based on the data distribution, there were 16 subjects had lower scores, they were the subjects number 2, 4, 5, 6, 7, 8, 10, 15, 16, 18, 19, 21, 22, 25, 26, and 27. the lowest score starting from 1 until 4 points. around 6 subjects had the stable score; they were the subjects of number 9, 11, 13, 14, 17, and 20. next, around 5 subjects had the increasing score; they were the subject number 1, 3, 12, 23, and 24. the highest score was 3 points by subject number 1 and 3. based on the statistic analysis, the vocabulary score in control group did not increase significantly. related to the data distribution on psychomotor test, there were 12 subjects who had the maximum score around 2 points, and 10 subjects who had the stable score between pretest and posttest. the subject who got the maximum score could be influenced by historical factor such as having social learning process from extranous variable. it also could be assumed by indirect interaction between the subject in experiment and control group. these conditions could not be controlled by the researcher that might influence the fluctuation of the students’scores. on the other hand, there were 12 subjects in experiment group had the maximum score in psychomotor test (around 2 point), 12 subjects got the stable score and 3 subjects who had the lowest score. after doing mann whitney nonparametric test by considering the z score, there was no significant alteration that happened to the psychomotor score in experiment and control group. the increasing of average score of psychomotor test in experiment group was more than control group, but, to find out whether the difference was significant or not, the researcher analyzed the significance coefficient (p value) by using mann whitney u test. based on the result of mann whitney u test, the u score of vocabulary mastery post-test was 34,000 and 262,000 for psychomotor. the w score for vocabulary mastery post-test was 412,000 and 640,000 for psychomotor. if converted into the z score, the vocabulary mastery posttest was -0,5736 and -1,945 for psychomotor. the significance score (p value) of two tailed hypothesis test in vocabulary mastery post-test was 0,000 and 0,052 for psychomotor. it shows that, there was a significant difference between experiment and control group in vocabulary mastery post-test, but it did not happen to psychomotor ability. the next step was examining the alteration happened between pretest and post-test condition by using wilcoxon signed ranks test that had a part of 2 paired sample test. in this step, the researcher compared several conditions below: a. the score of vocabulary mastery pretest in the control group will be compared to the score of vocabulary mastery post-test in control group. b. the score of vocabulary mastery pretest in the experiment group will be compared to the score of vocabular mastery post-test in experiment group. c. the score of psychomotor ability pretest in control group will be compared to the score table 2. mann whitney u test ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2020) 10-19 15 snowball throwing: an english learning method to improve vocabulary mastery and psychomotor ability of psychomotor ability post-test in control group. d. the score of psychomotor ability pretest in experiment group will be compared to the score of psychomotor ability post-test in experiment group. based on the result, there was a significantly different score in experiment group. the score of vocabulary mastery was (p= 0,000) and (p= 0,016) for psychomotor ability. it means that the result score of experiment group was lower than critical amount of the research 0,05. so, it could be concluded that there was difference on significance score between the result of pretest and post-test of vocabulary mastery and psychomotor ability (h1 is accepted). on the contrary, there was no difference on significance score in control group between the result of pretest and post-test of vocabulary mastery (p=0,081) and psychomotor ability (p=0,090). the result of wilcoxon signed ranks test, shows as follows: a. the comparison of p value (significance score) between the result of vocabulary mastery pretest and posttest in control group was 0,081 (>0,05). b. the comparison of p value (significance score) between the reult of vocabulary mastery pretest and post-test in experiment group was 0,000 (<0,05). c. the comparison of p value (significance score) between the result of psychomotor ability pretest and post-test in control group was 0,090 (>0,05). d. the comparison of p value (significance score) between the result of psychomotor ability pretest and post-test in experiment group was 0,016 (<0,05). related to the explanation above, the significance score of vocabulary mastery (p=0,000) and psychomotor ability (p=0,016) in experiment group was lower than the critical amount of the research 0,05, so, there was a difference on significance score between the result of pretest and posttest in vocabulary mastery and psychomotor ability (h1 is accepted). on the contrary, there is no difference of the significance score in control group between the result of pretest and post-test in vocabulary mastery (p=0,081) and psychomotor ability (p=0,090). the unique thing happened to the psychomotor ability test. if we compare the result of psychomotor ability post-test in experiment and control group by using 2 paired independent sample mann whitney u test (p= 0,052), there was no difference of the significance score between the experiment and control groups, while through wilcoxon signed ranks test, there was difference of the significance score between the result of post-test and pretest in experiment group (p= 0,016). the alteration that happened to experiment group in psychomotor aspect is quite significant. it can be illustrated, there was significance score in psychomotor aspect, even though it tends to be low. the researcher accepted the h1 and rejected the h0 in measuring students’ vocabulary mastery and psychomotor ability. therefore, there was significant influence between the result of vocabulary mastery in experiment and control gorup (p=0,000 < 0,05), and significance score in psychomotor ability test (p=0,016 > 0,05). based on the explanation above, there was significant influence on the implementation of snowball throwing method towards students’ vocabulary mastery and psychomotor ability. therefore, snowball throwing can be used as a method to increase students’ vocabulary mastery and psychomotor ability in learning english, but the method only increases the psychomotor ability in the low level and not faster than vocabulary mastery. psychomotor had complex characteristics, that was why we needed longer time and bigger frequency from the three meeting (treatment) in experiment group. the development of psychomotor ability could be applied by using another method that is more suitable or even by table 3. wilcoxon signed ranks test vol. 2 (1) (2020) 10-19 ijolae | p-issn 2655-920x, e-issn 2656-2804 16 snowball throwing: an english learning method to improve vocabulary mastery and psychomotor ability combining two different methods to improve students’ psychomotor ability. by considering the result of 2 paired sample test, the significance score of vocabulary mastery (p= 0,000) and psychomotor ability (p=0,016) in experiment group was lower than the critical amount of the research 0,05. it could be concluded that there was significance score between the result of pretest and posttest in vocabulary mastery and psychomotor ability (h1 is accepted). on the contrary, there was no significance score in the control group between the result of pretest and post-test in vocabulary mastery (p=0,081) and psychomotor ability in the control group. the chart below shows the result score of students’ vocabulary mastery. figure 1. the score of vocabulary mastery the english vocabulary mastery could be improved by implementing snowball throwing method likewise the psychomotor ability, but it tends to be low. however, the result of hypothesis test showed the increasing score of vocabulary mastery and psychomotor ability. figure 2. the score of psychomotor ability 4. conclusion based on data analysis, the implementation of snowball throwing method in learning english had influence to improve students’ vocabulary mastery and psychomotor ability in the first grade of sd islam terpadu sorong city. related to the result of 2 paired sample, the significance score of vocabulary mastery (p= 0,000) and psychomotor ability (p=0,016) in experiment group was lower than the critical amount of the research 0,05. we conclude that there was significance score between the result of pretest and post-test in vocabulary mastery and psychomotor ability (h1 is accepted). on the contrary, there was no significance score in control group between the result of pretest and posttest of vocabulary mastery (p=0,081) and psychomotor ability (p=0,016). therefore, the comparison between the pretest and post-test score in measuring students’ vocabulary mastery and psychomotor ability in experiment group was significantly different with control group. related to the result of 2 paired sample test, there was increasing significance score in expereminet group before and after giving the treatment by using snowball throwing method. the result of data analysis showed that the h1 was accepted and the null hypothesis (h0) was declined. related to the explanation above, the implementation of snowball throwing method could improve students’ vocabulary mastery and psychomotor ability in learning ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2020) 10-19 17 snowball throwing: an english learning method to improve vocabulary mastery and psychomotor ability english at the first grade of sd islam terpadu-sorong city. one of the reasons that caused the improvement of students’ psychomotor tends to be low (eventhough the result is significant) was the time limit of the research and the lack of game simulation. in other words, the students’ psychomotor ability could not be changed or improved in a short time because it would take longer time to train their motoric. on the other hand, the less subject also made the data not distributed normally. the total number of the first grade students in sd islam terpadu sorong city was 54 that consist of two classes ia and ib , where each class contains of 27 sudents. it made the researcher have no choice to take all of the subjects. 5. references aisyah, a. r. 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(1) (1) (2019) 37-47 37 fostering germane load through… fostering germane load through self-explanation prompting in calculus instruction cecep anwar hadi firdos santosa1, sufyani prabawanto2, indiana marethi3 1,3faculty of education, university of sultan ageng tirtayasa, indonesia 2mathematical education and natural science indonesia university of education, indonesia doi: 10.23917/ijolae.v1i1.7421 accepted: januari 02th, 2019. approved: march 09th, 2019. published: march 11th, 2019 abstract the purpose of this research was to investigate the effect of self-explanation prompting to students’ germane load while studying mathematics in the multivariable calculus course. this research employed a quasiexperimental method with matching-only posttest-only control group design. the subject of the research consists of 72 first-year mathematics education undergraduate students. the results indicated that there was no significant difference in students’ germane load between students who implemented worked-example with self-explanation prompting and students who implemented worked-example without self-explanation prompting. however, it was revealed that the students' germane load was categorized high in both classes. it indicates that the worked-example method could foster students' germane load. nonetheless, these results cannot be evidence that self-explanation prompting is capable to foster students' germane load. however, there is an association between germane load and learning objectives. when students achieve the learning objectives, then its learning method is able to foster the germane load. to assess the learning objectives, the posttest was arranged. the results stated that students who implemented the worked-example method with self-explanation prompting had better test scores than students who implemented the worked-example method without self-explanation prompting. this result was sufficient to provide evidence that the use of worked-example with self-explanation prompting could foster students’ germane load students in the multivariable calculus course. keywords: germane load, worked-example, self-explanation prompting corresponding author: cecep anwar, faculty of education, universitas sultan ageng tirtayasa., indonesia e-mail : cecepanwar@untirta.ac.id 1. introduction multivariable calculus is one of the compulsory subjects that must be completed by mathematics education department students. the basics for studying calculus have been studied by them at secondary school. however, there are fundamental differences between mathematics in secondary schools and university. mathematics in university is more formal, rigor, and deductive compared to mathematics at secondary school. (moore, 1994; tall, 2008). in addition, to succeed in this course, students must grasp several prerequisite concepts, including the concepts of function (kashefi, ismail, & yusof, 2010), algebra, analytical geometry, and trigonometry (stewart, 2012). therefore, calculus courses (including multivariable calculus) are often considered as the difficult subject for students (job & schneider, 2014; martínez-planell, gonzalez, dicristina, & acevedo, 2012; moru, indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae mailto:cecepanwar@untirta.ac.id vol. (1) (1) (2019) 37-47 ijolae | p-issn 2655-920x, e-issn 2656-2804 38 fostering germane load through… 2009; nursyahidah & albab, 2017; orton, 1983; santosa, 2013). in general, there are at least three sources of learning difficulties in mathematics (debue & leemput, 2014; khateeb, 2008; sweller, 2008), that comes from mathematics itself, the way the material of mathematics is delivered, and cognitive difficulties in forming the schema when dealt with new information. the first difficulty occurs because of many elements or mathematical material that interact with each other or which must be processed simultaneously in students' cognitive, both the prerequisite material and the new material being studied. the source of this difficulty is practically unavoidable because it adheres to mathematics as a complex discipline. thus, the source of this difficulty is known as intrinsic difficulty (leahy & sweller, 2008; sweller, 2010). furthermore, the second source of difficulty relates to the method or method used to learn calculus. the selection of the appropriate teaching method influences success in learning. since humans have limitations while processing information (baddeley, 1992, 2003, 2010, 2012). old research by (miller, 1956) and (peterson & peterson, 1959) states that humans are only able to store 7 ± 2 information in one process and can only preserve about 30 seconds. thus, the second type of difficulty is called extrinsic difficulty (mattys, barden, & samuel, 2014; paas & kester, 2006). contrasting the previous two difficulties, the third difficulty is related to the formation of a knowledge scheme. at that time, students invested a mental effort that was used to create knowledge schemes and solve the relevant problems. certainly, the greater the mental effort that is organized, the more possible someone is to be able to solve problems and form new knowledge in his mind. this type of difficulty is called germane difficulty or relevant difficulty (debue & leemput, 2014). these three sources of difficulty cause cognitive load (sweller, 2011; sweller & sweller, 2006). cognitive load is related to one's mental effort when processing information. high cognitive load without being followed by the formation of a knowledge scheme causes cognitive inefficiency. in this condition, the mental effort is too high compared to the achievement. of course, this condition is an undesirable condition and must be avoided in the learning process. furthermore, of the three characteristics of the cognitive load, intrinsic cognitive load is a cognitive load that is difficult or even cannot be intervened through learning methods. conversely, extrinsic cognitive load is a source of cognitive load that can be intervened by an appropriate learning method. through the use of these learning methods, it is expected that extrinsic cognitive load can be reduced. in contrast to the two types of cognitive load previously, the relevant cognitive load (germane) must be fostered (debue & leemput, 2014), considering the mental effort that is deployed for this cognitive load is closely related to the success of establishing schemes of knowledge and success in solving problems. the learning method which is empirically to have the ability to reduce extrinsic cognitive load is worked-example method (bokosmaty, sweller, & kalyuga, 2015; booth, lange, koedinger, & newton, 2013; hu, ginns, & bobis, 2015; renkl, 2017; retnowati, ayres, & sweller, 2010; rourke & sweller, 2009; salden, koedinger, renkl, aleven, & mclaren, 2010; santosa, suryadi, prabawanto, & syamsuri, in press.; van gog, kester, & paas, 2011; yanuarto, 2016). worked-example is “a step-by-step demonstration of how to perform a task or solve a problem” (clark et al., 2011, p. 190). by studying the worked-example, knowledge schemes will be more easily and rapidly obtained by students. ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (1) (2019) 37-47 39 fostering germane load through… besides that, the important thing to notice is the relevant cognitive load (germane). previous studies state that the use of the worked-example is able to reduce extrinsic cognitive load, but it is not guaranteed that this method can also foster relevant cognitive loads. in principle, the learning process using worked-example is considered to help students understand the concepts that have been taught by encouraging them to do selfexplanation. self-explanation can be interpreted as a process of generating explanations on oneself as an attempt to understand the concepts that are being studied, associating with prior knowledge, and refining mental models (rittle-johnson, loehr, & durkin, 2017). at present, almost all calculus textbooks seem to have implemented the workedexample method. for example, books written by (purcell, varberg, & rigdon, 2007) and (stewart, 2012) have even been translated into indonesian. however, students still face difficulties in understanding worked-example presented. therefore, an appropriate method is needed to help students do self-explanation. one of these methods is to provide selfexplanation prompting. several studies have shown the success of this method, including research by (rau, aleven, & rummel, 2015) on algebra course, (hodds, alcock, & inglis, 2014) to improve mathematical proofing abilities and other related studies (berthold, röder, knörzer, kessler, & renkl, 2011; hefter et al., 2015; rittlejohnson et al., 2017; roelle, hiller, berthold, & rumann, 2017). although there has been a lot of research related to self-explanation prompting along with the use of worked-example, few of them focused on germane cognitive load. thus, this study was conducted to reveal the role of self-explanation prompting on the germane cognitive load in multivariable calculus instruction. 2. method participants seventy-two first-year undergraduate students in one of a state university in banten province indonesia took part in this research. all of the students enrolled multivariable calculus subject. the experimental class consists of thirty-nine, while the control class was thirty-seven students. instruments the instruments used in this study were tests and non-test instruments. the test instruments provided were in the form of three problems relating to multivariable calculus which had been tested for validity and reliability. the validity of these items was 0.71, 0.45, and 0.73, respectively, with a reliability coefficient was 0.61. thus, this instrument meets the criteria to use in research. meanwhile, non-test instruments were used to measure the students' germane cognitive load when solving mathematical problems. this instrument is a rating scale with nine response scales, one states a low mental effort and nine states a high mental effort. the germane load score category is shown in table 1. this rating scale is asked after students work on test questions. this instrument has been tested for reliability by santosa, suryadi, and prabawanto (2016) with reliability coefficient (cronbach alpha) was 0.82 (highly categorized). teaching material after students learn about the concepts/principles of the subject to be studied, students are presented with worked-example and problems related to the concepts learned. however, the worked-example in experimental class is combined with selfexplanation prompting. vol. (1) (1) (2019) 37-47 ijolae | p-issn 2655-920x, e-issn 2656-2804 40 fostering germane load through… table 1. germane load score categorization range skor germane load category 1-3 low 4-6 moderate 7-9 high experimental design this research is an experimental research, specifically quasi-experimental and the research design is the matching-only posttest-only control group design. the research design diagram is as follows (fraenkel, wallen, & hyun, 2012): treatment group m x o control group m c o the m in this design means that the subjects in each group have been matched (on certain variables) but not randomly assigned to the groups. the experimental class obtained learning using the worked-example method with selfexplanation prompting. this means that each step of worked-example presented is completed by prompting to help students do self-explanation. prompting used refers to research by (hausmann, nokes, vanlehn, & gershman, 2009), which contains questions to stimulate them to think (e.g. what are you applying on this step?). while in the control class, students are given a work-example without being provided with self-explanation prompting. experimental procedure after the experimental and control groups are determined, the first step of the research is to test the prior mathematical abilities between the two classes and categorize students' initial mathematical abilities. then each class obtained the predetermined learning, worked-example method for the control class and worked-example with selfexplanation prompting for the experimental class. the end of the study was carried out posttest along with testing the mental effort that the students invested when completing the posttest. this experimental procedure was suggested by paas and gog (2006). data analysis the data obtained were scores of students' mental effort and posttest scores on learning outcomes. mental effort scores are categorized as ordinal data while posttest scores are categorized as interval data. the data from the research results will be analyzed descriptively followed by inferential analysis. especially for mental effort data, which categorized as ordinal data, the data analysis is similar to data analysis for posttest data (parametric analysis). this is in accordance with the opinion of (norman, 2010) which states that ordinal data can be processed using parametric statistics, especially if the response scale is more than five (jamieson, 2004). 3. result and discuss students’ prior mathematical ability table 2 shows that descriptively, the mean and median prior mathematical abilities of the control group students are higher than the experimental group with the difference is 1.02 and 2.50 respectively. whereas based on the size of the data distribution, the control group standard deviation is slightly lower than the experimental group and the experimental group range has the opposite value. from this description it can be seen that there is no high difference between the prior mathematical abilities of the control group and the experiment. this condition is validated by statistical test results using the difference between two independent tests. table 3 shows that there is no significant difference in the mean score of students' prior mathematical abilities between the control and experimental groups at α = 5%. by obtaining this condition, paas and gog (2006) state that the results of this study will give a strong prediction about the effect ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (1) (2019) 37-47 41 fostering germane load through… of learning using self-explanation prompting to students’ germane load. this condition is validated by statistical test results using the difference between two independent tests. table 3 shows that there is no significant difference in the mean score of students' prior mathematical abilities between the control and experimental groups at α = 5% by obtaining this condition, paas and gog (2006) state that the results of this study will give a strong prediction about the effect of learning using self-explanation prompting to students’ germane load. table 2. description of student's prior mathematical ability score between control and experiment groups statistics control experiment mean 63.67 62.67 median 62.50 60.00 std. deviation 8.31 9.26 range 42.50 41.30 table 3. test of the difference between means score in students' prior mathematical ability statistics score df 74 t stat 0.50562 p(t<=t) two-tail 0.614626 t critical two-tail 1.992543 table 4. description of students’ germane load score between control and experiment groups problem stat control experiment 1 mean 7.84 8.03 median 8.00 8.00 std. dev. 1.38 1.29 range 4.00 5.00 2 mean 8.32 8.33 median 9.00 9.00 std. dev. 1.11 1.20 range 5.00 5.00 3 mean 8.03 8.33 median 9.00 9.00 std. dev. 1.44 1.20 range 6.00 5.00 students’ germane load there are three problems provided to students. each problem is provided with questions about the mental effort that is invested by them when solving the problems. table 4 shows the results of mental effort measurements that reflect the students' germane cognitive load. for the first problem, descriptively the mean score of germane cognitive load between the control and ex vol. (1) (1) (2019) 37-47 ijolae | p-issn 2655-920x, e-issn 2656-2804 42 fostering germane load through… periment group were categorized high, which is 7.84 for the control and 8.03 for the experimental group. while based on the measure of dispersion, the standard deviation of the control group is slightly higher than the experimental group, but vice versa for the range. this result is similar to the students' germane load for the second and third problems. descriptively, it can be seen that the average score for the control and experiment groups fall into the high category (table 4). in addition, for standard deviation and range measures, there is a slight difference between the control and the experiment groups (table 4). descriptive statistics results in table 4 validated by inferential statistics in table 5. based on the table, there is no significant difference in students' germane load between control and experiment groups at α = 5%. thus, the results indicate that there is no difference between the worked-example method with self-explanation prompting and workedexample without self-explanation prompting on the students' germane load. the important thing, these results show that both methods could foster students’ germane load and maintain it in the high category. this is in accordance with the research conducted by (van loon-hillen, van gog, & brand-gruwel, 2012), which states that learning that emphases on the use of workedexample will optimize students’ germane cognitive load. table 5. test of the difference between means score in germane load statistics bkg 1 bkg 2 bkg 3 t -.613 -.034 -.971 df 74 74 74 sig. (2-tailed) .542 .973 .334 mean difference -.18780 -.00901 -.28067 std. error difference .30651 .26514 .28892 students’ performance previously it was discussed that there was no difference between the worked-learning method with self-explanation prompting and worked-example without self-explanation prompting to students' germane cognitive load. however (kalyuga, 2011) states that germane load is closely related to the learning objectives achievement. for that reason, to reveal whether a learning method has an influence on students’ germane load or not, we need to explore students’ learning objective achievement. to find out whether the learning objectives of multivariable calculus course are achieved or not, we have to arrange tests which the tests indicator derived from the learning objectives. those tests are represented in the posttest. there are three problems that had prepared. table 6 shows the description of students’ posttest score between control and experiment group. based on the table, the results show that for the first problem, the average and median values of the experimental group are higher than the control group. the condition is similar for second and third problem, the students’ cognitive load mean score who implement workedexample learning with self-explanation prompting is higher than students who implement worked-example without selfexplanation prompting. the results of the descriptive analysis were validated by inferencing analysis in table 7. based on the table, for the first problem, the mean score of posttest achievement of the expe imental group was higher than the control group with a p-value = 0,000 at . furthermore, for the second problem, the mean score of students' posttest achievement of the experimental group was higher than the control group with ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (1) (2019) 37-47 43 fostering germane load through… a p-value = 0.0005 at . finally, for the third problem, the mean score of students' posttest achievement of the experimental group is higher than the control group with a p-value = 0,000 at . thus, it can be interpreted that the students' learning objective achievement in the experimental group is better than the control group. it means that the use of self-explanation prompting on the worked-example method is able to foster students' germane load. table 6. description of students’ posttest score between control and experiment groups problem statistics control experiment 1 mean 10.27 13.54 median 8.00 10.00 std. deviation 3.20 3.85 range 12.00 8.00 2 mean 6.35 7.13 median 6.00 8.00 std. deviation 0.95 1.00 range 4.00 2.00 3 mean 3.78 4.77 median 4.00 4.00 std. deviation 0.79 0.99 range 4.00 2.00 table 7. test of difference between mean score of students’ posttest in multivariable calculus statistics masalah 1 masalah 2 masalah 3 t -4.030 -3.466 -4.830 df 72.774 73.999 71.925 sig. (1-tailed) .000 .0005 .000 mean difference -3.26819 -.77685 -.98545 std. error difference .81093 .22412 .20404 4. conclusion research showed that there was no difference in students' germane load who implement the worked-example method with self-explanation prompting and students who implement worked-example methods without self-explanation prompting. however, it was revealed that the students’ germane load in the two research groups in the high category. this indicates that learning using the worked-example method is able to foster students’ germane load. however, these results have not yet shown evidence that self-explanation prompting is capable of fostering students’ germane load. meanwhile, kalyuga (2011) states that there is an association between germane load and learning objectives. when students achieve learning objectives, then the learning method is able to foster students' germane load. to assess the learning objectives, the posttest was arranged to be in accordance with the indicators of learning objectives. the results stated that students who implement the worked-example method with self-explanation prompting had better test scores than students who implement the worked-example method without selfexplanation prompting. this result is suffi vol. (1) (1) (2019) 37-47 ijolae | p-issn 2655-920x, e-issn 2656-2804 44 fostering germane load through… cient to provide evidence that the use of worked-example with self-explanation prompting is able to foster students’ germane load in the multivariable calculus course. therefore, the worked-example learning method in mathematics learning, especially on multivariable calculus is important to implement. thus, through the findings of this study, the worked-example method with self-explanation prompting can be considered to be implemented on calculus learning to enhance students' attention to the subject matter and improve their learning outcomes. 5. references baddeley, a. (1992). working memory. science, 255, 556–559. baddeley, a. (2003). working memory: looking back and looking forward. nature reviews. neuroscience, 4(10), 829–39. baddeley, a. (2010, march 23). working memory. current biology, 20(4), 136– 140. baddeley, a. 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(2016). students ’ awareness on example and nonexample learning in geometry class. international electronic journal of mathematics education, 11(10), 3511– 3519. vol. 2 (1) (2020) 56-67 ijolae | p-issn 2655-920x, e-issn 2656-2804 56 acquiring basic chemistry concepts through virtual learning in nigerian senior secondary schools acquiring basic chemistry concepts through virtual learning in nigerian senior secondary schools michael olubunmi odewumi1, ayotunde atanda falade2, adewale olusegun adeniran3, david akinjide akintola4, grace o. oputa5, sunday abiodun ogunlowo6 1,2,3,4,5,6faculty of education, university of ilorin, nigeria doi: 10.23917/ijolae.v2i1.7832 received: march 6th, 2019. revised: november 1st, 2019. accepted: november 7th, 2019. available online: november 11th, 2019. published regulary: january 1st, 2020. abstract virtual learning has emerged as an ideal platform for learning. different e-learning packages has been developed to solve instructional problems globally, but in nigeria few instructors are aware of the usage of these technologies. therefore, the study examined the acquisition of basic chemistry practical through virtual among the senior secondary school learners in ado ekiti, ekiti state. nigeria. the study further considered gender and achievement level of the students taught with virtual learning. the quasiexperimental designed method was adopted, sample constituted of 28 senior secondary school ii chemistry students, of which fourteen (14) were male and fourteen (14) also female. the results reveal that virtual learning enhances students’ understanding of laboratory chemistry concepts, acquisition and improve performances in chemistry as an alternative to actual chemistry laboratory in nigerian senior secondary schools. keywords: information communication technology, virtual learning, sciences, gender corresponding author: michael olubunmi odewumi, faculty of education, university of ilorin, nigeria e-mail: agbegilerebunmi2@gmail.com 1. introduction information communication and technology (ict) referred to tactic for collecting, collating, organizing, manipulating and drawing of assumption on data. it is also an exchange of information amid of people from one location to another. ede and ariyo (2014) and fabunmi (2012) explained that ict have become increasingly relevant tools to accelerate social, economic and educational sectors. rosandich (2014) stated that ict serves as the engine that is rotating the wheel of today’s economy, government and education. the influence of ict on teaching and learning is enormous. nwoke and akukwe (2012) stressed that ict gives learners unique opportunities to learn individually according to their own level of understanding and provides for them instant feedback on their intellectual act. rienhoff, hopwood, fischer, strauss, baker and schorer (2014) and yang and heh (2007) concluded that positive effectiveness of ict instruction as unquantifiable. hettiarachchi and wickramasinghe (2016) expressed that information technology approach to instructions, has brought a great shift from teacher centered which is traditional learning methodology to learner centered method of teaching especially sciences. chemistry is known to be a branch of science that processed the fundamental ingredients to technology dealing directly with both practical and experimental indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2020) 56-67 57 acquiring basic chemistry concepts through virtual learning in nigerian senior secondary schools understanding of basic natural phenomena (arokoyu & ugonwa 2012). it was said that chemistry contributed greatly to value of life and nation building which cannot be over emphasised in all aspects (olibie, ezoem & ekene, 2014). teaching of sciences are facing quite a lot of problem, studies have itemized some of them in different direction, for example, waec (2013) reported that poor performance of chemistry students in both internal and external examinations yearly are not encouraging. njoku (2007) noted that secondary and tertiary chemistry students also exhibits poor and deplorable results over the years. copriady (2014) stated that teaching chemistry in secondary schools is often linked with many challenges of which teachers’ competency is inclusive. the study of schutt and linegar (2013) also omorogbe and celestine (2013) mentioned the abstract nature of the chemistry concepts and topics in the curriculum as another strong factor. also, poor methodology (machina, 2012). lack of motivation is also identified as another crucial factor of poor learners outcome in sciences (glynn, taasoobshirazi & brickman, 2009) and also (herga, čagran & dinevski, 2016). in essence, celestine (2013) stressed that inadequate qualified hands to train the science teachers is also a factor on the poor students' performances of sciences. lawrence (2011) and nikolaev and chugunov (2012) lamented of the situation of education as complicated in respect of problems resulting from the national economic and political instability of the state. in respect to these challenges, suggestions for improvement and to address these challenges are being examined by the scholars. for example, the study of rajasingham (2007) mentioned field work, e-learning and project works as a method of instruction that can easily facilitate to alleviate aforementioned problems. hume and berry, (2013) suggested that constant laboratory work and utilization of content design is way to solve learning problems in sciences. more so, lawrence (2011) mentioned the usefulness and solving problems of teaching of sciences through virtual laboratory as it is paramount in recent time. in essence, gambari and yusuf (2014) explained that virtual learning is an innovative techniques of instruction that is very useful for teaching and learning of sciences especially chemistry. french (2014) concluded that learning is more of experiments in the scope of virtual environment and it is more valuable than in real laboratories. however, virtual learning may be used and at same times be preferred for alternative and supportive for chemistry instruction. in this regards, researches have examined the meaning of virtual learning, many scholars have discussed virtual learning in different perspective. for instance, unanma, abugu, dike and umeobika (2013) explained that virtual learning is a reality and arena that offers repeatable, safe and conducive environment for skills that are not possible to undergoes in real-world. the study of jeschke, richter and zorn (2010) clarified virtual laboratories as a stimulants, provider also offers the students with significant practical experiences. also, abeldina, moldumarova, abeldina and moldumarova (2015) submitted that a virtual learning environment consists of a designed software and a system of instruction for educational establishment and organisation monitored under the auspices of an experts which creates communication border for the teachers and as well for students in facilitating learning process. jasieński (2014) concluded that a virtual classroom can duplicate a normal classroom of brick and mortar for instructional purposes. moreover, vol. 2 (1) (2020) 56-67 ijolae | p-issn 2655-920x, e-issn 2656-2804 58 acquiring basic chemistry concepts through virtual learning in nigerian senior secondary schools virtual learning environment is learning that is acquired through interaction with digitally devices for delivery of learning content. it is also the learning that carried out via integration of electronic dialogue for example activities on web platforms (bouchard, 2011) and (tirp, steingröver, wattie, baker & schorer, 2015). for this reason, hettiarachchi and wickramasinghe (2016) explicated that virtual learning environment is an online learning podium that allows instructors to share instructional content with both male and female students through the web, example of these are webct, moodle and blackboard. on gender and sciences, it has been identified by many studies that gender as a factor influences greatly the performances of the science students especially in the senior secondary school level within nigeria. jimoh (2004) and khairulanuar, nazre, sairabanu and norasikin (2010) reported that gender differences specifically in favour of the male science scholars. in contrast, martin and parker (2014) expressed the concern of faculty female using virtual environment than male. also, ajaja and eravwoke (2010) stated that gender did not influence on the academic performance of learners. more so, olson (2002) confirmed that male students were performing less than their female counterparts in sciences. these aforementioned studies have contradictory establishments and had led to considering gender as a moderating factor and variable in this present study. the recent review showed the inconclusiveness of the findings on gender and performances of the science students. furthermore, many studies are paying attention to the gender ability level and achievement of the students. according to west african examination council results reported in the year 2015, male students excel in their performances than their female colleague in chemistry subject in the past five years, this revealed that good and outstanding performance of the male learners over the female (yang & heh, 2007). the study of miyake (2010) observed that the disparity between female and male science scholars especially in achievements in higher education revealed that female are few in science oriented courses than when compared to their male counterpart. many studies have revealed positive impact of virtual learning to students. for example, the study of rosandich (2014) researched on the transferring of a motor skill within and between basketball and darts. also, unanma, abugu, dike, and umeobika (2013) worked on virtual realities in learning environment that stimulates efficiency and difference in training. more so, abeldina, moldumarova, abeldina, and moldumarova (2015) examined the virtual environment for teaching science subjects in schools. yang, and heh, (2007) looked at the efficacy of the virtual physics laboratory (vpl) on the scientific progression, they concluded that the learners within the experimental setting significantly achieve more than the others in the scope of traditional laboratory activities. unanma, abugu, dike, and umeobika (2013) researched into the skill in the virtual and actual learning environment on throwing, the study stressed the significant differences in condition and interaction test which took measure in enhancing the virtual group. also, altun, feyzioğlu, and demirağ (2011) studied the effectiveness of virtual chemistry teaching on the scientific process skills, the study revealed that virtual chemistry was effective in teaching of scientific process skills. in essence, virtual learning is established as a good method of instruction which promotes effective instruction through web. ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2020) 56-67 59 acquiring basic chemistry concepts through virtual learning in nigerian senior secondary schools scholars have argued that virtual learning provides the students opportunity to assist and influence each other. in other words, studies have confirmed the usefulness of virtual in learning different discipline on the school curriculum. for instance, dede, salzman and loftin (1994) mentioned that the virtual learning laboratory is an alternative learning environment to laboratory that endorses full involvement of learner individual or collaboratively. herga, čagran and dinevski (2016) expressed that virtual laboratory provides picky reward that present teaching and learning in meaningful way. domingues, rocha, dourado, alves and ferreira (2010) opined that both virtual and real world experience provides laudable experiences. in essence, it is clear that one can deduced that virtual learning brings positive and effective classroom instruction to the door step of the learners. however, there is a need for the nation to adopt information communication technology (ict) oriented method of instruction for schools and colleges. unfortunately, awareness and utilisation of this method of instructions, that is virtual learning are yet to be fully embraced by the primary and secondary school teachers in nigeria. it is on this note that the study examined the acquisition of basic chemistry practical through virtual laboratory among senior secondary school students in ado ekiti, nigeria. the study further considered at gender and achievement level of the students taught with virtual learning. the research questions have been raised in other to direct course of the study. there are (1) whethere there is difference in the performances of che-mistry learners taught with virtual environment and those taught without, (2) whethere there is any difference in the performances of male and female chemistry students taught with virtual learning, and (3) whethere there is significant difference in the mean scores of low, medium and high ability of chemistry students taught with virtual learning. there are some hypotheses were formulated for this study, which are: ho1 there is no significant difference in the performance of chemistry learners taught with virtual environment and those with conventional method. ho2 there is no significant difference in the performances of female and male chemistry learners taught with virtual environment. ho3 there is no significant difference in the mean scores of high, medium and low ability of chemistry students taught with virtual learning. 2. method the study used quasi-experimental type of post-test design which involves administering a specify summative objective test items after the treatment to the selected sample. the population for this study was extracted from the entire public senior secondary school ii chemistry scholars in ado ekiti, ekiti state, nigeria. in essence, the study sampled twenty eight (28) students, fourteen (14) were male and fourteen (14) also female. the schools used for the study were preferred purposively on these criteria; equivalence (teachers, facilities and chemistry laboratory), gender composition (mixed schools), school type (public schools). other were ict equipments (computer sets under the close monitoring of the school networking programme) and also, exposure (teachers and student exposure to computer usage). also, these two equivalent selected mixed schools were designated to both the control group (chemistry students taught with normal teaching and learning in the classroom with appropriate instructional materials) and vol. 2 (1) (2020) 56-67 ijolae | p-issn 2655-920x, e-issn 2656-2804 60 acquiring basic chemistry concepts through virtual learning in nigerian senior secondary schools experimental (the treatment set of learners, that is students taught with virtual learning environment) the students were sampling based on randomise technique and stratified sampling technique was also utilised to group the students to female and male and their level of their ability in terms of low, medium and high guided by the students performances in the last summative promotion examinations in chemistry (in senior secondary i) with this yardstick; upper (75-100%), higher which is (50 74%), medium (49-24%), and low (0-25%). the experimental procedure was taken care of the objectives and process of the experiments were well stated in the operational manual that were given to both the students and the instructors. the learners were exposed to virtual instruction, through the computers for the experimental groups. students were instructed to be conscious and mindful of the instruction. the instruments used (package and test) were adapted from ogunlowo (2016) named as the laboratory software package (lsp) and test instrument that is practical chemistry test (pct). the test instrument used in producing data for the study consisted of fifty (50) multiple choice objective items premeditated to measure specified learning outcomes related to the virtual learning environment. a stem is followed by five (5) options lettered (a-e) out of which only “one” was absolutely correct. chemistry students were therefore instructed to select the only one option as answer for each given item. all the options were nearly answers to the item. in essence the total correct marks of the each student is placed over fifty (50). the researcher handles the available information and communication technology facilities on the ground for the teaching of the experimental group assign each computer to a student for the process of teaching. laboratory software package is a web based instructional media distributed through online/ network to all available computers. students logged through typing their usernames and passwords at the home page. the menu options on the left include topic option, the topic information contained a brief summary of the topics, bringing the user to the main menu, where the topics are listed on the top left hand side of home page. having logged in through selection of a topic. a series of instruction are automatically displayed along with the topic, students follow the sequence, after satisfying with the page, the next menu is clicked continuously till the end of the topic in last page. the assignments section were of homework based for learners to practice with the topic of instructions. while the chemistry teachers in the two schools with the research assistants were employed to team teach the conventional group in the given topics (mole concept, electrolysis, chemical equilibrium, isomerism, iupac nomenclature) for six weeks of two periods per weeks, each period consists of 40 minutes. the first week starts with the instructions guiding the course of study. the lesson starts fully in the second week with the experimental group accomplishing the virtual learning through the laboratory software package in the chemistry laboratory and the other group the conventional group taught with conventional teaching compliment with appropriate teaching materials in line with the stated objectives in the planned lesson note written prior and examined by a lecturer in the department of science education, university of ilorin. ilorin. nigeria. after the thorough teaching of prescribed topics for four weeks, with the two groups, the students were gathered together and the adapted objective test instrument were administered as a ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2020) 56-67 61 acquiring basic chemistry concepts through virtual learning in nigerian senior secondary schools summative in the chemistry laboratory to students on paper based and score each student over fifty marks. 3. result and discussion to answer the first question can be illustrated in table 1, as follows: table 1 the means of chemistry learners taught with virtual environment and those taught with conventional method. grouping number mean standard d. experimental 14 35.0000 5.00000 conventional 14 33.0000 5.37742 table 1 revealed that the experimental chemistry students mean was 35.0000 and the mean of conventional chemistry students taught with conventional method was 33.0000, in favour of experimental group. research question 2: is there any difference in the performances of male and female chemistry students taught with virtual environment? the question is answered as follows: table 2. the means of male and female chemistry learners taught with virtual environment grouping n mean std. deviation male 14 35.0000 .00000 female 14 31.2000 5.55278 table 2 shows that the mean of male chemistry students taught with virtual learning environment with male chemistry students mean of 35.0000 and the female chemistry students with 31.2000, in favour of male students. ho1: there is no significant difference in the performance of chemistry learners taught with virtual environment and those with conventional method. to test this hypothesis, t-test statistics was used, result is reported as in table 3. table 3. t-test mean of both experimental and conventional chemistry groups. grouping no mean std d. df t-value sig. (2-tailed) school a 14 35.0 5.000 26 612 546 school b 14 33.0 5.377 in table 3, the post-test mean of experimental and conventional groups were compared. the calculated f value of 612 is higher than 0.05 alpha levels. this implies that there is no significant difference between the post-test mean scores of the treatment and conventional group. that is, the scores did not differ significantly from the experimental and control groups. therefore, the null hypothesis is accepted, meaning there is no significant difference in students performance taught with either virtual or conventional methods. ho2: there is no significant difference in the performances of female and male chemistry learners taught with virtual environment. vol. 2 (1) (2020) 56-67 ijolae | p-issn 2655-920x, e-issn 2656-2804 62 acquiring basic chemistry concepts through virtual learning in nigerian senior secondary schools in testing the hypothesis, t-test statistics is used to compare the means of female and male experimental group. this result is as stated in table 4. table 4. t-test statistics comparing the means score of the male and female experimental group grouping no mean stand. d. df t-value sig. (2-tailed) male 14 35. 000 5.00000 26 1.166 254 female 14 31.000 5.37742 table 4, indicates that the t value which is 1.166 is significant, in that the significant .254 value is bigger than alpha levels of 0.05. the result clearly shows that no significant difference in mean of female and male in experimental group. therefore, the null hypothesis is not rejected but accepted. in other words the result suggested that male and female do perform equally in the test given. ho3: there is no significant difference in the mean scores of upper, high, medium and low ability level of chemistry students taught with virtual environment. to test this hypothesis, analysis of variance (anova) statistics was used to compare the scores of the low, medium, high and upper ability level in experimental group. this result is revealed in table 5. table 5. anova statistics comparing the scores of the low, medium and high in experimental learners. table 5, presents the comparison of mean scores of lower, medium and high performance levels of the experimental group. the f value of 24.458 is not significant since the significant .000 value is lesser than 0.05 alpha levels. this consequence implies that there is existing significant difference between the mean scores of high, medium and low. that is, the scores did differ significantly from the experimental groups. the null hypothesis therefore is rejected. the study is aimed to investigate acquired basic chemistry concepts through virtual learning in nigerian senior secondary schools. based on the results, the report of analysis on hypothesis one (1) on the performances of chemistry students taught with virtual learning was accepted. the present findings conformed with mutlu and şeşen (2016) who reported that a virtual chemistry laboratory grants a positive scientific skills and researches for learners. moreover, this finding also supported the conclusion of altun, feyzioğlu and demirağ (2011) who succumbed that virtual chemistry laboratory significantly promote theoretical and practical learning. furthermore, the finding also agreed with yohon and zimmerman (2006) who established that virtual laboratory instruction was more source type iii sum of squares df mean sq. f sig corrected model 1894.944a 2 947.472 24.458 .000 intercept 51995.487 1 51995.487 1342.186 .000 factor 1894.944 2 947.472 24.458 .000 error 968.485 25 38.739 total 125360.000 28 corrected total 2863.429 27 a. r squared = .662 (adjusted r squared = .635) ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2020) 56-67 63 acquiring basic chemistry concepts through virtual learning in nigerian senior secondary schools effective for increasing students’ cognitive learning. moreover, the findings agreed with lopukhova and makeeva, (2017) who stated that virtual learning gives opportunities and promotes effective learning environment that fosters and increase students’ intellect. also the study further supported rosandich (2014) who submitted that virtual learning significantly useful for acquiring basic techniques of skills in basketball and darts. this corroborate with finding of french (2014) who reported the acquisition of functional of online classroom instruction and home instructional strategies through virtual learning. in essence, the study conform with dalgarno, bishop and bedgood (2003) who suggested that learners do gain more experiences and skills via virtual environment. in the same vein the study of jasieński (2014) who suggested that learners should be encouraged and the sense of anonymity through virtual learning. the finding agrees with meisner, hoffman and turner (2008) who established that virtual environment is a driven exemplary method and viable alternative for students learning practical physics. however, the finding negates the finding of yohon and zimmerman (2006) who reported the significant difference in favour of the experimental group. similarly, the finding did not support the finding of herga, čagran and dinevski (2016) who confirmed the significant difference in experimental and conventional groups. in essence, it is true that virtual learning improves cognitive skills of the learners. on gender, the hypothesis two (2) the report of analysis on female and male chemistry learners taught with virtual environment were rejected. the findings is agreed with martin and parker, (2014) who uncovered that female are more than male faculty in adopting and utilising virtual environment among the faculty members. the finding agreed with fabunmi (2012) who originated that male students had knowledge of virtual learning than female students. more so, the findings agreed with craig (1999) who established that female students acquire more knowledge through exposure to virtual learning. however, this result disagrees with the outcome of khairulanuar, nazre, sairabanu, and norasikin (2010) who reaffirmed that gender differences which favoured male students. on students achievement, the report of analysis on hypothesis on the performances of high, medium and low achievement taught with virtual environment were not rejected. the findings disagreed with the conclusion of ajaja and eravwoke (2010) who mentioned that the students attitude towards learning may brings differences in their achievement level. the findings agreed with meisner, hoffman and turner (2008) who established that male students performed averagely higher than the regular students in term of their achievement tests. similarly, the finding concurs with olibie, ezoem and ekene (2014) who stressed that categories of students achievement were collapsed due to low counts in respects of some variables. the finding also in line with olibie, ezoem, and ekene (2014) who established the low percentages marks of students were recorded when exposed to virtual learning. in essence, the findings is favoured herga, čagran and dinevski (2016) who established the statistically significant difference of pupils mean and their achievement in primary chemistry. however, it can be deduced that gender is not a factor for virtual learning. 4. conclusion one can conclude that the study of virtual learning enhances students’ understand vol. 2 (1) (2020) 56-67 ijolae | p-issn 2655-920x, e-issn 2656-2804 64 acquiring basic chemistry concepts through virtual learning in nigerian senior secondary schools ing of laboratory chemistry concepts, acquisition and improve performances in chemistry as an alternative to actual chemistry laboratory in nigerian senior secondary schools. it is as well profitable for male and female chemistry students of the same environment, to learn chemistry through virtual application could prop up their interest for enhanced performance of chemistry students in nigeria. 5. references abeldina, z, moldumarova, z., abeldina, r. & moldumarova, z. i. 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(1) (1) (2019) 48-53 48 development of entrepreneurship intentions… development of entrepreneurship intentions among school students in malaysia afiah binti sheikh ismail1, nor aishah buang2 1,2faculty of education, national university of malaysia doi: 10.23917/ijolae.v1i1.7289 accepted: december 8th, 2018. approved: january 3rd, 2019. published: january 31th, 2019 abstract entrepreneurial education in school has long been an effort by authorities in improving participation among school leavers in entrepreneurship. still, there are clear obstacle in making this a reality. thus this conceptual paper will discuss the obstacles and solutions towards of making entrepreneurial education a success. obstacles that will be discussed are such as the lack of knowledge of entrepreneurship among teachers and the obsolete methods of teaching and learning currently practiced. several solutions to the obstacles will be addressed are such as new pedagogical approaches such as games and simulations. plus, solutions from the industry itself is put forward with activities such as engagement and attachment being highlighted. therefore a model framework has been develop form the combination of elements from past theories and models which are critical experiential incidence model by krueger (2007), constructivism theory by vygotsky (1978) and theory of planned behavior by ajzen (1991). keywords: entrepreneurial education, entrepreneurial intention, teacher’s knowledge, pedagogy corresponding author: afiah binti sheikh ismail, faculty pendidikan national university of malaysia, email:afiahabad83@gmail.com 1. introduction individual participation in entrepreneurial activities has been proven to enhance the malaysian economy and also has the ability in reducing unemployment rates (mohd hasril et al, 2017). the longtime practice of the malaysian ministry of education in promoting entrepreneurial values has been present in subjects such as life skills, commerce and principles of entrepreneurship. even so it is realized that commerce which was the main player for entrepreneurial education only represents 23% of its contents on entrepreneurship. realizing this the ministry had to forward a reform in entrepreneurial education by introducing a new subject called business and entrepreneurship starting from 2017. the objectives of such changes are not only to transform malaysia into an internationally competitive entrepreneurial nation but also in debunking the negative view of entrepreneurial education in schools as ineffective. the foundations of the introduction of the new subject is in order to strengthen the 5-point entrepreneurial elements in malaysian schools put forward in 2012 which includes 1) practicing entrepreneurial attitudes, 2) practicing the entrepreneurial mind set, 3) practicing basic trading methods, 4) product development through knowledge, technological and vocational skills and 5) practicing values and ethics involving entrepreneurship. even though the planning put forward by the ministry seems solid, still there are major concerns in the readiness of teachers in teaching entrepreneurial subjects especially in teaching and learning process, pedagogy, knowledge, teacher’s interest and prior experiences in entrepreneurship as indonesian journal on learning and advanced education vol. (1) (1) (2019) 48-53 ijolae | p-issn 2655-920x, e-issn 2656-2804 49 development of entrepreneurship intentions… proven by shahrin and norsila (201). realizing the gap that exist between the planning and execution process of entrepreneurial education in malaysia it is imperative that this issue should be discussed and tackled as time, human resource and financial funding has been invested in effort of realizing the potential of malaysia as an entrepreneurship hotbed. 2. development of entrepreneurial intentions entrepreneurial intentions in past studies such as kautonen et al. (2015) has shown it as a strong predictor of entrepreneurial behavior. further studies by de paco et al. (2015) strengthen the importance of entrepreneurial intentions at it seen as catalyst for business development for individuals. thus, in realizing the aspirations in increasing the entrepreneurial involvement among malaysians the development of entrepreneurial intentions is essential and one way of doing this is through entrepreneurial education in schools. even though entrepreneurial education has been present in the school systems for a long period of time still studies such as by abu sufian et al. (2016) shows a worrying trend as 86% school students with entrepreneurial education background in school are disinterested in entrepreneurship. furthermore, these adverse effects of the ministry’s efforts are further proven by a study (zulfaka et al., 2017) shows most entrepreneurship programs in schools failed to reach its objectives. it is clear that there are clear problems in the development of entrepreneurial intentions in school students in malaysia thus problems should be addressed, and solutions should be discussed in improving the state of entrepreneurial education in malaysia in achieving its purpose. 3. problems in the development of entrepreneurial intention at school level in malaysia the lack of knowldege of teachers in the entrepreneurial field shahrin and siti hasmah (2008) revealed that there is a clear lack of knowledge in teachers teaching entrepreneurial subjects in malaysian schools. most of teachers who are involved in entrepreneurial subjects gained their knowledge only through formal education from tertiary institution that they have attended and most have no hands-on experience in handling a business in real life. this has caused content taught in classes are purely based on books and sometimes the information in these books are obsolete by the time it is taught due to the dynamic nature of the business and entrepreneurial world itself which revolves around new ideas and concepts. the divide between schools and industry is clear as there is a lack of networking between these two establishments. some have argued that the education system has drifted far from the basis it has being built upon which is the national education philosophy that focused on the holistic development of students in malaysia based on the five areas of physical, emotional, spiritual, intellectual and social that should be mastered by all students in malaysian schools. the shift of focusing solely on the intellectual side of education by the ever-growing emphasis on examination has made subjects such as entrepreneurial subjects are purely mastered for examination purposes that have killed its function in developing entrepreneurial intentions (rosmani and siti aishah, 2016). zulfaka et al.,(2014) further supports these phenomena by stating that most teachers teaching entrepreneurial subjects have very low product commercialization skills as most find it as unessential. focus is more towards completing the syllabus and preparing students for examination as it is deemed as of higher importance. furthermore, teachers have complained that the burdens of syllabus and examination gives very limited time for them to delve into encouraging students to ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (1) (2019) 48-53 50 development of entrepreneurship intentions… develop entrepreneurial ideas. thus, the gap between the realities of the entrepreneurial world and what is taught in schools is further widened by practices and pressures faced by teachers who teaches it. inadequacy of effective methods in delivery of entrepreneurial subjects in achieving the objectives of entrepreneurial education past study (jewell and mankin, 2009) has shown that the effectiveness of teacher’s delivery of lessons as a major factor in developing student’s interest in entrepreneurship. currently in malaysian schools entrepreneurial subjects are mostly delivered to students in the conventional way which focuses more on theoretical and conceptual understanding with a clear lack of practical exposure to students (ahmad raflis et al., 2014). mohamad izzuan and mohd khata (2017) further argued that the conventional method of delivery has left little inspiration for students in furthering any aspirations in entrepreneurship as there are no basis of technical know-how or real life exposure in enhancing further enhancing understanding in entrepreneurship. there have been previous efforts in improving entrepreneurial education such as the introduction of the protune (projek tunas niaga) project which is not part of the main curriculum but instead done as an extracurricular activity has been found to be ineffective and unappealing (suraiya et al., 2018). the ineffectiveness of this effort is mostly attributed to the lack of understanding of the current gen z which have problems in situational awareness and the lack of the ability to give and follow orders in a normal situation. realizing this there is a need in revising the pedagogical methods that are mostly conventional towards a method that is more concerned on the development of creative and innovative way of thinking which is deemed essential in todays world of entrepreneurship. 4. suggestions on solutions in developing entrepreneurial intention at school level in malaysia involvement of teachers in industrial linkages and attachments the quality of education reflects the quality of teachers who are responsible for its implementation and the achievements of its aspirations. these responsibilities are the backbone of the development of the future of the workforce of the nation such as malaysia. suraiya et al. (2018) stated that teachers are one of the main factors of entrepreneurial competency among students. ruskovaara et al. (2015) highlighted that teachers involved in entrepreneurial education are needed to often update their knowledge on entrepreneurship especially on the current trends that are happening in the business world. therefore, by utilizing the current available channels in the teaching service in malaysia that is practicing a compulsory training scheme which involves a series of training that is run throughout the year can be customized following the needs of the teachers teaching entrepreneurial subjects. training which use to be more generic and theoretical should be tailored made and hands-on in meeting the demands of entrepreneurship. the trainings suggested are more towards engaging the industry which are directly involved in entrepreneurship. training schemes which involves teaching being attached themselves to the industry should be introduce to enhance the knowhow of the teachers by gaining hands-on and real life experience of what they are teaching (ruskovaara, 2015). henceforth the engagement will create a valuable experience towards teachers which as been described in the critical experiential incident model by krueger (2007) which focuses on how experience as a main driver towards change of behavior in a person or teacher in this case. vol. (1) (1) (2019) 48-53 ijolae | p-issn 2655-920x, e-issn 2656-2804 51 development of entrepreneurship intentions… improvements in pedagogical practices in entrepreneurial education furthering the discussions of the challenges of educating the current generation z is evident as rothman (2016) explained that generation z is more responsive towards inputs based on visuals and practical application such as collaborative projects and interactive games which create challenges differing from the conventional lecture and discussion method that they find as unattractive. furthermore, thomas and srinavisan (2016) stated that generation z appreciates things that are tangible and can be tested which further strengthen the reasoning of a shift in pedagogy towards a more hands-on approach of learning and teaching that is delivered through the wisdom of the teacher that was built form prior experience in entrepreneurship training in the industry. the pedagogical approach of experiential learning is aligned with the theory of constructivism by vygotsky (1978) which human learn from the experience they have learned and gaining new knowledge by experiencing it. this is achievable as students should be allowed to experience themselves the realities of entrepreneurship. as there is a great fit between generation z’s learning preferences and the attributes of constructivism therefore it is only right that the approach of teaching must be transformed in meeting the needs of students and attaining the real objectives of entrepreneurial education that is to induce entrepreneurial intention. 5. model framework the model suggested for the future research will involve three variables which involves the input which is represented by teacher’s industrial attachment derived from krueger (2007) critical experiential incident model where the experience attained from engagement and attachment that the teacher itself had experienced would change the teacher’s perspective of entrepreneurship. next, the input is predicted to effect the process which is represented by the teacher’s pedagogical practices which is derived from vygotsky (1978) theory of constructivism where teacher’s will build their pedagogical practices more towards a hands on and real life practices that is gained and trained during their industrial attachement. finally, the output would be the student’s entrepreneurial intentions which will adapt the theory of planned behavior by ajzen (1991) which will see the effects of pedagogical approaches towards the entrepreneurial intentions of students. 6. conclusion the current situation of entrepreneurial education in malaysia indicates that there is a vital need for transformation or change on the way it is approached. mere planning without proper implementation has been proven the root of the fallback of achieving the objectives of entrepreneurial education. in meeting the demands of the current generation it is essential that the ministry of education of malaysia should look into training teachers through industrial attachment which in turn will be of a real added value to the experience and knowledge of the teacher. the experience gained itself would change the approach of the teacher itself in delivering to students information in a more figure 1. research model framework ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (1) (2019) 48-53 52 development of entrepreneurship intentions… creative and effective manner. through all these effort it is truly hoped that it will create a higher percentage of students with entrepreneurial intentions. 7. references abu sufian abu bakar, abdul rahim anuar, ahmad zubir ibrahim, mohd najib mansor, badariah haji din , kalsom kayat, shazida jan mohd khan, nur syamilah md noor, wan nurmahfuzah jannah wan mansor & mariana usman. 2016. “micro entrepreneur profile in malaysia” konvensyen pengurusan potensi belia ke arah pembinaan negara bangsa. hlm. 46-54. ahmad raflis che omar, abdullah sanusi othman, suraiya ishak, jumat abd moen, mohd rizal palil, mohamad abdul hamid, mohd fauzu mohd jani. 2007. 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(1) (1) (2019) 48-53 ijolae | p-issn 2655-920x, e-issn 2656-2804 53 development of entrepreneurship intentions… millenials to the digital natives. international journal of applied engineering research, 11 (5), 361-3618. vygotsky, l. 1978. interaction between learning and development. readings on the development of children, 23(3): 34-41. zulfaka ishak, nor aishah buang, lilia halim. 2017. attributes and level of thinking in entrepreneurship: readiness for intregration of entrepreneurial mindset into teaching process in mrsm. jupidi: jurnal kepimpinan pendidikan, 1(1), 53-64. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 78-91 78 is sipoert an innovative learning? implementation and identification of students’ conception on simple harmonic motion is sipoert an innovative learning? implementation and identification of students’ conception on simple harmonic motion nurhasanah1, achmad samsudin2, suharto linuwih3, asep dedy sutrisno4 1,2faculty of mathematics and natural science, universitas pendidikan indonesia, indonesia 3faculty of mathematics and natural science, universitas negeri semarang, indonesia 4sekolah menengah atas negeri 1 karangkobar, indonesia doi: 10.23917/ijolae.v5i1.19567 received: august 17th, 2022. revised: december 15th, 2022. accepted: december 16th, 2022 available online: december 17th, 2022. published regularly: january 1st, 2023 abstract the purpose of this research is to identify students’ conception of simple harmonic motion by implementing sipoert (simulation in predict observe explain with refutational text). the research method used is mixed methods with an embedded mixed methods research design. the research instrument used consisted of diagnostic test questions in the format of four-tier simple harmonic motion, refutational texts student worksheets, and learning implementation observation sheets. the sample in this study consisted of 32 students in xi class in one of the public high schools in central java. the analysis of this study uses delta m, the implementation of learning is shown in the form of a percentage, and the change in conception is analyzed based on the results of the pre-test and post-test. the results showed that students' misconceptions decreased by 16.4% from the pretest of 65.9% to 49.5% in the post-test. there was a change in the level of conception, by 42% in the accepted change (ac) category, 41% in the not change (nc) category, and 17% in the unaccepted change (uc) category. keywords: simple harmonic motion, misconceptions, refutational texts, poe strategy corresponding author: nurhasanah, faculty of mathematics and natural science, universitas pendidikan indonesia, indonesia email: nurhasanah@upi.edu 1. introduction the quality of the conception possessed by students greatly affects their ability to solve physics problems (su & yeh, 2014) various concepts for the scientific explanation of various phenomena are included in one branch of science, namely physics. therefore, in achieving the objectives of physics lessons, the level of conception of students is one of the important factors for students to have. based on permendikbud number 21 of 2016, after studying physics subjects, students are expected to have several competencies related to physics concepts and their applications. based on this we can see that the concept is one of the most important things that students need to solve problems and design simple projects and use them. in physics, understanding concepts are very important (ozkan & sezgin selcuk, 2015), therefore after participating in learning, the concepts possessed by students must be scientific concepts. several previous studies have shown that when taking physics lessons, students already have the initial concepts based on their daily experiences (ozkan & selcuk, 2016). however, most of these students have initial concepts that are not in accordance with scientific concepts. this situation is referred to by various terms such as misconceptions, alternative conceptions, concepts, initial frameworks, conceptual difficulties, indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae mailto:nurhasanah@upi.edu indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 78-91 79 is sipoert an innovative learning? implementation and identification on students’ conception of simple harmonic motion and others (gurel et al., 2015; yürük & eroğlu, 2016). misconceptions are quite often found in physics learning, including in several concepts such as optical geometry (kaltakci-gurel et al., 2017), fluids (purwanto et al., 2018; samsudin et al., 2018), force and motion(bayraktar, 2009; liu & fang, 2016; narjaikaew, 2013); and simple harmonic motion (somroob & wattanakasiwich, 2017; sugara et al., 2016). phenomena in everyday life are closely related to the concept of simple harmonic motion. a good understanding of the concept of simple harmonic motion can be used as a basis for studying the motions of different objects that are disturbed from their equilibrium positions, macroscopic wave phenomena, and quantum phenomena. given the importance of simple harmonic motion in daily life, the concept must be fully understood by minimizing misconceptions. based on the results of the preliminary study, it was found that there was a misconception of simple harmonic motion material among students in one of the senior high schools in serang, banten. a total of 32 students of class xi were given a diagnostic test instrument in the four-tier format of simple harmonic motion with open-ended questions. the four-tier open-ended diagnostic test is a diagnostic test instrument in a fourtier format to identify students' misconceptions about the material with the third tier an open question regarding the reasons for choosing the answer in the first tier. the results of the preliminary study show that there are problems with the concept of simple harmonic motion material experienced by students as shown in table 1. table 1. percentage of conception level in preliminary study conception level percentage (%) su 8.6 pp 2.5 pn 29.4 nu 7.1 mc 46.2 nc 6.1 based on the results of the preliminary study conducted by the author, it was found that the highest level of conception was mc (misconception) at 46.2%, followed by pn (partial negative) at 29.4%, su (sound understanding) at 8.6%, nu (no understanding) 7.1%, and the lowest level of conception is nc (no coding) 6.1%. this lowest percentage is one of the limitations of the study, namely controlling students' psychological factors so that there are still students in the no coding category. this is as mentioned by (dewi et al., 2021; samsudin et al., 2016) who state that psychological factors are one of the factors that become limitations in research. misconceptions can be corrected by structuring the initial conception known as the conceptual change process (samsudin et al., 2015, 2017). there are several studies that investigate the effect of the conceptual change approach on misconceptions and initial conceptions in physics learning (cepni et al., 2012; yürük & eroğlu, 2016). the results show that the conceptual change approach is effective in changing the conception and improving the students' initial conceptions. the predict-observe-explain (poe) strategy is one of the learning strategies based on a conceptual change approach. however, poe learning has weaknesses including the difficulty of writing an explanation at the explain stage and the difficult to give reasons for the explanation and students are less sure of the explanation at the explain indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 78-91 80 is sipoert an innovative learning? implementation and identification of students’ conception on simple harmonic motion stage that has been written (acar sesen & tarhan, 2013). therefore, to cover the weaknesses of the poe learning model, the researchers used alternative reading texts called refutational texts (rt). rt is a text that contains explanations that can activate prior knowledge with new conceptions together and then integrates it with the information contained in the text rt is a text designed to state misconceptions, then explicitly refuted then give an explanation that can be accepted scientifically as a logical sense (broughton et al., 2010). refutational text will be more interesting if it is combined with images, animations, and simulations. however, until now researchers see that there are still few simulations related to simple harmonic motion material, one of which is the phet simulation. researchers see that the simulation can still be developed to be more varied and improve the level of conception of students. in the phet simulation, the researcher saw that there was still a lack of variations in various types of pendulums and also the lack of a pendulum mass variable. therefore, the researcher will make a simple harmonic motion simulation to be included in refutational texts. based on the background of the problem above, the authors intend to research the poe learning model, refutational texts with simulations, and identification of students' conceptions with the title “implementation of poe strategies assisted by refutational texts with simple harmonic motionsimulation (shm-s) to identify student conception on simple harmonic motion material”. this study aims to identify students' conceptions of the simple harmonic motion material and the effect of the poe strategy on students' conceptions. to be able to achieve the research objectives, the research questions were formulated as follows, 1) how is the implementation of refutational texts assisted poe strategy learning with simple harmonic motion-simulation (shms) on simple harmonic motion material?; 2) how is the effect of applying poe strategy learning assisted by refutational texts with simple harmonic motion-simulation (shms) on simple harmonic motion material?; 3) what is the conceptual profile of simple harmonic motion material for high school students based on the level of conception after applying refutational texts-assisted poe strategy learning with simple harmonic motion-simulation (shm-s) simple harmonic motion?; 4) how to change the concept of simple harmonic motion material for high school students after applying refutational texts-assisted poe strategy learning with simple harmonic motion-simulation (shm-s)?. the contribution of this research to the development of physics education practice includes complementing previous research and obtaining information about the effect of poe strategies assisted by refutational text with simulation applications on changing students' conceptions of simple harmonic motion material. 2. method the research method used is mixed methods or mixed research methods. mixed research methods involve collecting quantitative and qualitative data, combining two forms of data, and using different designs (fassinger & morrow, 2013). quantitative research methods are used to determine the effectiveness of the application of poe strategies assisted by interactive media refutational texts with smh-s applications, while qualitative methods are used to determine the process of changing conceptions. the research design used is embedded mixed methods. embedded mixed methods design combines quantitative and qualitative indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 78-91 81 is sipoert an innovative learning? implementation and identification on students’ conception of simple harmonic motion research methods simultaneously. the research process with embedded mixed methods design is depicted in figure 1. figure 1. embedded mixed methods design in figure 1, it can be seen that quantitative data were obtained based on test results for pre-test and post-test. qualitative data were obtained at the beginning of the study, namely the design of the learning process including lesson plans and interactive media refutational texts and smh-s applications, the learning process based on student answers on interactive media refutational text, the process of changing the conception after the learning process was also used as qualitative data analysis. participants in the study were students of class xi science in a high school in banjarnegara, central java, totaling 32 students. the population of the research is students who are in class xi ipa in a senior high school in banjarnegara, central java. the sample consisted of 32 students (10 male students and 22 female students, with an age range of 15-16 years). the sample gets learning by using the poe strategy assisted by interactive media refutational texts with the simple harmonic motion smh-s application. the sample was selected using a cluster random sampling technique, which is a random sample selection because the population is divided into groups (taherdoost, 2018). in this study, the population consisted of six groups which were then selected at random. after obtaining the data on the results of the student's answers on the pretest and posttest using the four-tier diagnostic test instrument of simple harmonic motion. then coding is done to facilitate data processing and analysis. this coding is done to get information about the levels of students' conceptions. the coding technique is carried out based on table 2. table 2. level conception (aminudin et al., 2019) based on table 2, su, pp, pn, mc, nu, and nc are conception level categories, while for correct (c), incorrect (i), sure (s), not sure (ns), and incomplete answer (ia). each of the six levels of conception has a score of conceptions and misconceptions. the scores for the conception category at su, pp, pn, nu, and mc were 4, 3, 1, 0, indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 78-91 83 is sipoert an innovative learning? implementation and identification on students’ conception of simple harmonic motion and 0 respectively. while the scores for the misconception category at su, pp, pn, nu, and mc were 0, 0, and 1 respectively. , 3, 4. scores are empty in the no coding (nc) category to identify the possible score obtained. after coding and scoring, the data is processed and then the results are analyzed. based on the results of the category of students' conceptions in the pre-test and posttest, it can be determined the level of decline in the misconceptions found in students. the decrease in the number of misconceptions can be calculated by the following formula. … (1) description: = decrease in the number of students with misconceptions = number of students who have misconceptions in the pretest = number of students who have misconceptions in the = the minimum number of students who have misconceptions = 0 the formulation of the reduction in the number of students with misconceptions above is based on the adaptation of the inverse of the normalized gain value formulated by (hake, 2002). the criteria for determining the level of decline in the number of students who experience misconceptions are shown in table 3. (sanyoto et al., 2016). tabel 1. criteria for the effectiveness of reducing the number of misconceptions range < ∆ m > effectiveness criteria decrease the number of students who have misconceptions < 1 high medium low 3. result and discussion a. the effect of implementing poe strategy assisted by refutational texts with simple harmonic motionsimulation in changing students' misconceptions on simple harmonic motion material before processing the data, each level of conception is scored first. at this stage, scoring is done by using a misconception score for each level of conception. the score is sound understanding (su) given a score of '0' because students can answer correctly in the first tier, and third tier, and belief in the second tier of confidence. for partial positive (pp) a score of '0' is given because students answered correctly in the first tier and third tier, but they are still not sure at one level of confidence. partial negative (pn) is given a score of '1' because students can answer correctly in the first tier or third tier. not understanding (nu) is given a score of '3' because students cannot answer correctly in the first tier and fourth tier. for misconception (mc) a score of '4' is given because students answered incorrectly in the first and third tiers but had a certain level of confidence in their answers. and no coding (nc) is not given a score because students do not answer in one or more tiers. this is done for delta-m <∆m> calculations to determine the effect of applying poe assisted by refutational texts with simple harmonic motion-simulation in learning by looking at the decrease in the number of misconceptions <∆m> in the experimental class as shown in table 5. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 78-91 84 is sipoert an innovative learning? implementation and identification of students’ conception on simple harmonic motion table 5. recapitulation of pretest, post-test, and delta-m <∆ m> students pretest score post-test score <∆m> interpretation s1 45 37 0.73 high s2 39 30 0.50 medium s3 40 33 0.47 medium s4 45 35 0.77 high s5 39 32 0.44 medium s6 42 26 0.73 high s7 26 25 0.04 low s8 41 25 0.70 medium s9 30 24 0.25 low s10 35 28 0.35 medium s11 35 31 0.24 low s12 40 29 0.58 medium s13 45 35 0.77 high s14 36 28 0.40 medium s15 44 31 0.76 high s16 36 20 0.57 medium s17 42 30 0.67 medium s18 38 20 0.64 medium s19 38 34 0.29 low s20 39 29 0.53 medium s21 41 31 0.59 medium s22 35 30 0.28 low s23 42 29 0.68 medium s24 28 21 0.26 low s25 35 25 0.43 medium s26 40 30 0.56 medium s27 39 25 0.61 medium s28 31 26 0.23 low s29 31 26 0.23 low s30 30 21 0.33 medium s31 28 13 0.43 medium s32 39 24 0.63 medium average 0.49 medium description: s = student; <∆m> = value ∆m (decreasing the quantity of misconceptions) based on the results of data processing in table 5, it was obtained that the mean value <∆m> = 0.49. these values are in table 3. the interpretation of the table above is included in the “medium” category. this means that poe learning assisted by refuta indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 78-91 85 is sipoert an innovative learning? implementation and identification on students’ conception of simple harmonic motion tional texts with simple harmonic motionsimulation is quite influential in reducing the number of students who experience misconceptions. these findings are in line with several other studies that the use of poe strategies can help students to change conceptions and improve students mental models (berek et al., 2016; kibirige et al., 2014; samsudin et al., 2017) b. profile of the conception of simple harmonic motion for students the data obtained from the student answer sheets (the results of the pretest and post-test) were processed in the form of a percentage of the student worksheet profiles. the percentage of students' worksheets based on the results of the pretest is shown in table 6, while the results of the post-test are shown in table 7. table 6. percentage of students’ conception level based on pretest results question number percentage of students’ conception based on pretest results (%) q1 3.2 0 61.3 37.5 0 0 q2 12.9 3.2 9.7 59.4 12.9 0 q3 0 3.2 0 84.4 9.7 0 q4 6.5 6.5 0 78.1 9.7 0 q5 0.0 0 9.7 81.3 6.5 0 q6 0.0 0 12.9 68.8 16.1 0 q7 9.7 0 9.7 75.0 6.5 0 q8 19.4 0 19.4 59.4 3.2 0 q9 6.5 3.2 12.9 71.0 6.5 0 q10 0 0 35.5 53.1 9.7 0 q11 3.2 0 25.8 62.5 6.5 0 q12 3.2 0 19.4 59.4 16.1 0 average 5.4 1.3 18.0 65.9 8.6 0 notes: = sound understanding; = partial positive; = partial negative, = misconception; = no understanding; = no coding; q = question number; based on table 6. obtained information about the variation of student worksheets from the results of the pretest for each question. table 6. shows the existence of misconceptions with the highest percentage that dominates in the experimental class based on the results of the pretest. the percentage is 65.9%. as for the lk sound understanding, the percentage is 5.4%. this shows that the misconceptions experienced by students before learning poe are still very large, and only a small part of them understand the concept well. this is in line with other studies that students have difficulty understanding the concept of simple harmonic motion so they do not have a good understanding of the concept (nugraha et al., 2019; somroob & wattanakasiwich, 2017; sugara et al., 2016). indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 78-91 86 is sipoert an innovative learning? implementation and identification of students’ conception on simple harmonic motion table 7. percentage of students’ conception level based on post-test results question number percentage of students’ conception based on post-test results (%) q1 59.4 3.1 28.1 9.4 0.0 0.0 q2 25.0 6.3 34.4 34.4 0.0 0.0 q3 6.3 0 6.3 75 0.0 0.0 q4 9.4 9.4 15.6 65.6 6.3 0.0 q5 9.4 0.0 15.6 71.9 9.4 0.0 q6 3.1 6.3 25.0 65.6 0.0 0.0 q7 15.6 3.1 28.1 50.0 3.1 0.0 q8 31.3 0.0 31.3 34.4 3.1 0.0 q9 15.6 3.1 6.3 68.8 6.3 0.0 q10 6.3 3.1 18.8 50.0 3.1 0.0 q11 21.9 3.1 40.6 46.9 3.1 0.0 q12 53.1 3.1 21.9 18.8 3.1 0.0 average 21.4 3.4 22.7 49.5 3.1 0.0 notes: = sound understanding; = partial positive; = partial negative, = misconception; = no understanding; = no coding; q = question number; based on table 7, information about the variation of student worksheets was obtained from the post-test results for each question. however, table 7 shows that there is a difference in the average percentage for each lk based on the post-test results. the highest average percentage of lk based on post-test results was in the misconception category as well, which was 49.5%, while for the sound understanding category it was 21.4%. based on the results of the pretest and post-test, this shows that after poe learning there was a decrease in the level of conception of misconception by 16.4%, and an increase in the level of conception of sound understanding by 16%. these findings are in line with several other studies that the use of poe strategies can help students to change conceptions and improve students mental models (berek et al., 2016; kibirige et al., 2014; samsudin et al., 2017) c. profile of the conceptual concept of style in students before the application of poe assisted by refutational texts with simple harmonic motion simulation in learning after obtaining information about the percentage of students misconceptions on the simple harmonic motion material based on the results of the pretest, an analysis was carried out to determine the part of the misconceptions detected in students. part of the students' misconceptions about the simple harmonic motion material is shown in table 8. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 78-91 87 is sipoert an innovative learning? implementation and identification on students’ conception of simple harmonic motion table 8. part of the students' misconceptions about the simple harmonic motion code misconceptions m1 students assume that the period of vibration is inversely proportional to the length of the string on the pendulum m2 students assume that when the pendulum is there there is a maximum deviation, then the velocity and acceleration are zero. m3 students assume that the period of the pendulum is influenced by the mass of the object that is swinging m4 students misinterpret the general form of the representation of one vibration into a mathematical form. m5 students assume that if the period is larger, the particles will travel through the vibration time faster. m6 students assume that the displacement affects the period of the spring-mass system. m7 students assume that the direction of velocity is opposite to the direction of the spring force m8 students assume that the acceleration of the spring is in the direction of the deviation of the spring. m9 students assume that the total spring constant is inversely proportional to the frequency of the spring. m10 students assume that the total energy of the spring is proportional to the magnitude of its amplitude. m11 students assume that the greater the spring constant, the greater the value of the increase in the length of the spring m12 students assume that the greater the spring constant, the greater the period of vibration. description: q = question number table 8. shows the students' misconceptions about the simple harmonic motion material based on the pretest activity using the four-tier diagnostic test instrument for simple harmonic motion. the misconception part is made based on the dominance of the highest misconception part of the student's answers. the existence of misconceptions in the simple harmonic motion material in students is in line with the findings of several researchers (maulidina et al., 2019; nugraha et al., 2019; sugara et al., 2016; tumanggor et al., 2020; wardani, 2020) namely the existence of a misconception in the material of simple harmonic motion. d. profile of the conception of style concepts in students after the application of poe assisted by refutational texts with simple harmonic motion simulation in learning the percentage of misconceptions after the learning is applied is presented in the form of a bar chart as shown in figure 2. figure 2. percentage of student’s misconception based on pretest results indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 78-91 87 is sipoert an innovative learning? implementation and identification on students’ conception of simple harmonic motion the bar chart in figure 2. shows the highest percentage of misconceptions in the experimental class is in the m3 question which is a question about the effect of the mass of the load on the vibration period, with a percentage of 75%. this illustrates the existence of the same misconception as the results of the pretest, but with a different number of students, namely 24 out of 32 students. this shows a decrease of 9.4% (considering the percentage of students misconceptions in question number 2 in the pretest is 84.4%. e. changing the conception of simple harmonic motion material after the application of poe assisted by refutational texts with the simple harmonic motion-simulation application the change in the average percentage of misconceptions in students is 16.4%. this indicates the effect of learning with poe assisted by refutational texts with simple harmonic motion-simulation applications in reconstructing students' misconceptions in simple harmonic motion material. this section will also discuss changing students' conceptions based on the category of changing conceptions. the results of the percentage values of the types of students' conceptions of change are shown in table 9. table 2. category changes in students' conceptions misconception code accepted change (ac) % no change (nc) % unaccepted change (uc) % m1 78 13 9.4 m2 56 28 16 m3 25 69 6.3 m4 22 56 22 m5 19 56 25 m6 34 38 28 m7 38 44 19 m8 44 34 22 m9 31 56 13 m10 44 44 13 m11 47 28 25 m12 69 22 9.4 average 42 41 17 changes in the category of students' conceptions are categorized into 3 categories, namely accepted change (ac), no change (nc), and unaccepted change (uc). after applying poe learning assisted by refutational texts with the simple harmonic motion-simulation (smh-s) simulation application on the simple harmonic motion material, the average change in conception in the ac category is 42%, the category does not change by 41%, and the changes that fall into the category na by 17%. in the accepted change (ac) category, there is an increase in the level of conception from the pretest results to the post-test results. in the pretest, pd17 answered incorrectly with a level of confidence that the swing with a longer string will have a smaller vibration period. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 78-91 9 is sipoert an innovative learning? implementation and identification on students’ conception of simple harmonic motion figure 3. answers from pd17 in the pretest fourtier test of simple harmonic motion while the post-test pd17 answered confidently that the swing with the shorter rope length will have a small vibration period. he replied that the relationship between the length of the rope swing and the period is directly proportional. after being investigated, it turns out that pd 17's answer has changed based on pd17's answer on interactive media refutational texts. the initial stage of pd17 answers the questions on “predict” answers as shown in figure 4. figure 4. pd17 prediction answer on interactive media refutational text these findings are in line with several other studies that the use of poe with refutational texts strategies could encourage students to be more understand of the abstract concept and reduce misconceptions because poe learning model requires the student to held direct observation towards the problems. (ijirana & wahyuni, 2019; kurniawan et al., 2022; tool, 2022) 4. conclusion based on the findings of the analysis related to the implementation of the poe learning model assisted by refutational texts with the simple harmonic motionsimulation application on the simple harmonic motion material, the average percentage of implementation was 92.8% with a "very good" interpretation. thus, it can be said that the implementation of poe assisted by refutational texts with the simple harmonic motion-simulation application in learning is going very well. the implementation of learning through the application of poe assisted by refutational texts with the simple harmonic motion-simulation application affects reducing students' misconceptions. this is indicated by the acquisition of an average value of <∆m> of 59.4%. the interpretation that dominates is the “medium” interpretation. this <∆m> value indicates the effectiveness or influence of the application of a learning model used to reduce the number of misconceptions. thus it can be said that the application of poe assisted by refutational texts with the simple harmonic motion-simulation application has a considerable influence on reducing students' misconceptions about the concept of simple harmonic motion material. based on the findings from the analysis of the student's level of conception profile, information on the misconception profile of the simple harmonic motion material was obtained. the average percentage of misconceptions based on the results of the pretest in the experimental class is 65.9%. however, the average percentage of misconceptions based on the posttest results in the experimental class was 49.5%. thus, it can be said that the average percentage of misconceptions based on the results of the pretest with the average percentage of indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 78-91 89 is sipoert an innovative learning? implementation and identification on students’ conception of simple harmonic motion misconceptions on the post-test results decreased by 16.4%. based on the findings related to the student's misconception profile from the pretest and posttest results, information was obtained about changing students' misconceptions. the change in the percentage of misconceptions in the experimental class is 16.4%. in addition, the average percentage change in the conception level is 42% in the accepted change (ac) category, 41% in the not change (nc) category, and 17% in the unaccepted change category. this type of conceptual change tends to change the expected (become a better conception). thus, it can be said that the application of poe is assisted by refutational texts with simple harmonic motion-simulation applications on simple harmonic motion material. 5. references acar sesen, b., & tarhan, l. 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(2020). an analysis of student’s concepts understanding about simple harmonic motion: study in vocational high school. journal of physics: conference series, 1511(1). https://doi.org/10.1088/17426596/1511/1/012079 yürük, n., & eroğlu, p. (2016). the effect of conceptual change texts enriched with metaconceptual processes on pre-service science teachers’ conceptual understanding of heat and temperature. journal of baltic science education, 15(6), 693–705. https://doi.org/10.33225/jbse/16.15.693 indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 78-91 3 is sipoert an innovative learning? implementation and identification on students’ conception of simple harmonic motion microsoft word [edit] epa wira.doc indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 20-28 20 design of mathematics learning media based on discovery learning to improve problem solving ability design of mathematics learning media based on discovery learning to improve problem solving ability epa wira darmawan1, suparman2 1,2 master of mathematics education, university of ahmad dahlan, indonesia abstract problem-solving is one of the 21st century skills and is included in the 2013 curriculum. students with low problem-solving abilities will have difficulty completing math problems that require high-level thinking. learning media that does not contain problem-solving skills will hinder the achievement of student competence. this research has two objectives. the first objective is to analyze the needs of learning media that are in accordance with student characteristics, curriculum, learning models and teacher readiness. the second objective is to design discovery learning based learning media to improve students' problem-solving abilities. this research uses design research method with type of development studies. the research subjects consisted of teachers and students. data collection instruments used interview guidelines, observation guidelines, and questionnaires. interview guides to get information from teachers and students regarding the readiness of teachers in applying the 2013 curriculum and learning difficulties in mathematics. observation guidelines are used to obtain information about student learning characteristics. the questionnaire was used to get the needs of mathematics learning media. the data were analyzed using qualitative descriptive. research provides several results. first, most students consider learning less attractive. second, the 2013 curriculum cannot be fully implemented in the classroom. third, discovery learning models can improve problem-solving skills. fourth, the design of discovery learning based learning media. this study concludes that discovery learning based media to improve problem-solving skills needs to be developed keywords: media development, guide discovery model, troubleshooting. corresponding author: epa wira darmawan, master of mathematics education, university of ahmad dahlan, indonesia e-mail : epawiradarmawan@gmail.com 1. introduction problem-solving is the process used in solving problems. mayer (in kirkley, 2003) defines problem-solving as a stage of the process of finding a relationship between experience and the problem at hand and then acting with the solution found. according to polya (1973) problem solving is an attempt to find a way out of a difficulty in achieving a goal that is not immediately achievable. problem-solving is a focus in learning mathematics which includes closed problems with a single solution, open problems with no single solutions, and problems with various ways of completion (santosa, prabawanto, & marethi, 2019) problem-solving is one of the abilities that students must master after learning mathematics (national council of teachers of mathematics, 2000). this ability is needed by students and related to the needs of students to solve the problems in their daily lives and develop themselves (mulyati, 2016). the ability to solve problems is important. research results show problemsolving strategies in learning mathematics, for certain things can be applied in other problem-solving situations (bell, 1978). indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae doi: 10.23917/ijolae.v1i2.7564 accepted: january 14th, 2019 approved: may 6th, 2019. published: july 1st, 2019 indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 20-28 21 design of mathematics learning media based on discovery learning to improve problem solving ability ruseffendi (2006) suggests that problem-solving abilities are very important in mathematics, not only for those who will later study mathematics, but also for those who will apply them in other fields of study and in everyday life. problem-solving ability is the heart of mathematics (branca, 1980). however, the reality in the field is not yet in accordance with what is expected, mathematics learning still tends to orient to textbooks. it is not uncommon to find mathematics teachers who are still attached to their teaching habits by using learning steps such as: presenting learning material, giving examples of questions and asking students work on the practice questions contained in the textbooks they use in teaching and then discuss them with students. learning like this will not maximize the development of students' mathematical problem-solving skills. students will only work on math problems based on what the teacher exemplifies. if they are given different problems they will experience difficulties in solving them. according to mayer (2004), guided discovery learning is a learning model that aims to train students to find concepts with the guidance of the teacher to avoid misconception. students play an active role in the learning process by answering various questions or problems and solving problems to find a concept. in guided discovery learning, the teacher presents examples, guides to finding patterns in these examples, and provides conclusions when students have been able to describe ideas that have been taught by the teacher (jacobsen, eggen, & kauchak, 2009). as a studentcentered learning approach, the guided discovery approach supports students' problem-solving abilities (markaban, 2006). learning media can also help students improve their understanding, present data interestingly, and reliably, facilitate data interpretation and condense information (arsyad, 2010). learning media is a factor that supports the success of the learning process (ahern, 2016). through digital media and various types of educational technology can support students with a variety of learning abilities, providing more educational opportunities (russell & hannon, 2012). this research aims to answer the following questions. first, the research aims to analyze the characteristics of students, educator competence and curriculum analysis. second is to design discovery learning based learning media that can improve problem-solving abilities. this article has 4 sections. the first part explains the introduction, the second part presents the research method, the third part describes the results of the research and discussion, the fourth part is the conclusion and its implications. 2. method this research uses methods design research type development studies. research design is a development model for designing and developing an intervention in learning such as; teaching programs, strategies and learning materials (plomp, 2013). the purpose of intervention in design research is to produce program designs, learning strategies, teaching materials, which can be used to solve problems in the process of learning or education empirically (prahmana, 2017). development studies is the activity of developing design principles for the practical benefit of the field (prahmana, 2017). this study consists of three stages, namely analysis, design, and evaluation (akker, mckenney, & nieveen, 2006). 1. analysis stage this stage is the initial stage of the research. the analysis carried out is the analysis of research subjects, curriculum analysis, and content analysis. the results of the indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 20-28 22 design of mathematics learning media based on discovery learning to improve problem solving ability analysis stage will be used as the basis for the next stage, namely designing products. 2. design stage at this stage, the researcher designs the product to develop, namely the mathematics learning media according to the guided discovery. the design of teaching materials and learning media focuses on three things, namely content/content, constructs, and language that will be validated by experts. the prototype focus is explained as table 1. table 1. focus prototype in content ● media accordance with ki, kd, and gpa in the 2013 curriculum ● a context in accordance with the material and characteristics of guided discovery ● steps in the media are easy to operate. construction media complies with supporting theories with criteria: ● developing problem-solving skills ● rich with the concept of ● inviting further concept development. language ● compatibility with enhanced spelling (eyd) ● easy to understand ● effective use of sentences 3. evaluation stage the evaluation stage in this study uses the stages of formative evaluation developed by tessmer (1993). the design flow of the evaluation phase in brief is as figure 1. figure 1. design flow of the evaluation self-evaluation, at this stage researchers evaluate the learning media themselves if they are in accordance with the criteria in terms of content, construct, and language. the results of this stage are then called prototypes i. expert review, at this stage the prototype i is tested by media experts. experts will validate the contents, constructs, and language appropriately, in accordance with the principles and characteristics of the guided discovery. the focus of validation is the clarity of the content, the meaning of the picture, the suitability of the context used, and the language used. expert test results will be used as a basis for revising prototype i. the results of prototype 1 revisions at this stage are called prototypes ii. indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 20-28 23 design of mathematics learning media based on discovery learning to improve problem solving ability one-to-one, this prototype i stage is tested on the teacher and students separately between the teacher, students, and other students. this stage is carried out in parallel with the stage expert review, so the results of this stage are also used to revise prototype i to produce prototype ii. small group, this stage is the stage to test prototype ii in a small group consisting of several students. the group of students has the same characteristics as the large group for the field test. this aims to determine the level of practicality of the learning media that has been designed. furthermore, the results of the test were analyzed and the results were used as the basis for the prototype ii revision. the results of the revision are referred to as prototype iii. field test, this stage is a testing stage of prototype iii which has been valid and practical. this test is to see the potential effects of prototype iii. 4. result and discussion this research has been carried out in the analysis, design, and evaluation, stage but in the evaluation phase only were conducted self-evaluation and expert review. the stages that have been carried out are as follows: a. analysis stage this stage the researcher carried out several analyzes namely student analysis, educator competence, and curriculum analysis. the data was taken using a questionnaire with 100 students who were randomly selected at the sunan averroes middle school and mts assalafiyyah mlangi yogyakarta. characteristics of students, questionnaire results showed that only 35% of students felt happy in the learning process, while 65% of students answered the learning process was not interesting. the learning process was monotonous and no learning innovation was stated by 85% of students. the use of learning media was rarely used, and learning took place in one direction. table 2. percentage of questionnaire results students statement of percentage fun learning process 35% the less interesting learning process 65% the use of learning media was rarely used 85% learning occured in one direction. 85% educator competence based on the results of interviews with educators in the field, it is known that the learning method of mathematics educators was still monotonous with the lecture method and written assignments. in accordance with the results of the student questionnaire which showed 85% of educators stated in the learning process initially interesting, but when the learning process continued in the following weeks the students became bored. 80% of educators stated that the performance and participation of students in learning decreased in the following week and were not interested and not passionate. curriculum the aspects in the 2013 curriculum had not been implemented. likewise between the principles, concepts, and facts in learning had not been implemented. it is reflected in the answers of students (85%) that even if there was using learning media but still in one direction, so the participation of students in learning was still lacking. (95%) students stated that when in the field they had difficulty applying concepts that were known by the facts. b. design stage the initial design is the first draft design which is still a prototype. it will then be validated by experts. the designed mathematical learning media is as follows. the main section, there are six selection buttons namely home, competency stan indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 20-28 24 design of mathematics learning media based on discovery learning to improve problem solving ability dards, material, evaluation, profile, and exit. when a user selects the home button, instructions for using learning media appear. when a user selects the standard competency button, basic competency and competency standards will appear. when a user selects the material button, it will bring up the material section. when a user selects the evaluation button, the evaluation section will appear. when a user selects the profile button, the profile of the learning media maker (researcher) will appear. the exit button is used when a user wants to end learning media figure 2. main section figure 3. display in of the material indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 20-28 25 design of mathematics learning media based on discovery learning to improve problem solving ability figure 4. the initial display of evaluation figure 5. display the answer sheets and about the figure 6. display of results or value menu material, this section displays the selection of material buttons consisting of cubes, beams, prisms, and pyramid. when the user selects the desired material, the selected material will appear. indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 20-28 26 design of mathematics learning media based on discovery learning to improve problem solving ability evaluation section. the evaluation section will appear when a user selects the evaluation button on the main part. this evaluation section contains questions, computer answer sheets, and the value of the work on the questions. when a user selects the evaluation button available in the main section, it will immediately display the evaluation instructions, and in this section, a user is asked to fill in the full name in the place provided. question sheet and answer sheet, after a user fills in the name and then presses the start button on the bottom right then a question sheet will appear that contains questions to be answered by a user and the answer sheet. a user can choose the answers according to the correct user by selecting options on the answer sheet. results or the value, after user finish answering the questions, a user will know the number of questions answered correctly, incorrectly answered and will know the value obtained. evaluation stage the evaluation stage use the stages of formative evaluation developed by tessmer (1993), namely self-evaluation, expert review, one-to-one, small group and field test. however, only carried out self-evaluation and expert review were carried out in the evaluation stage here. self evaluation at this stage, researchers evaluate the media they have designed themselves. researchers re-evaluate in terms of content, constructs, and language, as well as the writing system used in the media. there were several sentences on the media which were repaired and changed. the revised media is then called the prototype i. expert review at this stage, researchers validate the learning media and assess the feasibility of the learning media to media experts and material experts. media experts consist of two people, namely mursid wahyu hananto and syariful fahmi. they are lecturers in the mathematics multimedia education course, fkip, uad. the material experts consists of 2 people, namely pramudiastuti and triyatmo. they are teachers of mathematics subjects at baturetno state junior high school 2. after receiving input from material experts and media experts, the learning media was revised to get prototype ii. the input from media experts was as follows: table 3. media expert comments or suggestions and revisions conducted comments or suggestions for revisions made by letters in the initial display were too fast, should be slowed down. followed up according to input, because it was necessary to improve the appearance of the intro. the voice needed adjustment and voice control because students had the right to choose to listen or setup the volume of music. follow up according to input because music could support the learning atmosphere and students had the right to control the voice. the initial material was associated with the example of building space that was comparable with the objects in the real world. followed up in accordance with the input because to facilitate the understanding of the material by students. animation on the material of the volume of cubes, beams, and limas needed enhancement.. followed up according to input because good animation could facilitate students in understanding the material. the clicking word was replaced by pressing. followed up according to the input because it would make easier to understand. the conclusions of the material were clarified with different boxes or colors. followed according to input because it needed to reinforce conclusions and facilitate students in remembering. indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 20-28 27 design of mathematics learning media based on discovery learning to improve problem solving ability 5. conclusion based on the preliminary analysis (covering an analysis of student characteristics, educator competence, and curriculum analysis), learning media to support learning following the 2013 curriculum needs to be developed. this study has successfully designed mathematics learning media according to discovery learning. mathematics learning media has been evaluated in the stages of self-evaluation and expert review.. 6. references ahern, t. c. (2016). a waterfall design strategy for using social media for instruction. journal of educational technology systems, 44(3), 332–345. akker, j. van den, mckenney, s., & nieveen, n. (2006). design research from a curriculum perspective. in j. van den akker, k. gravemeijer, s. mckenney, & n. nieveen (eds.), educational design research (pp. 67– 90). london: routledge. arsyad, a. (2010). media pembelajaran. jakarta: rajawali pers. bell, f. h. (1978). teaching and learning mathematics. usa: wm.c. brown company publishers. branca, n. a. (1980). problem solving as a goal, proccess and basic skill. in s. krulik & r. e. reys (eds.), problem solving in school mathematic. virginia: nctm inc. depdiknas. (2006). peraturan mendiknas no 22 tahun 2006 standar isi (regulation of minister of national education no. 22 year 2006 of content standard). jakarta: depdiknas. jacobsen, d. a., eggen, p., & kauchak, d. (2009). methods for teaching : metode-metode pengajaran meningkatkan belajar siswa tk-sma. yogyakarta: pustaka pelajar. kirkley, j. (2003). principles for teaching problem solving. technilca paper no 4, plato learning inc. markaban. (2006). model pembelajaran matematika dengan pendekatan penemuan terbimbing. yogyakarta: pppg matematika. mayer, r. e. (2004). should there be a threestrikes rule against pure discovery learning? american psychologist, 59(1), 14–19. mulyati, t. (2016). kemampuan pemecahan masalah matematis siswa sekolah dasar (mathematical problem solving ability of elementary school students). eduhumaniora: jurnal pendidikan dasar, 3(2), 1–20. national council of teachers of mathematics. (2000). principles and standards for school mathematics. reston. va: nctm. plomp, t. (2013). educational design reasearch : an introduction. in t. plomp & n. nieveen (eds.), educational design research part a : an introduction (pp. 10–51). eschede: netherlands institute for curriculum development (slo). polya, g. (1973). how to solve it : a new aspect of mathematical method. the mathematical gazette (vol. 30). princeton, new jersey: princeton university pers. https://doi.org/10.2307/3609122 prahmana, r. c. i. (2017). design research (teori dan implementasinya : suatu pengantar). depok: rajawali pers. ruseffendi, e. t. (2006). pengantar kepada membantu guru mengembangkan kompetensinya dalam pengajaran matematika untuk meningkatkan cbsa (edisi revisi). bandung: tarsito. russell, a., & hannon, d. (2012). a cognitive load approach to learnercentered design of digital instructional media and supporting accessibility tools. in proceedings of the human factors and ergonomics society annual meeting (pp. 556–560). los angeles: sage publications. santosa, c. a. h. f., prabawanto, s., & marethi, i. (2019). fostering germane load through self-explanation prompting in calculus instruction. indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 20-28 28 design of mathematics learning media based on discovery learning to improve problem solving ability ijolae: indonesian journal on learning and advanced education, 1(1), 37–46. microsoft word nordalia.docx ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 1 (1) (2019) 1-8 1 the tendency towards entrepreneurship… the tendency towards entrepreneurship among students of maktab rendah sains mara (mrsm) nordalila mohammad rasid1, nor aishah buang2 1,2faculty of education, national university of malaysia, malaysia doi: 10.23917/ijolae.v1i1.7287 accepted: december 8th, 2018. approved: february 18th, 2019. published: february 21st, 2019 abstract in this globalization’s era, entrepreneurship is one of the catalyst that related to the economy, enhancing innovation, creativity and competitive for a country. based on that scenario, the entrepreneurial field today is developing rapidly in our country malaysia through our educational system. so, this research was carried out to find out the tendencies among the students of maktab rendah sains mara (mrsm) in the field of entrepreneurship. this research was using descriptive method through quantitative approach. the questionnaire used as the research instrument by using the likert scale. all the data s obtained then analyzed using the statistical packages for social sciences (spss) version 22. all the respondent were 108 students of mrsm who had been chosen by simple random. the result showed that attitude was the main dimension that influenced student to be involve in entrepreneurship. beside that, the result also showed that there was no slightly significant differences in the item of gender factor in entrepreneurship tendency among those students. keywords: entrepreneurship tendency, mrsm, entrepreneurship attitude corresponding author: nordalila mohammad rasid, faculty pendidikan national university of malaysia, makaysia email: didies78@gmail.com 1. introduction entrepreneurship is one of the main field for a country’s development. it is able to reduce the jobless rate, poverty and also the job opportunities if it is used as a medium for increasing the country’s economy (ravi 2015). on september 2017, the rate of jobless was same as last month by 3.4% with a 0.1% decreased on september 2016. while the adjustment for this rate on september 2017 was 3.5%, increased by 0.1% compared to last month (jabatan perangkaan malaysia, 2017). this jobless rate can be solved by choosing entrepreneurship as the chosen carrier. however, this field still cannot be a chosen carrier (hafeza, 2012). furthermore, this type of carrier in the future is still in the intermediate rate (azmi, 2012). this shows that students nowadays are still not aware about the job chances in entrepreneurship (norasmah et al. 2012). based on this problem, majlis amanah rakyat (mara) implemented entrepreneurship programs in order to nature and exposed the students of maktab rendah sains mara (mrsm) about the basics in entrepreneurship among them. it was done so to nature, develop and open the opportunities for learning and practising the principles of entrepreneurship among them so that they can choose entrepreneurship as their main carrier soon. the percentage of the after school students and university graduates who chooses entrepreneurship as their carrier was still low (wan mohd zaifurin et al. 2016). indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae vol. 1 (1) (2019) 1-8 ijolae | p-issn 2655-920x, e-issn 2656-2804 2 the tendency towards entrepreneurship… then, the students who got experiences in entrepreneurship from secondary school seem to got awareness and entrepreneurship tendency earlier then others (mohd et al. 2016). from this entrepreneurship programmers, it managed to influence the development of psychology and cognitive abilities in entrepreneurship activities (liliana 2014; rosna mohamad, norasmah 2016) because the psychology factor showed the higher rate of entrepreneurship tendency (jeraj & maric 2013). however, the problem now is the entrepreneurship programme that been offered did not managed to develop students to think the way of an entrepreneur. students still have problems in understanding the real contexts of entrepreneurship. kajian unit kaunseling dan kerjaya bahagian pelajaran dan latihan menengah mara (bplm) through a test named “self directed search” (sds) said that almost all mrsm’s students did not choose entrepreneurship as thier main carrier (mara, 2015). this situation did not represent the real majlis amanah rakyat (mara)’s motto itself which is “culturing the entrepreneurship as the chosen carrier” (membudayakan keusahawanan sebagai kerjaya pilihan). so, is all the programme related to entrepreneurship itself did not managed to attract students? so, this research had been carried out in order to recognize the rate of tendency for entrepreneurship among mrsm’s students and the differences in the rate based on gender. it is hope that the result from this research will give some inputs of ideas and references for next researchers in the future. entrepreneurship activities are among the factors that can influences the tendency of entrepreneurship itself. there are a lot of research's had been done to determine the tendency of entrepreneurship among citizens especially among students. in order to produce an entrepreneur, he or she does not only to have a natural personalities but they also influenced by the other factors such as skills, family members and also experiences (ab. aziz, 2015). a person tendency in anything can be pushed by their eagerness to get something. if the he or she has a tendency for entrepreneurship so the probability for he or she to get himself or herself involved in entrepreneurship field will be higher. this means that the chances for that particular person to have tendency in choosing carrier in entrepreneurship will be higher if the he or she has a positive thinking and very eager to involved in that field. the past research had proven that positive attitudes can stimulate the rate of curiosity for a person to show of the next action by choosing entrepreneurship as a carrier. this statement had been recognized by hisrich et al. (2008) when he believed that every person that have a strong tendency to do something will show the positive probability toward what he or she want. however, the rate in tendency of students involved in entrepreneurship field is different. this is based on the organized behavior theory (teori perlakuan terancang, tpt), where the human behavior can be predicted by identifying the true intentions to do some particular thing (engle et al. 2010). in the tpt, it has three variables that can influences a person’s tendency which are attitude, subjective norma and impression of the behavior’s control (ajzen, 1991). but, in this research covered only the elements of controlled thought of behavior (interest, attitude and desire) towards the tendency for entrepreneurship. the attitude and knowledge in entrepreneurship, both can increase student’s interest in entrepreneurship world (k,wang, 2004). beside that, family background also can generate the individual ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 1 (1) (2019) 1-8 3 the tendency towards entrepreneurship… interest and tendency in entrepreneurship. based on the research conducted by scoot (1988), family that run a business will influence the tendency of entrepreneurship itself among the other family members. this was supported by kristiansen & indarti (2004) research where they stated that the factor of family background and experiences both influence the tendency in entrepreneurship but contradicts with osman (2007) where in his research stated that family background did not influences the tendency in entrepreneurship. now, entrepreneurship education had been implemented by government to encourage malaysian citizens to involve themselves in entrepreneurship especially in the secondary school in order for shaping students’ attitude so they can create the job for themselves and not as a job hunters (wan muhammad zaifurin et al. 2016). this is because the involvement and exposure among students in the entrepreneurship form of activities in school had been proven to generate desire among students in entrepreneurship field (ahzilah, norasidah & namlus 2017). siti syuhada, muhammad firdaus & suhaila (2015) stated that competency, self control, self confidence and creative and innovative mind among students had been increased after they joined any entrepreneurship programme. then, ahzilah, norasidah & namlus (2017) mentioned that entrepreneurship education had been proven in increasing students’ ability in analyzing the problems properly. in the same time, their involvement in entrepreneurship activities can spark some of the curiosity, motivation and interest in entrepreneurship (rosli, 2013). so, this research is to find out how the rate of tendency in entrepreneurship among students of mrsm through some of the factors such as interest, attitude and desire. 2. method methodology is one of the important aspect in ensuring the goals of a research to be achieved. the design of this research is a survey research which is in form of descriptive where all the information were collected from the respondents to observe the tendency factors among mrsm students in entrepreneurship. the research population is 150 mrsm students. based on the sample size determination krejcie and morgan (1970), sample size that had been chosen is 108 respondents. the instrument used was questionnaire that has two sections which is a dan b. section a contains 4 items related to the respondents background while section b with 15 items covered the accepts of interest, attitude and desire towards entrepreneurship. the questionnaire set can be see table 1. table 1. the content of the questionnaire section details item a respondent demography interest 3 5 b attitude desire 5 5 the items in section b used the five marks likert scale assessment which is number 1,2,3,4 and 5 to represent whether the respondent agree or not about the question (chua, 2006). below shows the five marks likert scale ranking used in this research. vol. 1 (1) (2019) 1-8 ijolae | p-issn 2655-920x, e-issn 2656-2804 4 the tendency towards entrepreneurship… table 2. assessment sckale towards the items in section b scale assessment 1 strongly disagree 2 disagree 3 neutral 4 agree 5 strongly agree a pilot study had been done towards 30 mrsm students who have been choosen randomly to get a validity and trustworthiness questionnaire. by this pilot study, researcher manage to know the comments and suggestions in order to improve the items used in this questionnaire. the questionnaire trustworthiness for this research determined by the value of realibility cronbach’s alpha that gained from the spss software. so, all the raw data obtained from the pilot study was been analysised. the alpha value was been analysised totaly and separately according to the variable factors of the research. the result showed reliability coefficient, alpha value for the whole item built was 0.781. creswell (2012) mentioned that the result for cronbach alpha value which exceed 0.80 and above can be accepted. this shows that the validity and trustworthiness for questionnaire used is high and satisfying to be conduct in a real study. so, this measurement is accepted and had been used in the real study. the data analysis about the rate of tendency in entrepreneurship involed the frequency, percentage, min score and standard deviation. all the datas obtained were quantitative. in this research, the analysis data methodologies used were frequency score (f), percentage (%) and min which is descriptive statistic analysis and t-test. the min value intrepertation based on the scale used by rahimah (2006), which was score value 1.00 – 2.33 low, 2.34 – 3.67 medium and 3.68 – 5.00 high. 3. result and discuss this part is to determine all the results and information related by the respondent demographic. this demography was been analyzed using the frequency and percentage. table 3 below shows the result about the demography of the all respondents in mrsm. based on the gender, 72 for female students with 66.67% and 36 for male students with 33.33%. for the family background who involved in entrepreneurship, 23 students with 21.30%. while 85 students with 79.63% their families did not involved in entrepreneurship. next, the tendency for them to involve in entrepreneurship, 33 students with 30.56% like to work with salary while 75 students with 69.44% prefer to involved in entrepreneurship. the table below shows the demo graph for all respondents. table 3. respondent demography item adverb frequency percentage gender male 36 33.33% female 72 66.67% family background do business 23 21.30% does not do business 85 79.63% carrire choosed self employed 75 69.44% salary worker 33 30.56% to determine the rrate of tendency in student entrepreneurship among mrsm students. ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 1 (1) (2019) 1-8 5 the tendency towards entrepreneurship… table 4 below shows min and percentage for student interest, attitude and desire in entrepreneurship. study by salmianti (2014), stated that tendency mean interest, intentions, likeness or what a person want. the intention to try anythings in a specific field can be used to determine what are the field that a person will be involved. the result showed that interest in entrepreneurship recorded the highest min value (min=4.26, sd=.782) with 90.7% respondents agreed and strongly agree. then, followed by involving in entrepreneurship activities with min value=4.14 and sd=.633. about 74.3% (m=4.13, sd=.810) of the respondents always see the advertisement about entrepreneurship programme to find a suitable business. then, respondents who said that they were suitable for entrepreneurship with min 4.02 (sd=.529). beside that, respondent also did not discuss more about this because the min value just only 3.99 (sd=.690) with 75.9%. although the respondents showed a high interest in entrepreneurship, however they said that their knowledge about the entrepreneurship issues were still low. this happened because they did not get a enough exposure about entrepreneurship. the teachers in mrsm also can plan some activities in form of collaborative and cooperative learning about entrepreneurship (normah dan ruhaiza (2014). entrepreneurship programme that often held can be able to show the entrepreneurship culture and high interest among mrsm students. table 4. frequency and percentage of mrsm students in loading demension based on the table 5, the attitude to meet with any successful entrepreneur has the highest min score with 4.38 (sd=.488) with 100% agree and strongly agree. then followed by mingle with entrepreneur with min score 4.43 (sd=.653). next, attending any social programme with min value 4.20 (sd=.794). grab the job opportunities with attending entrepreneurship expos with min value 4.12 (sd=.652) and finally min value 4.09 (sd=.322) for those who always finding job in business. this finding shows that there are students who did not interested in entrepreneurship with a high min score. for mrsm administration, they should improve the entrepreneurship activities so that it can be num. item 1 sna 2 na 3 n 4 a 5 sa min sd rate interest a1. interested in doing bussiness 4 3.7% 6 5.6% 56 51.9% 42 38.8% 4.26 .728 high a2. attending entrepreneurship activities 3 2.8% 6 5.6% 72 66.7% 27 25% 4.14 .633 high a3. discussing about entrepreneurship issues 26 24.1% 57 52.8% 25 23.1% 3.99 .690 high a4. saw advertisement aboout entrepreneurship activities 6 5.6% 11 10.2% 54 50% 37 34.3% 4.13 .810 high a5. entrepreneurship is suitable with my interest 14 13% 78 72.2% 16 14.8% 4.02 .529 high total score min 4.108 .678 high vol. 1 (1) (2019) 1-8 ijolae | p-issn 2655-920x, e-issn 2656-2804 6 the tendency towards entrepreneurship… more attractive such as bring students to the real live of an entrepreneur by attending business expos and meet any successful entrepreneur. table 6 shows the desire for entrepreneurship career with the highest min value with 4.29 (sd=.612) with 93.5% agree and not agree. followed by desire to achieve dream, with min value 4.28 (sd=.470) with 99.1% agree and strongly agree. then, dream to be a young entrepreneur and having own business, both min value are 4.22 (sd=.518) and 4.19 (sd=.571). success in business, got the lowest min value with 4.06 (sd=.230) but still recorded with the highest percentage which is 100% respondents agree and strongly agree. table 5. frequency and percentage of mrsm students regarding attitude dimension table 6. frequency and percentage of mrsm students regarding desire dimension num item 1 sna 2 na 3 n 4 a 5 sa min sd rate desire a11. entrepreneurship career 1 0.9% 6 7.4% 62 57.4% 39 36.1% 4.29 .612 high a12. having own business 1 0.9% 3 2.8% 77 71.3% 27 25% 4.19 .571 high a13. desire to achieve dream 1 0.9% 76 70.4% 31 28.7% 4.28 .470 high a14. to be a young entrepreneur 5 4.6% 74 68.5% 29 26.9% 4.22 .518 high a15. success in bussiness 102 94.4% 6 7.4% 4.06 .230 high total score min 4.208 0.480 high based on table 7 below, the factor of the students’ attitude towards entrepreneurship has the highest rate with min score 4.220 followed by their desire toward entrepreneurship with 4.208 and their interest with 4.108. this shows that the attitude factor is the main factor that influences students towards entrepreneurship. so, overall we can see that the students have their own potential of entrepreneurship. num item 1 sna 2 ns 3 n 4 a 5 sa min sd rate attitude a6. mingle with entrepreneur 1 0.9% 5 4.6% 59 54.6% 43 39.8% 4.32 .653 high a7. attending any social programme 2 1.85 19 17.6% 42 38.9% 45 41.7% 4.20 .794 high a8. grab the job opportunities with attending entrepreneurship expo 4 3.7% 5 4.6% 73 12% 26 24.1% 4.12 .652 high a9. finding job in bussiness 1 0.9% 96 88.9% 11 10.2% 4.09 .322 high a10. meet with any successful entrepreneur 67 62% 41 38% 4.38 .488 high total score min 4.22 0.582 high ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 1 (1) (2019) 1-8 7 the tendency towards entrepreneurship… entrepreneurship activities should be done in order to spark their interest, attitude and desire. this should be a challenge to the school administration to make it real beside giving them motivation so that they can wisely determine the opportunities and finally manage to make entrepreneurship as their career in the future. table 7. factors that influenced tendency towards entrepreneurship among mrsm students the differences between the tendency of entrepreneurship based on gender table 8. the tendency of entrepreneurship based on gender t test n min standard deviation value of -t rate of significant gender male 36 4.220 .140 .900 .345 female 72 4.148 .171 based on the table 8, min value for male student are higher than female students which is 4.220 (sd=.140) while min for female students is 4.148 (sd=.171). however, the t-test (independent sample test) that has been carried out showed that there is no significant differences where the value p>0.05 for the item that measure the tendency towards entrepreneurship based on gender. this means that there is no differences for the item that measure the tendency towards entrepreneurship based on gender. 4. conclusion as the conclusion, this research had answered both objective that had been forwarded in order to determine the rate of tendency towards entrepreneurship among mrsm students. the factor of attitude is the main factor that influence students towards this entrepreneurship field. the involvement in entrepreneurship activities can shape their attitude to tend towards entrepreneurship. students should involve themselves in any entrepreneurship activities so that they can show their ability and characteristics of an entrepreneur such as attitude, thought and behavior in the highest manner (azmi .2012). this research also can be propose to be a guidance for the next researchers, lectures and any stakeholders in order to develop more student entrepreneurs both from school leavers and also graduates. so, it is hope that all mrsm students will get a lot of benefits from entrepreneurship. by this way, it can help to enhance our country economy in this globalization era. 5. references ab. aziz, y. 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(2011). ciri-ciri dan tahap pemikiran sains keusahawanan: kesediaan integrasi pemikiran keusahawanan dalam proses pengajaran guru-guru sains di mrsm. jurnal kepimpinan pendidikan bil. 1 (1) microsoft word 5. layout syahmani1.docx indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 130-141 130 steam approach to improve environmental education innovation and literacy in waste management: bibliometric research indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae steam approach to improve environmental education innovation and literacy in waste management: bibliometric research syahmani1, ellyna hafizah2, sauqina3, mazlini bin adnan4, mohd hairy ibrahim5 1-3faculty of teacher training education, universitas lambung mangkurat, indonesia 4faculty of science and mathematics, universiti pendidikan sultan idris, malaysia 5faculty of human sciences, universiti pendidikan sultan idris, malaysia doi: 10.23917/ijolae.v3i2.12782 received: december 2nd, 2020. revised: december 27th, 2020. accepted: december 30th, 2020. available online: january 11st, 2021. published regularly: may 1st, 2021. abstract the need for environmental literacy in development agenda has been pressing since the un proposed the agenda of achieving sustainable development goals (sdgs). one of the vital aspect of in sustainable development is about waste management to reduce earth’s pollution. environmental literacy were considered as one of the few perspectives necessary for sdgs to be achieved. education for sustainable development (esd), formerly known as environmental education, through science education is one way to develop the environmental literacy of the society through classroom activities. one approach that fits closely to this need is steam approach. steam is a combination of five different disciplines namely science, technology, engineering, art and mathematics. this approach has a room for developing students’ environmental literacy within its arts aspect. teaching environmental literacy through steam would help students not only learning how to be a scientist or engineer, but also building their scientific awareness to environmental issue, which will be the underlying value of their stem insight. this study seeks to find the current state of the arts of this concept through a bibliometric research. this research was conducted using the publish or perish application to create a database of journal articles, which further managed using zotero application. after managing the database, this study classified and visualized the database using vosviewer software. the terms “environmental literacy”, “steam”, and “waste management” were used to search the relevant published journal article related to all three concepts, as indexed in google scholar since 1969 to 2020. this study found only a total of 163 result from google scholar index. further refinement of the results shows that published research are still scarce in the last 51 years and in need of further study to strengthen the concept. authors also discuss about several suggestions on how steam could be considered as a way to develop students environmental literacy on waste management. keywords: environmental literacy, environmental education innovation, steam, literacy in waste management corresponding author: syahmani, faculty of teacher training education, universitas lambung mangkurat, indonesia e-mail: syahmani.kimia@ulm.ac.id 1. introduction facing twenty first century, people in the world has become aware that the earth needs wise and better environmental management. the future of next generation relies on the ways people currently live on the earth. it is our responsibility to take care of the earth for the sustainability of human and other living organisms. through sdgs, the united nation has proposed the agenda of sustainable development goals (sdgs) to achieve civilizations that is not only focus on economic growth, but also about environmental-friendly development. this agenda has been met with many challenges in its realization. one of those challenges are on waste management to indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 130-141 131 steam approach to improve environmental education innovation and literacy in waste management: bibliometric research reduce earth’s pollution (dsdg undesa, 2020) world bank report shows that each year, 2.01 billion metric tons of municipal solid waste (msw) are produced annually worldwide. about 1 third to 40% were not managed, which resulted in more problems on earth. global waste production accounted for about 5% of global emissions in 2016, with an output of 1,6 billion metric tons of carbondioxide-equivalent. food waste accounted for 47% of those emissions, showing both a monumental problem and an opportunity for gases released by food waste to be harnessed for energy. meanwhile some underdeveloped waste management structure could even cause hazards such as pollution on fresh water source and deadly landslide (kaza et al., 2018). environmental literacy (el) is one of the aspect that is expected to help in reducing such condition (maurer and bogner, 2020), and the means to develop it was through education for sustainable development (esd). environmental literacy task force defined environmental literacy as an ability to act individually and with others to support healthy, prosperous, and equitable ecology for present and future generations (environmental literacy task force (eltf), 2015). environmental literacy has been studied at multiple age’s students, including k-12 students (mcbeth et al., 2008; ozsoy, ertepinar and saglam, 2012; saltan, f., & divarci, 2017); and university students (kaplowitz and levine, 2005; lloyd-strovas, moseley and arsuffi, 2018). roth describes four strands of environmental literacy: knowledge, skills, affect, and behavior. these components are: (a) knowledge of ecological concepts, human impact on natural systems, environmental issues and environmental action strategies; (b) skills to help social groups and individuals acquire the skills for solving environmental problems; c) affective dispositions that relate to an individual’s sensitivity, attitudes, personal responsibility, locus-ofcontrol, values, and worldview; and (d) behavior that could be expressed through specific activities orientations to act (goldman, yavetz and pe’er, 2014; liu et al., 2015; hodgkinson and innes, 2001; tikka, kuitunen and tynys, 2000). knowledge is an important predictor of environmentally responsible behavior since it is usually regarded as a prerequisite to intentional action (frick, kaiser and wilson, 2004). this finding is analogous to problems of decision making in other field such as women decision to engage in formal banking institution, where knowledge become a factor that influence their action (sabic-elrayes, 2019). however, knowledge alone is not a sufficient requirement for proenvironmental behavior by an individual (zsóka et al., 2013). other non-environmental, factors might play such as economic factors (azizah et al., 2020). this perspective is also reflected in the formulation of esd. segalàs, mulder and ferrer-balas (2012) listed several competences that that is related to sustainable development and its education. those are systemic thinking, inter-transdisciplinary, values, and ethics, and critical thinking. this means that and pedagogical approach to use in esd should correspond to these competences. authors argued that steam approach should be considered as the approach to use in esd to improve environmental literacy. steam is an instructional approach that combine five different disciplines namely science, technology, engineering, art and mathematics. steam has been reported to be able to 1) improve academic learning processes and outcomes, students’ problem solving, critical thinking and collaboration skills, and integrity (perignat and katzbuonincontro, 2019) develop students’ understanding, creativity and improve students’ real indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 130-141 132 steam approach to improve environmental education innovation and literacy in waste management: bibliometric research life problem solving skills (keane and keane, 2016; herro and quigley, 2016; yakman and lee, 2012; sharapan, 2012) 3) foster creative thinking, creative skills, creative processes, innovation, or imagination in steam connecting stem with art (bequette and bequette, 2012; glass and wilson, 2016). steam learning combines art with stem subjects to increase students’ involvement, creativity, innovation, problem solving skills, and other cognitive benefits. this combination was also reported to improve work skills (e.g. teamwork, communication, adaptability) needed for career and economic progress. adding "a" in steam is to combine other non-stem disciplines such as liberal arts, humanities, and areas of interest such as environmental studies and community involvement (keane and keane, 2016; herro and quigley, 2016). watson & watson (2013), gettings (2016), and miller & knezek (2013), refer to "artistic thinking" in addition to "a" in steam to "stimulate innovative problem solving" and add "creative components through artistic thinking”. meanwhile (mungmachon, 2013) also adds that local culture values or local wisdom is also considered as the art, which could be included steam education. therefore, steam education accommodate many forms of artistic aspects that could pose as facilitator to the learning of science. steam approach can produce meaningful learning for students through the systematic integration of knowledge, concepts, skills and attitudes that will make students able to solve problems better including in terms of environmental literacy. for a deeper understanding about the topic, authors conducted a bibliometric study for a structural literature study in the topic using steam approach to enhance environmental literacy in waste management. in the following section, authors will discuss about the methods used in this study, followed by findings, and discussions. 2. method this study is a review bibliometric literature review that use a systematic explicit method (garza-reyes, 2015). this could also be classified as a mind-mapping method to create a map of exploration limits (tranfield, denyer and smart, 2003). similar study has been conducted such as by hudha et al. (2020). this study has five-stage in its process (tranfield, denyer and smart, 2003) as seen in figure 1. figure 1 five-step method in bibliometric analysis determine search keywords. literature search was conducted in july 2020 with the keyword ‘steam, environmental literacy, waste management’. google scholar database was chosen for this study to ensure that researchers could gain as much literature as possible, since it is currently the largest scholarly article database (baneyx, 2008). a software called publish or perish was used to systematically search and filter journal article form google scholar. the keyword used in pop software are “steam”, “environmental literacy”, “organic waste management”. initial search results. this search is specific to 'journals', ‘title words’ only, and the deterine search initial search results refinement of search results complie preliminary data statitistics data analysis indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 130-141 133 steam approach to improve environmental education innovation and literacy in waste management: bibliometric research year ‘1969-2020’ 105 articles were found at the initial search. the results are exported from the software in research information systems (ris) format to include article information such as paper titles, author, abstracts, keywords, and references. refinement of search results the search result were then filtered manually. ris file from pop software is imported to zotero software bibliographic software. zotero identified the article based on its type, whether the indexed bibliography from pop software was book or article. in this process, proceedings, newspapers, books, book reviews, and book chapters are removed from the database. authors only keep journal articles within the database. compile preliminary data statistics. after all journal articles that is appropriate for this research is compiled from the previous step, authors checked complete components of the journal articles (publication year, volume, number, page, etc.) and added required information incomplete data were found. data analysis was carried out so that articles could be classified by year. this change was saved and become the main database that will be used as the database for visualization process in vosviewer software. data analysis. the bibliometric analysis in this study employed pop software and zotero (baneyx, 2008; parmar, ganesh and mishra, 2019). meanwhile, analyze and visualize bibliometric networks, vosviewer software is used (shukla et al., 2020)(shukla et al, 2020). vosviewer is used because it could provide visualization of bibliometric data, such as publication maps, author maps, or journal maps based on co-citation networks or to build keyword maps based on shared networks (van eck and waltman, 2010). 3. result and discussion this review of the bibliometric literature is based on a systematic and explicit method (garza-reyes, 2015) or a mind-mapping method emphasizing the limits of research with environmental literacy as the center of the research. in red cluster, the themes are “science, technology, engineering, arts and mathematics”; “stem education”; “teacher”; “engineering”; “technology”; “environmental literacy”. in green cluster, the themes are “steam”; “waste management”; “sustainable development”; “student”; “electricity”. the bibliographic search yielded 163 results of article. however, after being sorted based on the type of publication were only 29 article in the span of 51 years. the summary of the search refinement could be seen in the following table 1. table 1 result after refining the search, managed by zotero refinement aspects total items left pop 163 items removing non-article manuscript based on zotero’s classification (e.g. books, thesis, etc) 90 items removing non-article manuscript based on manual investigation (e.g. books, thesis, undetected article. etc.); 29 items the total of article that was refined and managed in zotero were exported in .ris format and then imported to vos viewer. using vos viewer, authors able to visualize the findings. the visualization could be seen in the following figures 2. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 130-141 134 steam approach to improve environmental education innovation and literacy in waste management: bibliometric research figure 2 vos viewer network visualization based on themes in figure 2, it could be seen that there were only a few themes that could be identified. authors has designed so that a phrase that could be found at least three times in all of the articles to be included. based on this condition, researchers identified 11 phrases that could be associated to themes that is relevant to this study. when visualized by vos viewer, it is clear that there were two clusters of themes. three themes other than scientific literacy that need to be examined were “steam”, “waste management”, and “science technology engineering art and mathematics”. first, the network shows that the term “steam” and “science technology engineering art and mathematics” were not connected, as seen in figure 2 and 3. this finding implies that when “steam” were discussed within the articles it is not referring to the abbreviation of steam, but steam as a topic in related to “electricity”. this is apparent since this study can be included in engineering research and the steam topic were networked to electricity. electricity is the topic that is most excluded from red cluster (red cluster being mostly education research themes). when authors made a manual check to the article that had been refined, authors found that out of 8 studies that mentioned steam, 5 of those studies were unrelated to steam, and there were 4 of the studies were related to electricity. figure 3 steam network secondly, as seen in figure 4, the waste management topic is not connected to “science technology engineering art and mathematic”. this indicates that no article has discussed both topics at the same time within one article. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 130-141 135 steam approach to improve environmental education innovation and literacy in waste management: bibliometric research figure 4 science technology engineering art and mathematic network however, when manually checked, one article mention “steam” the pedagogic approach, “waste management, and science, technology, engineering, arts and mathematics. the study were conducted by kaya and elster (2019). further reading to the article shows that they mainly discuss about stem, and only mention briefly about steam, without mentioning what it stands for. this explains why there is no networked that connected “waste management” and “science, technology, engineering, arts and mathematics”. time analysis based on year of publication (figure 6) also shows interesting trend shift. “science technology engineering arts and mathematics” were colored green to yellow. it indicates that research in this topic emerged recently. this is unlike research in waste management, which is colored purple, which indicated that many researches about this theme were conducted before 2015. however, it could also be seen that research about waste management that is related to “teacher” theme could be found recently it (teacher theme in this research context are considered a newly emerged topic, as indicated by the color yellowish green). figure 6 time analysis further, the two least researched topic within this research context is about teacher and sustainable development, as seen in figure 7 that displayed the density of research analysis. this means that the state of the art is still in need of more research contributions. however, considering the overall result this bibliographic analysis, the whole niche is still in a dire need of more studies. previous studies has shown that steam crucial for the 21st century, along with the achievement of sustainable development goals (taylor, indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 130-141 136 steam approach to improve environmental education innovation and literacy in waste management: bibliometric research figure 7 research density analysis 2016). steam has also been chosen as the approach of 21st century pedagogy because: (1) steam give a positive impact in terms of motivating students, learning process and learning outcomes (simamora, saragih and hasratuddin, 2019); (2). developing collaboration, creativity, problem solving skill that is not limited to school activities (guyotte et al., 2015; liao et al., 2016; allina, 2017; payton, white and mullins, 2017; kant, burckhard and meyers, 2018; perignat and katzbuonincontro, 2019; how and hung, 2019) 3). developing scientific literacy and environmental literacy (sadoglu, 2018), 4). developing creative thinking creative process, innovation, and imagination (quigley, herro and jamil, 2017; costantino, 2018). it is unfortunate to found that steam was still a rarely used approach when teachers teach about waste management. as reported by handayani (2014), steam approach are able to help students in gathering, analyzing, and solving problems. bernstein and liao also found that steam could increase student engagement, creativity, innovation, problem solving skill, and other cognitive benefits (liao et al., 2016; root-bernstein, 2015). meanwhile (colucci-gray et al., 2017) found that steam could improve work skills for career and economic advancement (coluccigray et al., 2017). steam also have space for non-stem discipline to be included as the important aspect in the approach. those aspects such as liberal arts, humanities, and other areas of interest including environmental studies and societal interactions (keane and keane, 2016; herro and quigley, 2016). the implementation of environmental education to the students could be increased in order to create an environment caring society (miles, harrison and cutter-mackenzie, 2006). through steam, students could develop not only their knowledge about environmental related topic—which in this case, specifically about waste management—but also recognize the social dimension that support and define the topic. students could experience a transformation process that is recognized by the teachers, where students start as a beginner in the environmental discourse, into an expert, through cognitive apprenticeship (johri and olds, 2011) currently, researchers on steam in general are discussing on the effectiveness and usefulness of various steam approach empirically as a way to improve the quality of learning process, student learning retention, and achievement (brown and crippen, 2016; george, 2013). however, such studies are still limited to certain topics. future researchers might need to consider to check on the indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 130-141 137 steam approach to improve environmental education innovation and literacy in waste management: bibliometric research implementation of steam that used other context, or the use of stem in the context of waste management. it is also productive for future steam researchers to: (1) consider imitating other studies that successfully use hands-on activities or projects to develop certain desired attitudes (leng and buang, 2019; christidamayani and kristanto, 2020; ismail and buang, 2019) ; (2) assess collaboration steam in the problem solving process and critical to honing negotiation skills to arrive at potential solutions (land, 2013), (3) develop a multi-level approach to effectively educate students for environmental literacy (ever, 2012), (4) update their pedagogical content knowledge and their experiences in the light of the increasing importance of steam education (allen, webb and matthews, 2016). with steam-pck, teachers have knowledge of both the environment and steam and gain experience in how to integrate these two concepts into each other. by this means, science education might meet expectations of present and future generations. adaptation might be necessary; yet, it should have presented several possibilities on how to develop this niche further. institutions or schools are also responsible for supporting the development of teacher environmental content knowledge, pedagogical skills, interdisciplinary work, teaching approaches, effective assessment practices, and the ability to use innovative technologies. by doing so, teachers could be more competent in providing environmental education and deliver it in a more innovative way (suryani et al., 2019). 4. conclusion although steam has been reported to help students to achieve competences that correspond to education for sustainable development, formerly known as environmental education to achieve environmental literacy, research on using steam, especially using waste management context, is still scarce. this study found that in the span of 51 years of study, there were only 29 article that is related to this topic. only one study that closely match with author’s conception of steam role in enhancing environmental literacy on waste management topic. authors encourage more researchers to contribute to this area considering previous success of steam and what is needed to prepare environmentally literate citizens, especially on waste management. steam should become the main alternative to enhance environmental literacy in aspect of scientific content and competency in eds, especially in the context of waste management. this teaching should be integrated in the related context such as, science subjects, sociology, or arts to achieve sdgs through education. density analysis (figure 7) shows that research in environmental literacy, waste management and steam were the top three densest topic among all topics. however, if we consider that the term “steam” refers to engineering article, this means that the research about this topic were mostly in engineering field rather than educational field. meanwhile research in educational field, as indicated by red cluster as seen in figure 4, were still scarce. lastly, waste management and environmental literacy are practices that encompass student experiences in steam disciplines as well as overlaps across disciplines. these two dimensions need to be explored further because learning progress is coherent, developing and comprehensive. identifying and articulating such developments is a major challenge today for steam education. many breadths of studies could be considered for future researchers considering these studies are still scarce. several suggestions include empirical studies 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(1) (2) (2019) 29-37 29 the contribution of student activity and learning facilities to learning independency and its impact on mathematics learning outcomes in junior high school the contribution of student activity and learning facilities to learning independency and its impact on mathematics learning outcomes in junior high school ainun rahma firdausy1, nining setyaningsih2, la suha ishabu3, mohamad waluyo4 1,2education faculty, muhammadiyah university of surakarta, indonesia 3education faculty, university of pattimura, indonesia 4school of educational sciences, university of szeged, hungary doi: 10.23917/ijolae.v1i2.8104 received: january 1st, 2019. revised: january 14th, 2019. accepted: june 19th, 2019 available online: june 26th, 2019. published regularly: july 1st, 2019 abstract this study aims to: (1) examine the contribution of student activity and learning facilities to mathematical learning outcomes indirectly through learning independence, (2) examine the contribution of student activity and learning facilities to learning independence, (3) test the contribution of student learning independence to results learn math. this type of research is quantitative with the research subjects being all vii grade students of the muhammadiyah middle school surakarta special program in 2018/2019. data collection is done by questionnaire and documentation. the data analysis technique used is path analysis which has previously been carried out in five tests of data analysis prerequisites, namely: normality test with liliefors, linearity test, multicollinearity test, heteroscedasticity test and autocorrelation test. the results of the study with a significance level of 0.05, namely: (1) there is a contribution of student activity and learning facilities to learning outcomes indirectly through learning independence by 23.9%, (2) there is a contribution of student activity and learning facilities to learning independence by 64%, (3) there is a contribution of learning independence to mathematics learning outcomes of 15.68%. keywords: learning facilities, student activity, learning independent corresponding author: ainun rahma firdausy, education faculty, universitas muhammadiyah surakarta, indonesia email: inunrahma29@gmail.com 1. introduction mathematics according to hosnan (2014: 177) is a subject that requires a high level of understanding and has a relationship with real life. based on a survey conducted by the organization for economic cooperation and development (oecd) in 2015 using the program for international student assessment (pisa) test, indonesia was ranked low in education equity. for mathematics in 2015, indonesia reached 359 (median) with an average of 403. this value still places indonesia below the average of oecd countries which is 490. in the continuation of the implementation of education there are various factors that influence, where the factor if used will bring education towards a better than before. success in the learning process can affect the future produced by lile, r., & bran, c. (2014). this makes students aware of academic support and encourages them to get good grades. however, as reported above, the results of mathematics learning in indonesia are still the lowest rank in the world. this situation is really ironic when matheindonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 29-37 30 the contribution of student activity and learning facilities to learning independency and its impact on mathematics learning outcomes in junior high school matics is the parent of science but in fact until now it has not been able to become a favorite subject for students. mathematical subjects are often considered a frightening lesson for most students both at the elementary and upper secondary level. of course, this is inseparable from the factors that influence it. factors allegedly can come from the side of students, teachers or the environment. factors originating from students can include the level of intelligence, activeness, independence and motivation when learning mathematics. while the factors that come from the teacher are the strategies or learning methods used and the readiness of the teacher to master the mathematics learning material. in terms of school, it can be a facility, judging from the availability, completeness and maintenance of available mathematical facilities. according to paramita, s., & indarwati, t. a. (2015) the activeness of student learning is the ability of students to be active on a regular basis which involves body, mind and all aspect that associated with the learning process. selim gunuc's research (2014) in "the relationship between student involvement and their academic achievement" shows a significant academic relationship between student involvement and their academic achievement. blasco-arcas, et. al. (2013) study shows the significant of students activity with term of interactivity with peers and teachers on learning performance. they hypothized that students’ interactivity will stimulate students to participate in the classroom, develope their engagement in learning and improve the learning performance. in other word, when students are active in a learning, it means that they engage to the learning process and will promote their understanding, performance and achievement (reyes, et. al., 2012; wang & holcombe, 2010). aforementioned factor can only occure in the learning circumtances and controlled by instructor. while the main factor influences the success of learning is student independency or students’ self-regulation. independency or self-regulation in learning is very important even from early chilhood (mcclelland & cameron, 2012). evidences of key components of self-regulation predict academic achievement are shown by several studies namely valiente, et. al. (2008), liew, et. al. (2008), and blair & razza (2007). specifically, according to nagpal (2013) in "independent learning and student development" implied that independent learning provides significant results on learning outcomes. study of external effect influences students’ performance by akomolafe & adesua (2016) in "the impact of physical facilities on the level of motivation and academic performance of students in high schools in south west nigeria" said that there was an influence of facilities in learning on student learning outcomes. other research with similar interest, otieno (2010) and olimi et. al. (2012) reveals that the high physical facilities, human facilities and other facilities can also influence student motivation towards learning. also supported in research (rejeki, setyaningsih, & toyib, 2017) which say that the use of lego in learning activities supports the understanding of fractions for students both high-ability students and students with low abilities in mathematics. the other research involving the computer based facilities like computer assisted instruction or e-learning resulting the similar evidence (yusuf & afolabi, 2010; giesbers, 2013). by those introduction, the authors’ purpose of this study is, (1) to examine the contribution of student activity and learning facilities to mathematics learning outcomes indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 29-37 31 the contribution of student activity and learning facilities to learning independency and its impact on mathematics learning outcomes in junior high school indirectly through learning independence, (2) examine the contribution of student activity and learning facilities to learning independence, (3) test the contribution of student learning independence to mathematics learning outcomes. 2. method this type of research is based on the approach of quantitative research. quantitative research aims to find relationships and explain the causes of change in measurable social facts (testing theories) (sutama, 2015: 32). this research was conducted at the surakarta muhammadiyah middle school special program, located on pleret raya barat street, number 9, banyuanyar, banjarsari, surakarta, central java, 57137. the subjects of this study were all vii grade students in the odd semester of 2018/2019. data analysis techniques in this study using path analysis. prerequisite tests include normality test with liliefors, linearity test, multicollinearity test, heteroscedasticity test and autocorrelation test. riduwan and kuncoro (2013: 115) state that path analysis techniques are used to test the magnitude of the contribution shown by the path coefficients on each path diagram of the causal relationship between exogenous variables x1 and x2 towards endogenous variables y and z. data collection techniques used are: (1) questionnaire method used to retrieve student activity data, learning facilities and learning independence, (2) documentation is used to retrieve student learning outcomes data. the learning outcomes used are the scores of the intermittent middle semester examination of mathematics in seventh grade students of the muhammadiyah junior school surakarta special program in 2018/2019. procedure and data analysis techniques should be emphasized to literature review article. the research stages should be clearly stated. 3. result and discussion mathematics learning outcomes are obtained using the method of the vii grade midterm semester exam assessment documentation in 2018/2019. there are four variables, namely student activity (x1) and learning facilities (x2) as independent variables, learning independence (x3) as intervening variables and mathematics learning outcomes (y) as dependent variables. data from student activity, learning facilities and learning independence were obtained from filling out questionnaires. before the questions are given to the research sample, validity and reliability tests have been carried out. before the hypothesis testing is carried out, the analysis prerequisite test is carried out which includes the normality test, linearity test, multicollinearity test, heteroscedasticity test and autocorrelation test. based on the results of the analysis prerequisite test, it was found that the five prerequisite tests for this study could be fulfilled. from the normality test, it is obtained that the value of all variables (lmax) is less than ltabel. even if the maximum is less than ltabel then the data is declared to be normally distributed. so the conclusion is that all variables in this study are normally distributed. from the linearity test it is filled with the properties where the value of fcount of each independent variable with the dependent variable is smaller than ftable. this shows that between variables has a linear relationship. while from heteroscedasticity test, it was obtained that all p-value values of each independent variable on the dependent variable were greater than 0.05. so it can be indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 29-37 32 the contribution of student activity and learning facilities to learning independency and its impact on mathematics learning outcomes in junior high school concluded that each variable in this study did not occur heteroscedasticity. multicollinearity test aims to determine the existence of correlations between independent variables. the expected regression model is that there is no multicollinearity. from the data of student activeness (x1) on learning facilities (x2), it was found that the tolerance value > 0.1 and vif value > 10, so that it was concluded that there were no multicollinearity between independent variables. in the uji autocorrelation the values for each variable are at du<dw<4-du. this shows that the variables in this study did not occur autocorrelation. furthermore, from the collected data, the correlation value between independent variables and dependent variables is sought with the product moment correlation formula given data as in table 1 as follows. table 1. correlation matrix x1 x2 x3 y x1 1 0.464 0.795 0.489 x2 1 0.287 0.231 x3 1 0.396 y 1 from table 1 shows the correlation value between student activity ( ) and learning facilities ( ), namely = 0.464. the correlation between student activity ( ) and learning independence ( ) is = 0.795. the correlation between learning facilities ( ) and learning independence ( ) is = 0.287. the correlation between student activity ( ) and mathematics learning outcomes (y) is = 0.489. the correlation between learning facilities ( ) and mathematics learning outcomes (y) is = 0.231. the correlation between learning independence ( ) and mathematics learning outcomes (y) is = 0.396. then find the value (path coefficient) as follows. = 0.464 = 0.007 = 0.843 = 0.022 = 0.104 0.239 = 0.469 0.640 𝜌 = 0.761 𝜌 = 0.360 based on the path coefficient ( ) above, then direct and indirect (indirect) variable contributions can be obtained. table 2. direct and indirect variable influence causal influence residual total direct indirect through x3 x1 against y 0.469 0.469 + (0.843 x 0.022) 0.469 0.488 x2 against y 0.007 0.007 + (-0.104 x 0.022) 0.007 0.005 indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 29-37 33 the contribution of student activity and learning facilities to learning independency and its impact on mathematics learning outcomes in junior high school variable influence causal influence residual total direct indirect through x3 x1, x2 and x3 against y 0.239 0.761 x1 against x3 0.843 0.843 x2 against x3 -0.104 -0.104 x1 and x2 against x3 0.640 0.360 x3 against y 0.022 0.022 based on the path coefficient value, the equation y = 0.469x1 + 0.007x2 + 0.022x3 + 0.761 is obtained. with the interpretation of each increase of one of the student activeness variables (x1) it will improve the mathematics learning outcomes (y) of 0.469. each increase in one learning facility variable (x2) will increase mathematics learning outcomes (y) by 0.007. each increase in one learning independence variable (x3) will increase mathematics learning outcomes (y) by 0.022. based on the f test simultaneously with α = 5%, fcount = 4.920 and = 2.8. where fcount> ftable then this indicates that h0 is rejected. so the conclusion is that the activeness of students and learning facilities contribute simultaneously to the results of learning mathematics through learning independence. the contribution of student activeness, learning facilities and independence of learning simultaneously influence the mathematics learning outcomes of rsquare = 0.239 = 23.9% and the remaining 76.1% can be influenced by other factors beyond this study which cannot be explained. because h0 is rejected, it can be continued with a partial test using the t test. based on the t test with α = 5%, it is obtained tcount = 2.043 and = 2.012 where tcount > means h0 is rejected. so that it can be concluded that student activity contributes significantly to mathematics learning outcomes. there is a direct effect of student activity on mathematics learning outcomes of 0.469. this shows the magnitude of the contribution of student activity directly affecting mathematics learning outcomes by 21,996%. basically, active mathematics learning is not passive so that with the activeness of students, it makes students the subject of learning. where if students become subjects, students will get the full opportunity to be involved in learning so that it will improve the learning outcomes of mathematics. this shows that the activeness of students has a contribution to the learning outcomes of mathematics. this result is supported by research by lamanauskas & augiene (2017) in "the aspects of understanding, situation and improvement" which shows that student activity has an effect of 51.4% in doing assignments. in another study it was found that active learning can increase student motivation and when motivation increases it will also influence mathematics achievement to be better too (m., a.a.a. & yang, c., 2018) in the learning facilities variable, it was found that learning facilities did not have a contribution to the learning outcomes of mathematics. this is indicated by the results of tcount = 0.048 and = 2012. the results of this study are not in line with kwakye's research (2013) in the "availabil indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 29-37 34 the contribution of student activity and learning facilities to learning independency and its impact on mathematics learning outcomes in junior high school ity of supportive facilities for effective teaching" which says that learning facilities contribute significantly to mathematics learning outcomes. this is possible due to differences in sampling, where in this study the sample used was junior high school students while in kwakye's study used a sample of high school. in addition, the equation = is also obtained. with interpretation, each increase in one student activity variable ( ) will increase learning independence ( ) by 0.843. but for every increase in one learning facility variable ( there will be a decrease in learning independence ( ) of 0.104. from the results of the study also concluded that the activeness of students and learning facilities have contributed simultaneously to learning independence. this is evidenced by the value of fcount = 42,667 greater than = 3.23. the contribution of student activity and learning facilities simultaneously affecting learning independence is equal to rsquare = 0.640 = 64%. the remaining 36% can be influenced by other factors outside of this study. because h0 is rejected, it can be continued with a partial test using the t test. on the variable of student activity towards learning independence with α = 5%, obtained tcount = 8.636 and = 2.012 where it means tcount > ttable which means h0 is rejected. so the activity of students has a significant contribution to learning independence. students' active contribution directly affects learning independence by 71.06%. with this value shows that the activity of students during mathematics learning greatly affects the independence of student learning. when learning, the more often the teacher gives a stimulus to students, the more active the students will emerge. when students are increasingly active, independence in learning will also be higher. this is supported by beaudoin's study (2003) found that it was not easy to correlate student participation with student learning outcomes. even so, it was found that students who were very participatory in online classes could achieve higher results in learning. it also revealed that online participation does not always damage student learning outcomes. for the learning facilities variable towards learning independence, it was found that tcount = -1.065 and = -2.012. because tcount = -1.065 > = -2.012 then h0 is accepted. so it can be concluded that learning facilities do not have a significant contribution to learning independence. the results of this study are not in line with the research of c. nerantzi & c. despard (2014) who say that the use of lego makes participating students feel more relaxed in preparation for discussion and focus on the assessment task ahead. in addition, lego can also make students more independent when activities are taking place. the difference it is possible because of differences in the determination of learning facilities that help during learning, in this study less specific for the determination of teaching aids used in learning while for research from c. nerantzi & c. despard (2014) has determined lego as learning facilities in learning. individual testing of the learning independence variable (x3) on mathematics learning outcomes (y) using the t test with a significance level of α = 5%, obtained tcount = 3.018 and = 2.021. because tcount > ttable then it shows h0 is rejected. so there is a significant contribution to learning independence towards the learning outcomes of mathematics. the contribution of learning independence to mathematics learning out indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 29-37 35 the contribution of student activity and learning facilities to learning independency and its impact on mathematics learning outcomes in junior high school comes is equal to ( )2 = (0.396)2 = 15.68%. where when students have an independence attitude in themselves, they carry out learning activities that are not dependent on their friends so that when a math test is held, students consciously learn to take full responsibility for their learning outcomes. this proves that the higher the independence of students, the higher the learning outcomes. the results of this study are supported by nagpal (2013) in "independent learning and student development" which shows that independent learning provides significant results on learning outcomes. 4. conclusion there is a contribution of student activity and learning facilities simultaneously to the learning outcomes of mathematics through learning independence with the value of fcount = 4.920 with α = 5%. the contribution is 23.9%, the remaining 76.1% can be influenced by other factors outside of this study. the contribution of student activity directly affects the mathematics learning outcomes of 21.996%. when students have an independence attitude in themselves, they carry out learning activities that are not dependent on their friends so that when a math test is held, students consciously learn to take full responsibility for their learning outcomes. this proves that the higher the independence of students, the higher the learning outcomes. the results of this study are supported by nagpal (2013) in "independent learning and student development" which shows that independent learning provides significant results on learning outcomes. there is a contribution of student activeness and learning facilities simultaneously affecting learning independence with fcount = 42,667 with α = 5%. the contribution is 64%, the remaining 36% can be influenced by other factors beyond the inexplicable research. students' active contribution directly affects learning independence by 71.06%. there is a contribution of learning independence to the learning outcomes of mathematics with α = 5% obtained by the value of tcount = 3.018. the contribution of learning independence to mathematics learning outcomes is 15.68%. 5. references akomolafe, c. o. dan adesua, v. o. 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(2010). effects of computer assisted instruction (cai) on secondary school students' performance in biology. turkish online journal of educational technologytojet, 9(1), 62-69. microsoft word norazmie.doc indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 225-234 225 benefits and students’ perception on role-play teaching technique: progressive & fun learning experiences in brunei ethnic language course benefits and students’ perception on role-play teaching technique: progressive & fun learning experiences in brunei norazmie yusof1, yabit alas2 1,2faculty of arts & social sciences, universiti brunei darussalam, brunei darussalam doi: 10.23917/ijolae.v3i3.12364 received: october 19st, 2020. revised: april 13rd, 2021. accepted: may 6th, 2021 available online: august 20th, 2021. published regularly: september 1st, 2021 abstract this paper presents a preliminary study on the teaching and learning of one of brunei ethnic languages at the language centre, universiti brunei darussalam (lcubd henceforth). dusun language is one of the ethnic languages still spoken in brunei and is considered an endangered ethnic language. research has shown that the usage of this language has been decreasing in recent decades due to factors such as migration and language choice. lcubd has taken proactive measures by offering dusun language as one of the elective courses at the center. this study aimed to identify the benefits of using role-play in learning dusun language and identify students’ perception of role-play activities in dusun language class. likert scale questionnaires and open-ended questions were employed to collect data on 71 students who were enrolled in the ly-1433 dusun i (basic) course. the result of the study suggested that role-play activity was suitable for the students, fun and entertaining, and could increase their confidence apart from that a positive student-teacher relationship also played a big role during the learning process of ethnic language. overall, role-play can be recommended as one of the teaching techniques to teach minority ethnic language. keywords: fun learning, language teaching, progressive learning, role-play corresponding author: norazmie yusof, faculty of arts & social sciences, universiti brunei darussalam. email: norazmie.yusof@ubd.edu.bn 1. introduction since 2009, the language centre, universiti brunei darussalam (lcubd henceforth) has introduced brunei ethnic languages as a proactive measure to raise students’ awareness and to preserve the local ethnic languages. in recent decades, the usage of brunei ethnic languages has been declining due to the shift in language choices, socio-cultural factors, and the education system in brunei (noor azam 2012; fatimah & najib, 2013; mcleelans 2014; mcleelans & johns, 2015; noor azam & siti ajeerah, 2016). in the case of the dusun language in brunei, studies by noor azam and siti ajeerah (2016) found that young dusun people had less vocabulary knowledge as compared to the elderly dusun people, thus, suggesting that the usage of this language is declining teaching minority ethnic language is not an easy task as it requires effective and suitable teaching methods (hinton, 2011). language acquisition and learning is a complex process and there is no one standard teaching method that could satisfy all language learning needs (liu, 2015). in krashen’s second language acquisition (sla) theory, he argued that to acquire a new language, students need language ‘input’ and a positive attitude to drive their competencies up to a higher level (krashen, 2009). in other words, educaindonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 225-234 226 benefits and students’ perception on role-play teaching technique: progressive & fun learning experiences in brunei ethnic language course tors need to choose a suitable teaching technique that could give the language input needed and could raise students' selfconfidence for the language learning to be taken place effectively. this is why role play was chosen in this study as it could give the language input through its communicative activities (adenan & khairuddin, 2012) and it could give a positive impact on students attitude such as self-confidence in assisting language learning (dohaney, brogt, wilson & kennedy, 2017) in this study, the focus will be on the teaching of the brunei dusun language which is categorized under the austronesian language (chong, 2010). according to alas (2004), the brunei dusun language can be considered as one of the dusunic language groups together with other sabah ethnic languages such as kimaragang, rungus, lotud, and bisaya limbang languages. however, the speakers of the brunei dusun language could not communicate with speakers of other dusunic languages because there are significant linguistic differences between these languages and the brunei dusun language (yusof & saidatul, 2019; saidatul, 2012). there is an urgency of research especially in the teaching aspect of this language as most of the research was focusing on linguistic aspects such as morphology, phonology, preposition, and pronoun (yusof, 2016 & 2021). the studies on brunei ethnic teaching are insufficient due of the language was offered only in lc ubd as an elective course. this paper is a preliminary study on the use of role-play technique in teaching brunei dusun ethnic languages. following are the two main objectives of this study (1) to identify the benefits of using role-play in learning the dusun language; and (2) to identify students’ perception of role-play activities in dusun language class role-play is a type of communicative activity. “role-play” comes from the word ‘rotula’ in latin, which means a text that is written for an actor (zagreb, 2017). in the context of education, it is considered as a technique that is often used to teach a second or foreign language (atas, 2015; lee, 2015; lin, 2009). many case studies confirmed the effectiveness of role-play activities in teaching and learning a language. for example, alabsi (2016) reported that after students were exposed to role-play activities, their usage of new vocabulary had increased significantly. she found that using conventional techniques such as memorization would make students bored easily because of the repetitions. another research on the impact of roleplaying was done by a group of educators in a project called “drama improves key competencies in education” or dice (2010). this project’s findings revealed that students who were introduced to role-play in the classroom had shown improvement in communicating using their mother tongue. however, role-play technique still needs to be assessed on a case-by-case basis, as it might not suit every student. atas (2015), for instance, reported that even though this technique could generally boost students’ confidence, some students felt that the activity was too much for them because they had to do many tasks, such as intonation, memorization, and role-play, simultaneously. atas’ findings, thus, reinforce the notion that studying and experimenting with a different technique for language teaching is important because it can produce empirical data for education institution and teachers. these data will help institutions and teachers decide on the techniques that suit their students best, especially on ethnic language teaching. the introduction contains the purpose of the arti indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 225-234 227 benefits and students’ perception on role-play teaching technique: progressive & fun learning experiences in brunei ethnic language course cle/ research that is formulated and presented with adequate background. 2. method this study used a quantitative research design as its data collection method. in this regard, a survey by using an online questionnaire was conducted due to its strength in collecting data quantitatively and easier to manage data with a large number of students (creswell, 2014; fah & hoon, 2016). there were eight items included in the questionnaire. seven items used the 5-point likert scale (1 – strongly disagree, 2 – disagree, 3 – neither disagree nor agree, 4 – agree, and 5 – strongly agree) and one item was an open-ended question asking for the students’ comments regarding the course as a whole and suggestions if applicable. in this research the ‘total population sampling’ strategy was adapted which means all of the population were chosen as samples. in ly-1433 dusun i (basic) course, there were a total of 71 students who took the class as their elective course for 1 semester (14 weeks). these students came from 4 different faculties which are the faculty of arts and social sciences (fass), school of business and economics (sbe), faculty of sciences (fos) and academy of brunei studies (apb). they had been divided into four different groups such as stated in table 1. they had registered ly-1433 on their on their own free will and this course had became one of their elective courses outside their respective faculties. all of these students were chosen and permitted to join the ly1433 course as they had stated in a survey (week 1) that they doesn’t have any background or skills in brunei dusun language. as mentioned earlier all of the 71 students were chosen as samples and had answered the survey given at the end of the course (week 14). the questionnaire was made anonymous which means no data and personal information were linked to the students. in addition, consent forms were distributed before they answered the questionnaire. the data collected were analysed using descriptive and triangulation analysis. the likert data were arranged in a table to show the frequency of students tendency. subsequently it was triangulated with data from item 8 (open ended questions) to find its convergence. with this method the data would be comprehensive and more reliable (noble & smith, 2015). finally the analysis discussed the emergence data from the comments made by the students. 3. result and discussion in this section the result of the research will be presented. it was started with the total number of respondents and the results of the survey. the discussion of the survey was divided into five subdomains which were: the suitability of the role-play technique in teaching the course, fun and entertaining, self confidence, students’ interest and finally the students’ perceptions. the data in the discussion was discussed based on the survey data frequencies and students’ opinion. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 225-234 228 benefits and students’ perception on role-play teaching technique: progressive & fun learning experiences in brunei ethnic language course table 1. respondents group male female total 1 9 9 18 2 9 9 18 3 9 9 18 4 9 8 17 total 36 35 71 respondents table 2. survey result item strongly disagree disagree neutral agree strongly agree i think the tasks and activities given in this course was suitable. 0 (0%) 5 (7%) 6 (8.5 %) 29 (40.8%) 31 (43.7%) i feel doing role-play and writing script was a burden for us (reversed) 30 (42.3%) 33% (46.5%) 2 (2.8%) 6 (8.5%) 0 (0%) the learning environment was fun and i understand the content that was taught. 0 (0%) 0 (0%) 1 (1.4%) 25 (35.2%) 45 (63.4%) there are many words that i couldn't use to build sentences (reversed) 20 (28.2%) 32 (45.1%) 15 (21.1%) 3 (4.2%) 1 (1.4%) i feel more confident in using the language in class after doing the dramatic activities. 0 (0%) 1 (1.4%) 11 (15.5%) 29 (40.8%) 30 (42.3%) this course need to do research field trip on dusun language and culture 0 (0%) 4 (5.6%) 8 (11.3%) 15 (21.1%) 44 (62%) i will continue my course into higher level 0 (0%) 2 (2.8%) 32 (45.1%) 27 (38%) 10 (14.1%) table 1 shows the number of respondents in this research. each of the group had almost the same amount of students between male and female students. all of the groups had 50% (9) male students and 50% (9) female students except in group 4 in which it had 53% (9) male students and 47% (8) female students. one of the students in the group had withdrawn from the group due to her timetable problem. table 2 shows the result of the survey. it was discussed according to its subdomain in the following sections. a. suitable for learning ethnic language. in this study, students perceived that the role-play technique was suitable for learning the brunei dusun language. based on the questionnaire, item 1, 7% (5 students) disagreed, 8.5% (6 students) were neutral, and 84.5% (60 students) agreed or strongly agre indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 225-234 229 benefits and students’ perception on role-play teaching technique: progressive & fun learning experiences in brunei ethnic language course ed that the tasks and activities given in this course were suitable. for item 2, 88.7% (63 students) strongly disagreed or disagreed, 2.8% (2 students) were neutral, and 8.5% (6 students) agreed that doing role-play and writing script for the class activities was a burden for them. the responses to these two items showed that the majority of the students agreed that the role-play activities given to them were suitable for the class and not a burden for them. these data are supported by the students’ comments such as the following: “as a whole this course is interesting. the activities given made me want to do role-play in the class” (r6). “i feel that activities given had increased my fluency to speak in the (dusun) language with my cousins. it has allowed us to try new words that had not been learned before” (r11). “the activities were interactive and fun” (r26). language learning cannot be separated from communication activities (yusof, 2012). this is why the majority of the students agreed that the role-play was suitable for language learning. role-play technique can be improvised by the teachers in which it could become a platform where the students could practice the language that is being taught. the role-play activity could stimulate students to think about what to speak and how to react in a fun and interactive situation. according to norul, nurhidayah, ng, wan & mohamad (2012) when the language learning activities are suitable, the learning of the target language will be favorable and conducive for the students. this would be suitable and ideal in helping the students to increase their proficiency in the target language. b. fun and entertaining role-play can help the students to learn the ethnic language in a fun and entertaining environment. based on the questionnaire, item 3, 0% (no student) strongly disagreed or disagreed, 1.4% (1 student) were neutral, and 98.6% (70 students) agreed or strongly agreed that the class environment was fun and they could understand the content of the lesson. for item 4, 73.2% (52 students) strongly disagreed or disagreed, 21.1% (15 students) were neutral, and 5.6% (4 students) agreed that there were many words that they don’t understand. the responses to these two items showed that the majority of the students felt that the learning environment was fun and they could understand the lesson. these data are supported by the comments made by the students in the survey: “this course had caught my interest. activities and the lecturer had helped us to make the content easy to learn and understand” (r8). “this course was fun. with activities and lecturer, it makes it more interesting and easy to understand” (r11). “as a whole this course was fun and the lesson is easy to understand” (r25). students normally enjoy the role-play activities as they could have fun while learning the language (dice, 2010). when they imagine becoming someone else in a different situation and they could use and improvise the language using their creativity. situations given in role-playing were realistic yet challenging for example in one of the lessons they were told to do role-play in which they are going to meet their old friend in a fruit market. they talked about stuff they bought in the market and eventually talking about their life such as their job and inviting the friend to their wedding ceremo indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 225-234 230 benefits and students’ perception on role-play teaching technique: progressive & fun learning experiences in brunei ethnic language course ny. the response of the students was encouraging as their friends laughed watching the performance and the students had tried to improvised the performance. if compared to passive language teaching techniques such as memorization, the students will feel bored because they have to do a lot of memorization (alabsi, 2016). this will indirectly affect their learning as there are too many repetitions which would make them forget what they had memorized (haq, 2014). thus implementing role-play technique could help teachers creating an active learning environment that eventually makes the language class fun and entertaining for students (atas, 2015: yusof, 2021). this is suggesting that incorporating role-play in ethnic language teaching could be fun and entertaining. this would indirectly encourage the students to use and practice the target language. according to krashen (2009), the teaching technique should be fun as it could help in the process of language learning. this is why the students in this study had positive experiences towards the role-play technique used in the class. c. help to increase self confidence role-play activities also could help students to be more confident. based on the questionnaire item 5, 1.4% (1 student) disagreed, 15.5% (11 students) were neutral, and 83.1% (59 students) agreed or strongly agreed that they felt confident in using the language in class after doing the dramatic activities. this result showed that the majority of the students believed that the class activities could help them increase their confidence. these data are supported by the comment made by a student in the survey: “the activities were fun. i learned many new vocabularies and it increased my confidence in using the language and presenting in front of my friends” (r19). when students enjoy the process of learning, it will increase their confidence in using the language (norul et al., 2012). in this study, the role-play technique had helped the students to think on their own and express themselves less anxiously. during the role-play, they were imagining themselves as different people and they can say whatever they want according to their role. even though they were making mistakes, their friends and the teacher were not allowed to interrupt the performance. this had greatly helped them in using the language confidently as they knew it was just a play and it was not real. similarly, a study by atas (2015) found that students who were exposed to role-play technique displayed more confidence because they could imagine being someone else. (o’toole, 2009). as emphasized by krashen (2009) in his theory, confidence in using a language is important since it could empower the students to use the language and acquire the knowledge. d. increase in students’ interests apart from a fun learning experience, the role-play technique could help in increasing the interest of students in learning an ethnic language. based on the questionnaire item 6 recorded, 5.6% (4 students) disagreed, 11.3% (8 students) were neutral, and 83.1% (59 students) agreed or strongly agreed that they need to do a field trip to learn more about the dusun language and culture. for item 7, 2.8% (2 students) disagreed, 45.1% (35 students) were neutral, and 52.1% (57 students) agreed or strongly agreed that they will continue studying the dusun language at a higher level. these data indicated that the interest of the students in learning an ethnic language indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 225-234 231 benefits and students’ perception on role-play teaching technique: progressive & fun learning experiences in brunei ethnic language course had increased. the students felt that they need to do field trip and learn the language outside the class. furthermore, they wanted to learn not just the language but the culture of the dusun ethnic too shows how important the active teaching technique such as role-play is to be implemented. a study by wasli (2013) had shown that the number of students who had taken ethnic language courses in sabah had decreased dramatically due to many factors in which among them was a poor teaching technique. she argued that the teaching technique and learning activities need to be fun and entertaining. a suitable teaching technique such as role-play could help teachers and learning institutions to increase their students’ interest and the number of students who wish to learn an ethnic language. in other words, when students have a good learning experience, their interest in learning the ethnic language will be increasing too. this was supported by the response of more than half of the cohorts who wanted to continue their studies to a higher level. e. students perceptions last but not least the role-play technique was well-received by the majority of the students, as apparent in the interest and the comments of the students at the end of the course. item 8 showed the overall comments on the perceptions of the students towards the teaching and learning in class. the majority of the students reacted positively to the activities, the contents, the teacher, and the environment of the class. their positive responses are evident in their comments such as the following: “overall this class was interesting. it always made me want to participate in the activities” (r6). “at first i never thought that i would learn this language. when i was in class, i found the stories and history of the ethnic interesting” (r16). “i enjoyed it! keep it up!” (r20). “it was fun. the teacher was open minded and friendly with the students” (r48). students’ positive perceptions indicate that the teaching technique used is suitable and effective for students to learn the language. this study also found that a good student-teacher relationship also played a big role in learning an ethnic language. johnny (2014) in her study concluded that the student-teacher relationship during teaching and learning can greatly help students to learn and lessens their pressure. if the studentteacher has negative relationship, there are possibilities that their achievement would be lower compared to those who have a positive relationship (hussain, nawaz, nasir, kiani & hussain, 2013). a case study conducted by yusof (2012 & 2021) also showed similar results whereby the role-play technique and student-teacher relationship had left a positive impact on the students’ perceptions and their learning experience. a positive environment and good relationship enable students to enjoy the learning process throughout the course even though the majority of the students responded positively, a few of the students felt dissatisfied during the class. this sentiment is evident in their responses such as the following: “two classes in a week were not enough for us” (r1). “please give more homework and exercises” (r2). “i didn’t like the class activities as some of my friends didn’t cooperate with us” (r3). “the class was fun but it was hard to understand” (r34). indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 225-234 232 benefits and students’ perception on role-play teaching technique: progressive & fun learning experiences in brunei ethnic language course this reaction is normal as role-play activities could sometimes become a difficult task for some students due to various reasons. atas (2015) in his study mentioned that some students might find that role-play is difficult, as it needs them to do many language tasks, such as intonation, memorisation and body language, simultaneously. apart from that, some might feel that the role-play activity alone is not enough and they need to do more language activity and two classes per week are not enough for them. it shows that role-play cannot become a stand-alone technique in language teaching and learning (yusof, 2012 & 2016). 4. conclusion teaching minority ethnic language is not an easy task, as students need suitable learning activities. this study has discussed some of the benefits of role-play teaching technique and the students’ positive perception of role-play activities in learning one of brunei’s unwritten ethnic languages. although the majority of the students benefit from the positive impacts of the role-play technique, there are a few who showed dissatisfaction during the class. this shows that there is no one ideal teaching technique in language teaching. therefore, the benefits of role-play technique should be maximized by combining it with other teaching techniques. it is hoped that more research can be done especially on teaching techniques as they could help in the learning of unwritten ethnic languages (mcleelans, 2014). as more research data is needed to gather empirical evidence for researchers and educational institutions in the future, teachers and educators need to be bold to try different teaching approaches with different ethnic languages. 5. references aini, k. 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(2019). pengaruh bahasa melayu dalam bahasa dusun brunei. jurnal bahasa, 19 (1), 96116 microsoft word 3 endang setyaningsih 15980-52126-3-ed.docx indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 118-127 118 pbl-stem module feasibility test for pre-service biology teachers pbl-stem module feasibility test for pre-service biology teachers endang setyaningsih1, putri agustina2, sofyan anif3, che nidzam che ahmad4, iyan sofyan5, alanindra saputra6, wan nasriha wan mohamed salleh7, destama einstein shodiq8, sania rahayu9, muhammad luthfi hidayat10 1-3,8,9faculty of teacher training and education, universitas muhammadiyah surakarta, indonesia 4,7faculty of science and mathematics, universiti pendidikan sultan idris, malaysia 5faculty of teacher training and education, universitas ahmad dahlan, indonesia 6faculty of teacher training and education, universitas sebelas maret, indonesia 10faculty of computer and information technology, king abdulaziz university, saudi arabia 10.23917/ijolae.v4i2.15980 received: october 10th, 2021. revised: april 22nd, 2022. .accepted: april 26th, 2022 available online: may 1st, 2022.regularly published: may 1st, 2022 abstract life skills are needed in this era of globalization to be successful in the school environment or outside of school. according to the 2019 world economic forum, the world's demand for stem qualifications and skills is very high now and is likely to continue to increase in the future. today, 75% of the fastest-growing industrial-scale jobs require skilled stem workers. faced with this, to be able to compete, the world of work requires people who can adapt to their new work environment. stem can empower individuals with the skills to succeed and adapt to new work environments. to get individuals who have stem skills, individuals who have 21st-century skills are needed. this is because in 21st -century skills 3 skills must be met, namely learning skills, reading and writing skills, and life skills. the purpose of this study was to determine the feasibility of the pbl-stem module developed for prospective biology teacher students as an effort to improve 21stcentury skills. the method used was the rosset-based rnd addie model. the addie teaching model includes 5 stages, namely analysis, design, development, implementation, and evaluation. the results of the material expert validation show that the average score of the material expert validation results shows a fairly good category with an average of 2.94. the results of practitioner validation show that the average score of practitioner validation results shows a good category with an average of 3.56. the results of the small group readability test showed that the average score on the small group readability test was in the good category with an average score of 3.39. keywords: 21st century skills feasibility test, pbl-stem module, new work environments, pre-service biology teachers corresponding author: endang setyaningsih, faculty of teacher training and education, universitas muhammadiyah surakarta, indonesia email: endang.setyaningsih@ums.ac.id 1. introduction life skills are needed in this era of globalization to be successful in school and outside of school. currently, the world's demand for stem qualifications and skills is very high and is likely to increase even further in the future (wef, 2018a). currently, 75% of the fastest-growing industrial-scale jobs require workers with stem skills (wef, 2018b). in the face of this, to be able to compete, the world of work needs people who can adapt to their new work environment. and stem can empower individuals with the skills to succeed and adapt to new work http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 118-127 119 pbl-stem module feasibility test for pre-service biology teachers environments. to get individuals who have stem skills, individuals who have 21stcentury skills are needed. this is because in 21st-century skills 3 skills must be met, namely learning skills, reading and writing skills, and life skills. in learning skills, individuals are required to be able to think creatively, think critically, communicate, and collaborate well. as for reading and writing skills, each individual has been equipped since elementary school, and life skills will be obtained when they go directly to the community with the assumption that they can succeed or fail. applications in the community will be maximally successful if individuals often practice directly (widanti, 2020). however, hands-on practice is also not enough, as to qualify individuals for any form of contingency, work experience skills, or project or problem based learning experiences are required. problems in learning in this era of independent learning require a directed solution (suryawati, 2020). based on the description above, it can be said that to get individuals who can compete in the global market, individuals who have 21st-century characteristics are needed. individuals with 21st-century characters can be obtained if these individuals have stem skills. whereas in reality, the application of stem in indonesia is currently still minimal. this can be seen from the results of research on stem in the last five years, from 2015 to 2019 (setyaningsih et al, 2021). stem-based science education demands a shift in the mode of the learning process from the conventional mode, namely teachercentered, which relies on knowledge transfer, to a student-centered learning model that relies on student activity, direct practice, and collaboration. stem-based science learning needs to be applied in problem-based learning units, where students are challenged critically, creatively, and innovatively to solve real problems, which involve collaborative group (team) activities. stem-based science learning in the classroom is designed to provide opportunities for students to apply academic knowledge in the real world (rustaman, 2016). the application of knowledge in the real world is carried out by educators using various learning models. each learning model has a focal point in its application, such as problem poisoning learning which puts more emphasis on the application of critical thinking (christidamayani and kristanto, 2020), then project-based learning which emphasizes treatment through mini-projects, problem-based learning which places more emphasis on raising problems. to find solutions and many other learning models. pbl in particular is problem-based learning. the problems that exist are sourced from the reality around and challenge students so that students can identify. in pbl, the learning process takes place by giving problems which are then identified problems with the aim of students identifying problems that are relevant to the subject matter, then one of them is selected and formulated in the form of a hypothesis. after the identification process is continued with data collection, which will then be processed and checked whether the established hypothesis is true or not with alternative findings and is associated with the results of data processing. based on this process, the pbl learning model is carried out systematically by building student skills through problem solving, identification, and solutions provided in solving problems (adiguna, dantes, & gunamantha, 2019). based on this description, the pbl model is suitable to be integrated with the stem approach. in the application of the pbl learning model integrated with stem, it is necessary indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 118-127 120 pbl-stem module feasibility test for pre-service biology teachers to have learning media that can make students enthusiastic and motivated to carry out learning activities. one of the learning media that can be used in active learning is the module. the teaching and learning module (pbm) is a pbm reference material that is made to explain the syllabus that has been set in the curriculum. modules at this time, there are already 2 kinds of forms, namely emodules and modules. e-modules are often known as virtual modules, which can be accessed via pc, laptop, or android. in this digital era, interactive modules that can be accessed via android are preferred by students. this is probably because it is something new and unique, and it is very fun to use because many colorful animations or images motivate students to feel at home in reading the e-module (zamhari et al, 2022). as for the module, it is a learning media that is physically present in the form of sheets that are covered together like a book that can be held in real-time. the purpose of this study was to determine the feasibility of the pbl-stem module which was developed for prospective biology teacher students as an effort to improve 21st-century skills 2. method this research was carried out from january to august 2021 at the biology education study program, fkip ums for students taking microteching courses during the semester. even the 2020/2021 academic year. this research is a research and development (rnd) by adapting the addie model (analysis, design, development, implementation, evaluation). the product developed is an integrated stem problem based learning (pbl) learning module. in the analysis stage, the steps taken are needed analysis which includes literature studies and field studies. the literature study was conducted by reviewing the literature and the results of previous research on the development of an integrated pbl stem module. field studies are carried out using observation, reviews of existing and currently used products, and interviews. the design phase includes initial product design and preparation for initial product development. at this stage, several activities are carried out such as determining both learning and product development goals, determining parties related to research and development, and determining work procedures and product feasibility tests. the development stage includes initial product development, first expert validation, product revision, and second expert validation. the product developed is a stem integrated pbl learning module. after the draft of the stem integrated pbl learning module is produced as the initial product, validation (expert review) is carried out. expert validation consists of material and learning design experts as well as practitioner validation (course lecturers). the results of the first validation then become the basis for the initial product revision. the results of the initial product revision were then re-validated in the second expert validation. 3. result and discussion microteaching is a teaching exercise as an effort to prepare the ability of prospective teachers or to improve the ability of teachers to deal with complex and simplified learning tasks (sukirman, 2012). this research is development research that aims to develop a pbl-stem learning module for prospective biology teacher students in microteaching courses. the development stage is limited to the small-scale field trial stage. the trial was conducted in the form of a limited trial consisting of several stages, namely material expert validation (pbl indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 118-127 121 pbl-stem module feasibility test for pre-service biology teachers stem), practitioner validation (microteaching lecturers), and a small group readability test. the data obtained at the material expert validation stage are in the form of assessments, opinions, and suggestions on the suitability of the material contained in the module, in this case, the accuracy of pblstem integration in the microteaching course and ensuring that the material in the module is scientifically correct. the results of material expert validation on the pbl-stem module are presented in table 1. table 1 shows that the average total score of the material expert validation results shows a good category with a score of 2.94. table 1. data validation of material experts aspect score category conformity with the principles of developing teaching materials 2.00 good enough content feasibility 2.50 good enough language 4.00 very good presentation 3.00 good graphics 3.25 good medium 2.94 good if seen from each aspect of the validation, which was assessed as the very good namely the use of language in the module with a score of 4 round category good seen in the module presentation and the graphic images used in the module with a score of 3 and 3.25. then the score is quite good, from the validator stating that the aspect of conformity with the principles of developing teaching materials and also in the content section, shows a score of 2 and 2.5. from the total results of the validation of the module material by experts, it can be concluded that the pbl-stem module is feasible and can be used in teaching microteaching. the distribution of the pblstem module validation scores by experts can be seen in figure 1. figure 1. the results of the validation of the pbl-stem module by experts the feasibility of the data obtained from the validation results of the microteaching lecturers in the form of opinions, suggestions, and criticisms of the developed module advantages 19% appearance 20% format 20% languages 21% presentation 20% result of module pbl-stem validation by experts advantages appearance format languages presentation indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 118-127 122 pbl-stem module feasibility test for pre-service biology teachers adjusted to the characteristics of the microteaching course with pbl-stem integration in learning activities. the results of practitioner validation are presented in table 2. table 2 shows that the average score of practitioner validation shows a good category with an average score of 3.56. table 2. validation of experts on data aspect score category conformity with the principle of developing teaching materials 3.67 very good content feasibility 3.50 good language 4.00 very good presentation 3.40 good graphics 3.25 good moderate 3.56 good when viewed from each aspect of the validation by the practitioner, which was assessed in the very good name on the use of language and the principle of conformity with the development of teaching materials in the module with a score of 4. category good seen in the content feasibility presentation of the module, and graphic images used in the module with a score of 3.40 and 3.25. then the value is quite good, nothing. from the total results of module validation by practitioners, it can be concluded that the pbl-stem module is feasible and can be used in teaching microteaching. the distribution of the pbl-stem module validation scores by practitioners can be seen in figure 2. figure 2. pbl-stem module validation results by practitioners after going through the expert validation stage, the module was tested in a readability test stage small group. the small group readability test aims to identify and correct the most glaring errors in the module such as typos, letter errors, image placement errors, etc. as well as to assess the clarity of the content, whether it is easy to understand, easy to understand, attractive appearance, and legibility. the small group readability test suitibility 21% graph 18% content 20% languages 22% presentation 19% result of module pbl-stem validation by practisioner suitibility graph content languages presentation indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 118-127 123 pbl-stem module feasibility test for pre-service biology teachers was conducted on 15 students who had taken the microteaching course. the results of the small group readability test are presented in table 3. table 3 shows the average score on the small group readability test is in the good category with an average score of 3.39. table 3. data of small group readability test results aspect score category learning module format 3.44 good language used in the module 3.52 good presentation of a learning module 3.45 good display of learning module 3.33 good benefits of the module in developing 21st-century skills 3, 25 good moderate 3.39 good when viewed from each aspect of the readability test validation by small groups, none are assessed in the very good categories good seen in the format module language, module display, presentation of the module, and the benefits of the module used in the module with a score from 3.25 to and 3.52. then the value is quite good, nothing. from the total results of the module limitation test by small groups, it can be concluded that the pbl-stem module is feasible and can be used in teaching microteaching. the distribution of the pbl-stem module validation scores by practitioners can be seen in figure 4. figure 3. results of the pbl-stem module readability test data from material experts, practitioners, and small group readability tests were analyzed descriptively with the percentage technique to obtain an assessment percentage to get test decision. the summary of test data analysis is presented in table 4. advantages 19% appearance 20% format 20% languages 21% presentation 20% result of module pbl-stem readibility test advantages appearance format languages presentation indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 118-127 124 pbl-stem module feasibility test for pre-service biology teachers table 4. results of trial data analysis phase % category decision material expert validation 73.50 good revision practitioner validation 89.00 very good no revision small group readability test 84.75 very good no revised average 82.41 very good no revised based on table 4 it is known that in general when viewed from the average percentage of assessment, the pbl-stem module is in the very good category with an average percentage of 82.41, and the decision the test is not revised. however, based on suggestions from material experts and practitioners, the module was improved to further improve the quality of the developed module. stem-based science education demands a shift in the mode of the learning process from conventional teacher-centered modes, which rely on knowledge transfer, to studentcentered learning modes, which rely on activeness, hands on, and students. collaboration. stem-based science learning needs to be applied in problem-based learning units, where students are challenged critically, creatively, and innovatively to solve real problems, which involve collaborative group (team) activities. stem-based science learning in the classroom is designed to provide opportunities for students to apply academic knowledge in the real world (rustaman, 2016). pbl is problem-based learning. the problems that exist are sourced from the reality around and challenge students so that students can identify. in pbl, the learning process takes place by giving problems which are then identified problems with the aim of students identifying problems that are relevant to the subject matter, then one of them is selected and formulated in the form of a hypothesis. after the identification process is continued with data collection, which will then be processed and checked whether the established hypothesis is true or not with alternative findings and is associated with the results of data processing. based on this process, the pbl learning model is carried out systematically by building student skills through problem-solving, identification, and solutions provided in solving problems (adiguna, dantes, & gunamantha, 2019). based on this description, the pbl model is suitable to be integrated with the stem approach. the success of learning by integrating pbl-stem is determined by the ability of teachers to design and implement pblstem-based learning. therefore, prospective biology teacher students need to be trained to design and implement pbl-stem-based learning. the development of this module has a target so that prospective teacher students can integrate pbl-stem in microlearning design. 4. conclusion the results of the material expert validation show that the average score of the material expert validation results shows a fairly good category with an average of 2.94. the results of practitioner validation show that the average score of practitioner validation results shows a good category with an average of 3.56. the results of the small group readability test showed that the average indonesian journal on 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(2016). 21st century skills: skills taught through learning. journal of educational research, (december 2016), 1–17 microsoft word 3. the involvement in tunas niaga activities and the entrepreneurial attitude among secondary schools.doc ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 1 (1) (2019) 15-25 15 the involvement in tunas niaga activities… the involvement in tunas niaga activities and the entrepreneurial attitude among secondary schools yap kwee leng1, nor aishah buang2 1,2faculty of education, national university of malaysia doi: 10.23917/ijolae.v1i1.7288 accepted: december 08th, 2018. approved: january 17th, 2019. published: february 15th, 2019. abstract the purpose of this study is to identify the involvement in tunas niaga activities and the entrepreneurial attitude among secondary school. the involvement of entrepreneurial activity among students is an important component of forming entrepreneurial attitudes. however, entrepreneurial activity is less favored by high school students. most high school students perceive entrepreneurship, tediousness and do not guarantee future lives during economic problems. lacking the problem, a study was conducted to examine the level of involvement of entrepreneurial activity and entrepreneurial behavior. the study used survey method with questionnaire as the first instrument. the instruments is adapted from khalina khalid (1991) to construct the basic information of entrepreneurship activities as well as the construct of entrepreneurial attitude adapted from ravi and aishah buang's instrument (2015) psychometric index of entrepreneurship.the sample of the study consists of 30 secondary school students taken randomly involving entrepreneurship activities such as tunas niaga.the results of the analysis of entrepreneurial entrepreneurship activity confirmed two constructs involving entrepreneurial activity with cronbach alpha's reliability and reliability value of .714. the dimensions of entrepreneurship showed that cronbach alpha .900. the min test results show the level of involvement of moderate entrepreneurship activities. entrepreneurship attitude among respondents shows positive towards entrepreneurship activity. keywords: entrepreneurial activities, attitudes, secondary student corresponding author: yap kwee leng, faculty pendidikan national university of malaysia, malaysia email: nisteryap8776@yahoo.com 1. introduction the entrepreneurship education is the main source in order to produce a skillful main power, capable to develop innovation and technology in entrepreneurship as one of the strategies through a long term planning (rangka rancangan jangka panjang) (norita, 2013). so, in the term of entrepreneurship education, it is very important to supply our students in the chances and potentional to choose entrepreneurship as their career. the purpose for entrepreneurship education is to develop the skills among students so that they can be more creative, initiative and wise to make a decision (norita, 2013). through entrepreneurship education, it also train a person to get ready for determining all the chances around him or her and grab them all so that it can be implement in everyday life as a form of economic activities. besides, this also train a person to be sensitive with all the changes and the uncertainty (nik hairi omar, 2012). the entrepreneurship education in secondary school also was been implement by two forms. the first form is in an accademic form and second form is in a co-curriculum form. in the terms of academic, a part of the entrepreneurship principles had been thought indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae vol. (1) (1) (2019) 15-25 ijolae | p-issn 2655-920x, e-issn 2656-2804 16 the involvement in tunas niaga activities… starting from form 1 until form 6 so that this will able to spark a little bit interest among students in this field using a formal form of education. through a formal education, the students can get into an awareness and also nurture the deep interest in the field of entrepreneurship (zaifurin, 2016). furthermore, besides through a formal education, this entrepreneurship education also can be nurtured in a form of cocuriculum form such as involving in tunas niaga which is in form of entrepreneurship based activities. the purpose for having this type of activities is to enhance the entrepreneurship education not in the form of theories only but to expose students to practise them (hands-on) (norita, 2013). students also can be able to practise what they have learnt in class by implement them in a real form of business activities so that they can gain more new experiences from there. tunas niaga activity can nurture culture and entrepreneurship values among secondary students as it is the main objective itself. this activity is a form of entrepreneurship and business to enhance the skill and knowledge in how to start and running an effective business. the involment in this activity of tunas niaga will be a platform for students to learn about entrepreneurship better and also generate a lot of meaningful experiences for them. tunas niaga also encourage students to involve in entrepreneurship voluntarily. an entrepreneur does not has any spesific personalities or they born to be like that but there are the other factors and it can be trained (zaidatol akmaliah 1998, halimah 2010). beside that, tunas niaga activities can produce a resilient, competitive and viable entrepreneur and in the same time can enhance his or her abilities and knowledgeable to start and run business properly as the experiences is there (perbadanan kemajuan negeri sembilan, 2017). the involvement in entrepreneurship activities is one step for culturing the value of entrepreneurship among school students. there are some funds that specially allocated for this in the annual school’s budjet. based on the annual report from the unit of entrepreneur develeopment, the number of tunas niaga members which consists of secondary school student is 21 850 since 1998 until 2017. this number had been increased every year but sadly the objective to produce a students who has entrepreneurship characteristics is still low (baharu, 2013). wan mohd zaifurin (2015) also in his study reported that most students who had been involved any entrepreneurship activities such as tunas niaga also still depend on public or private sectors for their career. his datas stated that the number of entrepreneur in a group for age 15 to 34 years old are still low which is 39.3% in year 2015. the attitude of entrepreneurship also an important component that influences students to involve themselves in entrepreneural activities. attitude will potray how ready a person is and a trust regarding an issue. so, author will focus on the attitude aspect that related with motivation, interest and confidence (baharu, 2013). beside that, entrepreneurship motivation also pushing students towards a positive thinking in involving entrepreneurship activities. based on gem antarabangsa 2018 reports, malaysia is on sixth from 60 countries in the motivational indexs where malaysian entrepreneur choosed to grab chances based on the entrepreneurship motivation and not to start a necessity based business. almost studies on entrepreneurship regarding attitude, thinking and behavior in interest among students on how they choose this field are focused based on undergraduate or polytechnic students. in additon, studies on the secondary school students are still very limited about attitude, thinking and behavior in entrepreneurship. so, a pilot study has to be carried out so that ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (1) (2019) 15-25 17 the involvement in tunas niaga activities… resercher can know about the involvement of secondary students in tunas niaga. the previous studies showed that there are a slightly difference between the attitude orientation in entrepreneurship among bumiputera muslim youth because of their rate of formal education and they were always got the entrepreneurship training but however there is no significant difference based on the experience in business (buerah, 2015). so, for the next study, it will be on the other factors such as entrepreneurship training programme and having experience in doing business in family members (buerah, 2015). entrepreneurship programme is a right predictor for measuring interest and student behavior towards entrepreneurship rather than demograph, personality and the other situation factors (fayolle et al, 2006; schout dan harkema, 2010 dan norfadhilah, 2015). so, it is important to study the rate of their entrepreneurship attitude by involvement in entrepreneurship activities among the secondary school students. the aim of this study is to determine this attitude towards their involement in entrepreneurship activities such tunas niaga among secondary school students. the involvement in entrepreneurship activities is an important component for shaping the attitude towards entrepreneurship among students. this type of activity was introduced in school in order to change the student attitude towards entrepreneurship. thus, the changes of student attitude towards entrepreneurship itself have their own barrier among themselves. they are left behind in the business knowledge itself and also lack of experience in running their own business. most of the secondary school students have a bad perception towards entrepreneurship. they thought that entrepreneurship is tiring and do not guarantee a good future during the economic crisis (zaifurin, 2016). based on that problem, one study was conducted in order to determine the rate of involement in tunas niaga activities and also to study the entrepreneurship attitude. so, the objectives for this study are: 1. to determine the rate of involement in tunas niaga activities among secondary school students. 2. to study the min value of entrepreneurship attitude among secondary school students. the involement in tunas niaga activities entrepreneurship education that had been implemented in secondary school is aimed to nurture the interest and increase the knowledge about entrepreneurship among students. one of the activities that had been done in school is tunas niaga. tunas niaga activities are the form of entrepreneurship based activities. the students who involve in this activities will be able to increase their experiences in business for nine month period and also managing the activities organized by tunas niaga. all the activities in tunas niaga not only as a complement aspect in curiculum but also exposes the young generation about the entrepreneurship world (ura et al, 2010). the involement of this young generation in entrepreneurship will increase the job vacancies to the citizens and also will be able to change the wage earner mentality among citizens (nurfadhilah dan halimah, 2010) attitude towards entrepreneurship attitude plays an inportant role that is able to spark behavior or attitude in entrepreneurship and also will be able to determine the success in this field soon (krueger et al., 2000 and baharu, 2013). attitude refers to the overall assessment towards something based on a set of trust atribute which contains “way” and “degree” meaning. way refers to likeness or dislikeness which potrays an adjective towards something (fishbein and ajzen, 1975; hisyamuddin hassan, 2010). then, degree refers to a rate of likeness or dislikeness towards something vol. (1) (1) (2019) 15-25 ijolae | p-issn 2655-920x, e-issn 2656-2804 18 the involvement in tunas niaga activities… which relate to object, idea and conditon. attitude also can be a mental and nerves willingness that arranged according to experiences and can influences the individual responses towards the involvement in entrepreneurship. according to fishbein dan ajzen (1980) they said that an individual can become determined to do something if he or she has a positive attitude towards that perticular situation (baharu 2013). the result from this study shows that secondary school students have a medium attitude towards entrepreneurship and positive towards involement in tunas niaga activities. 2. method this pilot study is conducted in a quantitative research. it used survey methodology with questionnaire as its study’s instrument. the questionnaire forms have been used to collect datas in order to explain the demographic characteristics of respondent and explain the variables of this study toward the involvement in tunas niaga activities then the entrepreneurship attitude among secondary school students. the total respondents is 30 from the memberes of tunas niaga club among the secondary schools in seremban’s district. this amount of respondent is enough as cooper dan schindler dan faizal (2014) said that the number of respondent that is suitable in a pilot study are from 25 until 100 respondents. while johanson; brooks dan faizal (2014) suggested that the minimum number is 30 respondents for a pilot study and for creating the scale. the sampling used in this study is a purposive sampling by choosing respondents who are the members of tunas niaga club in those school. so, samples for students who have experiences career is needed to comfirm all the items used to measure the rate of involvement in tunas niaga activities with entrepreneurship attitude. thoses 30 questionnaire have been returned with complete answers. this all questionnaire used in analysing this pilot study before a real study will be conducted. this data’s analysis on the involvement in tunas niaga activities involved frequency, percentage, min score and standard deviation. the min value was been intrepreted according the scale from bahagian perancangan dan penyelidikan dasar pendidikan(2006) which is the score value 1.0-1.8 very low, 1.9-2.6 low, 2.7-3.4 medium, 3.5-4.2 high and 4.3-5.0 very high (pallant 2010). a. research instruments this study involved a measurement instrument which is a process to determine the rate and value for variables that been studied. this instrument had been choosed because it is manageable and trustworthiness. this means that the questionnaire forms can be managed by author itself by meeting session in course, tutorial or seminar. author also can distribute the questionnaire forms directly to respondents and explain to them about this study. the questionnaire instrument contained four sections. this four sections are section a: respondent background, section b: the principles of entrepreneurship, section c: the rate of involvement in tunas niaga activities and finally section d: attitude towards entrepreneurship. section a has 9 items, 7 items for section b, 25 items for section c and 15 items for section d in order to measure the result. all these instruments built based on the adjustment and renavation from study carried by khalina khalid (1991) and attitude contructs in entrepreneurship from noraishah buang (2011) study. then, all the items in that questionnaire are in a closed form and answerd by choosing from 1 unit to 4 in likert scale. this type of scale had been ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (1) (2019) 15-25 19 the involvement in tunas niaga activities… choosen because it is easy to be conducted by a large amont of respondents, help respondents to focus on the subject and make the process in making tables easily for analysing datas (deobold, 1999). for the involvement in tunas niaga activities and entrepreneurship attitude, author used likert scale 4 for respondent to choose by stating the rate of every factors. however, the questionnaire by using likert scale 5 has a low rustworthiness and validity because the items in the questionnaire asked reponsents to give the same pattern of answers (chua 2012). so, author used likert scale 4 in order to measure the respondents given by all the respondents. the analysis of trustworthiness using alpha cronbach with the coefficient α used to determine the inner cosistency, accuracy and the stability of the measurement tool in order to get a realiable items (othman talib 2015). the coefficient used to try the validity of the items based on the rate of involvement in entrepreneurship activities with the attitude construct among the secondary school students. the value of trustworthiness for a good measurement tool is between 0.70 – 0.80 and the coefficient a≥ 0.90 is very good (kaplan dan saccuzzo; atiqah 2016). as the trustworthiness coefficient in the item of involvement in tunas niaga activitis obtained is .729 while the item of entrepreneurship attitude obtained is .896. based on the that value, both items are in a good measurement which is between 0,70 – 0.80. b. collecting and analysing data before the questionnaire was distributed, author gathered all respondents in order to give them some explaination about this study and how they may answer all the questions in the questionnaire. author explained them that all the answers are confidential and all the datas from this questionnaire will be used only to determine the objectives of this study. beside that, any questions regarding the items will be explained by author. respondents also was been given 45 minutes to answer the questionnaire. after finished, all the answers will be examined by author in order to ensure that there is no question left unanswered. c. the respondents’ profiles table 1 shows profiles for all the respondents in this study. by analysis, there are also female students who involved in tunas niaga which is 16 students (53.3%) rather than male students with 14 students (46.7%). the malay students coverd 24 students (80%), chinese 1 student (3,3%) while indian are 5 students (16.7%). from science stream, 9 students (30%) and art stream 21 students (70%). then, the respondent who had experiences in entrepreneurship are 30 students (100%). while the number of respondents who involved in tunas niaga less than one year are 17 students (56.7%), one year are 2 students (6.7%), 2 years are 3 students (10%), 4 years are 5 students (16.7%) and 6 years are 3 students (10.0%). next, their fathers’ occupations as businessman with 6 students (20%), selfworking 3 students (10%) and government worker 8 students (26,7%), private sector are 6 students (20%) and the others are 7 students (23.3%). furthermore, their mothers’ occupation as house wifes are 10 students (33.3%), businesswoman 6 students (20%) and government sector are 7 students (23.3%). while the respondents’ mom who are selfworkers beside doing business are 2 students (6.7%) and who work in private sector is 1 student only (3.3%). vol. (1) (1) (2019) 15-25 ijolae | p-issn 2655-920x, e-issn 2656-2804 20 the involvement in tunas niaga activities… table 1. respondents’ profile 3. results and discussion a. objective 1: determine the rate of involvement in tunas niaga entrepreneurship activities the rate of involvement in tunas niaga entrepreneurship activities was measured by using the perception constructs in tunas niaga itself. frequency analysis and percentage for every items as shows in table 2 and table 3. the involvement had been measured based on two subcontructs which are the students’ perception about tunas niaga meeting and the students’ perception about the involvement of students in managing the entrepreneurship activities. table 4 shows the overall analysis for the constructs about the attitude in entrepreneurship. table 2 shows the analysis for the subconstruct in the students’ perception about their involvement in tunas niaga meeting. the analysis stated that three items recorded the percentage of agreeness more than 70%. item c1 recorded the percentage of agreeness with 23 responents (76.7%) for strongly agree and agree always be the customer at tunas niaga. item c2 recorded the percentage of agreeness with 23 respondents (76.7%) strongly agree and agree to always strive so that they can be choosen as one of the members of tunas niaga. item c4 recorded the percentage of agreeness are 21 respondents (70%) are strongly agree and agree to spend their time to clean and arrange the things in tunas niaga. finally, item c5 shows that 27 respondents are strongly disagree and profile category frequency percentage (%) gender male female 14 46.7 16 53.3 race malay chinese indian 24 80 1 3.3 5 16.7 stream science art 9 30 21 70 experience in taking entrepreneurship subject yes no 14 46.7 16 53.3 experience in joinning entrepreneurship activities yes no 30 100.0 how long be a member of tunas niaga less than 1 year 1 year 2 years 4 years 6 years 17 56.7 2 6.7 3 10.0 5 16.7 3 10.0 fathers’ occupation businessman selfworking goverment staff private sector staff the others 6 20.0 3 10.0 8 26.7 6 20.0 7 23.3 mothers’ occupation doing bussiness selfworking goverment staff private sector staff housewife the others 6 20.0 2 6.7 7 23.3 1 3.3 10 33.3 4 13.3 ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (1) (2019) 15-25 21 the involvement in tunas niaga activities… disagree that tunas niaga is not a suitable place for buying bacis things. then, for item c7 shows 22 respondents (83.4%) are strongly agree and agree that they dislike to join the meeting organized by tunas niaga. but, there are 8 respondents (26.6%) strongly disagree and disagree about item c7. for item c8 recorded that the lowest percentage of agreeness are 2 respondents (6.7%) because both respondents thought that the schedule for tunas niaga is burdening students. table 2. perception about the involvement of students in tunas niaga annual meeting however, item c6 shows that 26 repondents (86.6%) strongly disagree and disagree about the activities in tunas niaga are disturbing their studies. while item c9 shows that 25 respondents (83.3%) are strongly disagree and disagree about the attendance for the annual meeting of tunas niaga is wasting their time.overall, the respondents showed a high percentage of agreeness that they dislike to handle the meeting in order to develop the entrepreneurship activities in school. however, students still feel motivated to attend the annual meeting and not give a bad perception about tunas niaga by stating it is disturbing their studies. perception in students’ involvement for managing activities intunas niaga. table 3 shows the perception in students’ involvement for managing activities in tunas niaga. analysis shows that c22 recorded the highest percentage of agreeness with 28 respondents (93.3%) about tunas niaga is benificial. however, 2 respondents (6.7%) both are strongly disagree and disagree about this statement. item c21 recorded the second highest persentage of agreeness with 27 respondents (90%) strongly agree and agree about one of the way to develop tunas niaga is by its customers. however, there are 3 respondents (10%) who are strongly disagree and disagree about this statement. in addition, c14 got 26 respondents (86.7%) who are strongly agree that by visiting the other tunas niaga will help to develop tunas item construct of the student involvement in entrepreneurship activities frequancy and percentage sts-ts s-ss c1 always be tunas niaga customer. 7 23 (23.3%) (76.7%) c2 in every annual meeting, i try to make me elected as a member of tunas niaga. 7 23 (23.3%) (76.7%) c3 i had handle the annual meeting of tunas niaga. 24 6 (80%) (20%) c4 i always spending by time to clean and arrange things in tunas niaga. 9 21 (30%) (70%) c5 tunas niaga is not a choosen place for getting my needed items. 27 3 (90%) (10%) c6 managing tunas niaga is disturbing my studies. 26 4 (86.6%) ( 13.4%) c7 i did like to involve myself in the annual meeting organized by tunas niaga. 8 22 (26.6%) (83.4%) c8 schedule in tunas niaga burdening myself. 28 2 (93.3%) (6.7%) c9 attending tunas niaga annual meeting is wasting my time. 25 5 (83.3%) ( 16.7%) vol. (1) (1) (2019) 15-25 ijolae | p-issn 2655-920x, e-issn 2656-2804 22 the involvement in tunas niaga activities… niaga in school but 4 respondents (13.3%) are strongly disagree and disagree about this statement. for item c10, the percentage for agreeness are 22 respondents (73.4%) strongly agree and agree in involving actively in the activities organized by tunas niaga. item c11 then shows the percentage of agreeness are 4 respondents (13.3%) strongly agree and agree that they are managing tunas. table 3. the students’ perception about their involvement in tunas niaga activities niaga shop properly. while 26 respondents (86.7%) strongly disagree and disagree about this statement. item c12 shows 19 respondents (63.3%) strongly agree and agree that they always give suggestions in tunas niaga meeting. c10 i alway involve actively in the activities organized by tunas niaga. 8 22 (26.6%) (73.4%) c11 i manage my tunas niaga shop properly. 26 4 (86.7%) (13.3%) c12 i alway give suggestions in annual meeting for my school tunas niaga. 11 19 (36.6%) (63.3%) c13 i like to buy thing at tunas niaga. 24 6 (80%) (20%) c14 visiting the other tunas niaga can be helping to develope tunas niaga. 4 26 (13.3%) (86.7%) c15 i alway help tunas niaga teachers in managing tunas niaga tasks. 11 19 (36.6%) (63.4%) c16 i alway know every activities organized by tunas niaga. 9 21 (30%) (70%) c17 involving in tunas niaga is wating my time. 29 1 (96.7%) (3.3%) c18 ensuring tunas niaga runs smoothly and properly is not my duty. 28 2 (93.3%) (6.7%) c19 i alway know every activities organized by tunas niaga. 9 21 (30%) (70%) c20 i alway attend the my school tunas niaga annual meeting. 11 19 (36.7%) (63.3%) c21 one of the ways to develop tunas niaga is by its customers. 3 27 (10%) (90%) c22 tunas niaga activities in my school are very benificial. 2 28 (6.7%) (93.3%) c23 i did like to give my opinions to develop my tunas niaga. 26 4 (86.7%) (13.3%) c24 i rarely getting know about the developement of my tunas niaga. 26 4 (86.7%) (13.3%) c25 i had attended an induction course organized by my tunas niaga. 13 17 (43.3%) (56.6%) ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (1) (2019) 15-25 23 the involvement in tunas niaga activities… however, 11 respondents (36.6%) strongly disagree and disagree that they always give suggestions in meeting. item c13 then shows 6 respondents (20%) are strongly agree and agree that they always buy items at tunas niaga but there are 24 respondents (80%) how are strongly disagree and disagree about that statement. although item c17 shows the lowest percentage with 1 respondent (3.3%) strongly agree and agree that this activity in tunas niaga that tunas niaga is wasting their time. according to the finding, it shows that respondents were interested in involving themselves in tunas niaga activities. for item c18, there are 2 respondents (6.7%) strongly agree and agree that to make sure tunas niaga to run smoothly is not their duty. thus, 28 respondents (93.3%) strongly disagree and disagree about this item. item c23 and c24 show the same percentage where both have 4 respondents (13.3%) strongly agree and agree that i dislike to propose any oppinion to develop tunas niaga further and rarely to take care about the development of tunas niaga. however, 26 respondents (86.7%) strongly disagree and disagree about the above statement. so, the result shows that respondents even are willing to contribute ideas and suggestions in order to develop tunas niaga. overall, respondents had shown a high percentage of agreeness that they always involve actively in the activities organized by tunas niaga. b. objective 2: determine min for entrepreneurship attitude table 4. entrepreneurship attitude item min standart deviation rate 1. i feel very satisfied with my works. 3.36 .668 moderate 2. i never delayed the important thing to the other suitable time. 3.23 .626 moderate 3. i belive that a strong desision is very important to ensure the sucess in entrepreneurship activities. 3.46 .571 moderate 4. i belive that it is very importan to analys self weakness about important things. 3.43 .571 moderate 5. i always sacrifice my private comfortness in order to get a better chances. 2.93 .639 moderate 6. i alway completing every works with all my struggle and properly to get what i target for. 3.30 .701 moderate 7. i struggle do something and thoroughly to get the best drom my job. 3.30 .702 moderate 8. i feel proud when doing good things for the entrepreneurship activites that have been organized. 3.26 .583 moderate 9. i feel proud when seeing the achived results in the entrepreneurship activities from my own struggle. 3.33 .604 moderate 10. i belive that it is better to think about the future rather to think about acheivement. . 3.36 .718 moderate 11. i did the meaningful things when doing work every day. 3.40 .621 moderate 12. i feel satisfief after i had work hard to develop myself. 3.43 .568 moderate 13. i can get the satisfaction from my struggle that i have done. 3.30 .466 moderate 14. i alway work harder to make myself better in my field. 3.30 .651 moderate 15. i can make the chances that can be benificial for me. 3.26 .583 moderate total min 3.31 moderate table 4 shows the second objective which the min score for the entrepreneurship attitude among secondary school students. the result from statistic analysis shows that this attitude among respondents who involved in entrepreneurship avtivities is still medium with overall min score = 3.31. overall, this result shows that respondents still have a positive entrepreneurship attitude after involving themselves in tunas niaga vol. (1) (1) (2019) 15-25 ijolae | p-issn 2655-920x, e-issn 2656-2804 24 the involvement in tunas niaga activities… among the secondary school students. the finding shows that that rate of involvement in entrepreneurship activities tunas niaga has a high percentage of agreeness which involves 22 respondent (73.3%) are involving actively in tunas niaga. then, the study analysis also states that there are 28 respondent (93.3%) who are agree that joining tunas niaga is very benificial. so, the min value for student entrepreneurship attitude in secondary school shows a positive moderate after joinning tunas niaga activtites. furthermore, this finding also cosistent to what azmin (2012) got that the students who join entrepreneurship activities have a good entrepreneurship potential and characterictics such as attitude, thinking and behavior at a maximum point. so, this entrepreneurship attitude can be influenced by the involvement in entrepreneurship activities continuosly until they are really be in an entrepreneurship situation. beside that, the entrepreneur personalities also can be shaped by the experiences and knowledge they gainned from model personaliti masyarakat (thomas cochrau dan eika sachi 2011). this entrepreneurship attitude can be refer as a consideration or individual tendency to have, establish and run their business. attitude also can be suppose as human behavior predictor (dale h.schunk 2004). 4. conclusion the consideration culture has to be started from school. at this stage, students have to be exposed to the principle and also entrepreneurship habits so that can generate their positive entrepreneurship attitude. entrepreneur can be develop by giving them a good entrepreneurship trainning and also practic them in entrepreneurship activities. the will be teach, guide and support for capital and management. however all this things cannot be done if the students themselves did not grab this chances by involving themselve in entrepreneurship activities. 5. references armanurah mohamad, syahrina abdullah. 2015. transformasi pemikiran keusahawanan bagi dimensi mengenal peluang keusahawanan dalam kalangan oku. journal of global business and sosial entrepreneurship. baharu kemat al-haji dan mohammed zain yusof. 2013. sikap keusahawanan dan hasrat keusahawanan: satu penilaian instrumen mengkaji kecenderungan usahawan. jurnal personalia pelajar. buerah tunggak dan zoolhilmi ahmed. 2015. pengaruh faktor latar belakang terhadap orientasi sikap keusahawanan dalam kalangan usahawan belia bumiputera muslim. akademika. chua yan piaw. 2011. kaedah penyelidikan. edisi ke-2. malaysia: mc graw hill. coopersmith, s. 1967. self-esteem inventory (sei). palo alto, ca: consulting psychologist press. dale h. schunk. 2004. learnng theories: an educational perspective. pearson merill prentice hall. eika sachi. 2011. aspirasi keusahawanan. akademika. faizal amin yunus. 2014. instrumen pemindahan pembelajaran berdasarkan model rasch: first teknical and vocational education seminar 2014. jabatan perangkaan malaysia. 2011. buku tahunan perangkaan malaysia 2010. jabatan perangkaan malaysia. kerlinger, f.n. 1986. statistical analysis: an interdisciplinary introduction to univariate and multivariate methods. 2nd ed. ny: radius press. khalina khalid. 1991. peranan koperasi dalam memupuk budaya keusahawanan di kalangan anggotaanggotanya. universiti kebangsaan malaysia. ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (1) (2019) 15-25 25 the involvement in tunas niaga activities… laporan tahunan bahagian pembangunan usahawan 2017.data diperolehi dari www.pknsbizpoint.com. nik hairi omar. 2012. potensi keusahawanan dan ciri-ciri keusahawanan dalam kalangan pelajar sekolah menengah. proceeding of the 2nd international conference on arts, sosial sciences penang malaysia. nurfadhilah nasharudin & halimah harun. 2010. aspirasi kerjaya keusahawanan dalam kalangan pelajar institusi pengajian tinggi awam. universiti kebangsaan malaysia. jurnal pendidikan malaysia 35(1): 11-17. norita deraman, amanurah dan etc. 2010. keusahawanan: teori dan praktis. mcgraw education. perbadanan kemajuan negeri sembilan. 2018. dipetik daripada www.pkns.gov.my ravi nagarathanam. 2015. hubungan sikap, pemikiran dan tingkah laku terhadap keinginan dalam pemilihan kerjaya keusahawanan dalam kalangan prasiswazah india di institut pengajian tinggi sekitar bangi. universiti kebangsaan malaysia. rohaida mohommad dhalan dan razaleigh muhamat. 2014. penilaian kepada koperasi sekolah dalam membentuk gaya kepimpinan pelajar. jurnal alhikmah 6:107-121. universiti kebangsaan malaysia. wan mohd zaifurin wang nawang, nor hayati sa’at dan sabri ahmad etc. 2016. kecenderungan keusahawanan dalam kalangan pelajar sekolah menengah di negeri terengganu. jurnal pendidikan malaysia 41(1)8:87-98. zaidatol akhmaliah lope pihie and afsaneh bagheri. 2011. malay students’ entrepreneur attitude and entrepreneurial efficacy in vocational and technical secondary school of malaysia. universiti putra malaysia. journal pertanika science social and humanity 19(2): 433-447. zaidatol akmaliah lope pihie dan hisyamuddin hassan. 2010. memperkasa tekad keusahawanan pelajar. universiti putra malaysia. serdang. microsoft word 1. abdul rahman 12026-37317-3-ed.docx indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 76-85 76 inclination of students towards active participation in extracurricular activities as an effective tool for professional development in pakistan inclination of students towards active participation in extracurricular activities as an effective tool for professional development during education in pakistan abdul rahman1, rabia ali hundal2 1department of materials science & engineering, institute of space technology, pakistan 2department of space science, institute of space technology, pakistan doi: 10.23917/ijolae.v3i2.12026 received: september 1st, 2020. revised: december 21st, 2020. accepted: december 27th, 2020. available online: january 11st, 2021. published regularly: may 1st, 2021. abstract extracurricular activities (eca) are, nowadays, considered as an essential part of any school system of any level. the present study reveals the relation of eca with student’s performance, academic achievements, career selection and, last but not the least, professional development (pd) of students in pakistan. the research was carried out by developing a questionnaire. it consists of five comprehensive questions relating the eca with pd. the validity and reliability of questions were checked. the research population consisted of students, with some managerial and leadership experience, from different institutes of pakistan. the sample consist of majorly all the members of the respective population. after purposively selection, the questionnaire was distributed among 110 selected members of populations for research. response rate was 90.9% as 100 members filled the form and all the responses was considered valid for the statistical study. different statistical methods were used to carry out the research consisting of standard deviation, arithmetic means etc. it was clearly observed the respondent’s consideration of eca as tool for pd of students is high. it was also observed that consideration of eca for cultivation of interpersonal skills is high and same rate was high for eca’s impact on career selection. in addition to this, the consideration rate of eca for improving of managerial skills and self-efficacy is high. so, it is concluded that educational institutes should motivate their students to participate in eca for better a career. keywords: career development, extracurricular activities, interpersonal skills, professional exellence education, professional development corresponding author: abdul rahman, department of materials science & engineering, institute of space technology, pakistan email: rahman.abdul1453@gmail.com 1. introduction success story of an educational institution does not depend entirely on the quantity of students but more on the quality of students that are graduating. alumni is an important source of recognition of their institutes in industries or respective work fields. the professional development of students for practical life entirely depends upon the environment provided by their educational institutes. students, during their studies, do face many problems which can negatively or in some cases positively affects their productivity and competency (ji & zhang, 2011). a student faces various stresses which may be because of workload or of emotions. identification of such problems and addressing them timely will enable them to give their best for their prosperous future as by limiting the students to study only may result in psychological stress and anxiety among them. sometimes, counselling is not the only approach to address those problems for better career and professional development (pd) of a student. nowadays, most of the organizations seek a person who excels in both science and indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 76-85 77 inclination of students towards active participation in extracurricular activities as an effective tool for professional excellence education development in pakistan arts. for a person to be polymath (dalrymple & evangelou, 2006), it is important to have diverse professional experience that is only possible via communicating and interacting with society. interaction can result in raising of confidence or it might cause depression to someone depending upon the scenario. professional development of a person for his/her career is crucial as working environment of any organization is competitive. for someone to make his/her place in their respective organization, it is important to have multiple skills on hand. rubin et. al summarizes that a wellrounded candidate is more appealing for an organization. a student with wide experience and exposure, is emotionally stable (van loon et al., 2020) and strong, intelligent and expected to be efficient too. the nature of activity in which the student is participating is not important as the nature of students’ experience in that particular activity is considerable. basically, eca is one of many categorization tools for identifying the skills, attitude and amplitude of student for a particular professional working environment. (staff, messersmith, & schulenberg, 2009). extracurricular activities (eca) plays an important role in reducing stresses or anxieties (van loon et al., 2020). a polymath student actively participates in eca for enhanced skills set. many institutes have encouraged and appreciated students for active participation in eca as this experience is considered as an important part for pd of any student (ji & zhang, 2011). the researchers of current study strongly believe that a student having an active participation in eca with a good academic background is capable of responding to most of the problems, effectively while working in any professional firm or organization. such a student is competent enough to complete task(s) with perfection and confidence. the same person is capable to marketing the organization before many stakeholders for better collaboration (jackson & bridgstock, 2020). eca provide students with many opportunities. eca benefits the students by improving his/her response to competitive environments. eca extemporizes leadership and teamwork in them along with other skills (perjuangan, 2020), eca also reduces drug addiction and other related problems. these activities induce better rate of self-esteem and a concept of being at the top by giving the best. in order to have good standings, a student must keep a balance between academics and eca. according to massoni et. al, eca plays an important role for polishing the skill set of students. eca improves student’s behaviour to work in a professional environment. the students try to find something while participating in eca that will help them in their career. these activities have a positive impact on students’ attitude, attire, performance and ultimately in making them a successful adult (massoni, 2011). keeping in view the abovementioned aspects of eca, it is the time to identify the role of eca for better career and pd of student. eca affects one behaviour and character in both positive and negative ways. the importance and need of present study are the identify the need of eca for students in an institution and how these activities are fruitful for an individual in their professional life and for the society as well. professional development (pd) is a term with a wide spectrum of domains. pd is a way of achieving the academic degrees and the credentials linked with professional earning. this learning method constitutes of a numerous path for achieving the goals by attending workshops or conferences, completing the formal coursework or may be by taking advantage from the informal learning indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 76-85 78 inclination of students towards active participation in extracurricular activities as an effective tool for professional excellence education development in pakistan opportunities through various platform. pd is a collaborative approach for better results by the employees of any organization and the opportunities linked with that organization. mentoring, technical support, consultation, counselling, guidance and supervision and learning lessons are some of many ways of approaching pd (kirsch, aleksić, mortini, & andersen, 2020). holloway et. al links the pd to gains in student learning. he concludes his study with an argument that student achievement and the overall effectiveness of a school can be improved by more effective and research-based pd methods. the active involvement of instructors and leaders of a certain school directly enhance the student learning, productivity and their efficacy as well (holloway, 2006). extracurricular activities (eca) are considered to be well-integrated part of education in any school. these activities include, but not limited to, performing arts, contests and competitions, athletics, debating, literary contests, blogging, student societies, student clubs and councils along with numerous social events. well, these activities add no credit to graduation in terms of academics but due to involvement of these activities, a student develops a multitude of work experience in his/her personality (abizada, gurbanova, iskandarova, & nadirzada, 2020). these activities are mostly voluntary and supported and supervised by officials of that school or any leader. the impact of these activities on student’s academic achievements provides a room for debate. participation in eca is stemmed from the intrinsic interest of a student. eca develop sense of competitive spirit among students. eca makes students fit to achieve their future goals. co-operation, leadership skills, social interaction, self-confidence, punctuality and team-working spirit are some other major attributes provided by eca (dhanmeher, 2014; oberle, ji, guhn, schonert-reichl, & gadermann, 2019). lunenburg et. al moderates that eca serves same as elective courses serves in academics. the experience acquired by these are not included in the formal course work and they help students to apply the acquired knowledge through formal studies for better democratic life. by working in clubs, the learning is reinforced as well. eca supplements the elective course work and being involved in leisure-time activities, it enriches the overall learning experience of a student (guilmette, mulvihill, villemaire-krajden, & barker, 2019). eca ties up many aspects of experience and knowledge hence integrating the knowledge as it is considered to be the most important objective of overall learning process. and last but not the least by participating in the administrative tasks of student societies and clubs, a student learns the way of handling administrative issues, planning, organizing and managing many different aspects which are very beneficial for his/her democratic life (green, 1987). a relation between academic and activities like eca has been studied by huang et. al. the study shows a positive and linear growth in the affective as well as cognitive growth of student. the schools that encourages their students to participate in eca though means of student affairs department by initiating clubs, societies and student leadership platforms, produces most well-rounded and productive students for industries (huang & chang, 2004). for a student to work effectively in an organization, his/her professional development (pd) is very important. pd is not limited to good grade point average (gpa) but eca plays a vital role in it. educational organizations are responsible for producing such graduates which are well professionally developed to meet expectations of any organization. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 76-85 79 inclination of students towards active participation in extracurricular activities as an effective tool for professional excellence education development in pakistan eca, being a source of enhancing communication skills and confidence, affects the working performance of students in a very positive and progressive way (fitriansyah, r., fatinah, l., & syahril, m. (2020: 109-119). it is suggested by many researchers to participate in eca as it has positive impact on one’s behaviour. the reason behind it is the observation of one’s response towards problem solving and project managing. the following questions addresses the problem of this study: (a) extracurricular activities are one of the many tools for professional development of students; (b) extracurricular activities assists a student for the cultivation of interpersonal skills; (c) extracurricular activities helps a student for selection of career based on one's interests, competency and capability; (d) extracurricular activities guides a student regarding time, project, risk, resources and financial management for professional life; and (e) extracurricular activities has a significant impact on domestic and social work of a student for skill set development and improvement for democratic life. the main objective of present research is the study of (a) importance of eca for students; (b) importance of eca for pd of students; and (c) impact of eca on personal and professional skills development of students. the present research on theoretical as well as practical levels. the first is the present research is theoretically significant as it identifies the impact of eca on personal and professional development of a student for any professional firm or organization and tt will be a vital addition to the literature regarding effect of eca on students’ career and personality. the second is to present research is practically significant as it will motivate the educational institutions to encourage their students to participate in eca for better repute among professional firms or organizations by producing well-rounded, well-mannered and productive students that can be easily adjusted to any competitive environment. 2. method a. the approach of research the approach for this research was a correlative descriptive one. data collection was fulfilled by reviewing the relevant literature and a questionnaire. many researchers do have adopted this approach by offering their readers a little and precise description of items. the acceptance of the adopted attributes can be done by using it (lawless & heymann, 2010). b. the population and sample of research the population for this research represents students, studying in different institutes having an interest in participating in eca and have some leadership background. the population consisted of 110 students consisting of 80 male and 30 female students. the selected purposive sample represented the research’s population. the developed questionnaire was distributed among the sample. 100 questionnaires out of 110 was retrieved and were considered to be valid for our statistical analysis. yet the response rate was 90.9%, which is quite accepted and appreciated for the researchers for continuation of research. c. the research’s instrument in order to accomplish the research’s goals, a five problems-based questionnaire was developed along with the adaptation of five-point likert scale. the mentioned scale constitutes five different categories of strongly agree, agree, neutral, disagree and strongly disagree. the represented categories follow the scores respectively: 5, 4, 3, 2 and 1. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 76-85 80 inclination of students towards active participation in extracurricular activities as an effective tool for professional excellence education development in pakistan the validity of the instrument was measured by checking the validity of content. several experts and teachers having expertise and knowledge, checked the questionnaire. after reviewing, the recommendation was to keep the questionnaire with some minor changes with respect to available literature. d. criteria for means classification the below-mentioned equation was used in order to set a criterion for classification of means: gap between two criteria = maximum value − minumim value number of required criteria gap between two criteria = 5 − 1 3 = 𝟏.𝟑𝟑 the criteria, as used by al-tarawneh et. al, were finalized by adding the resultant gap in each value as listed below (al-tarawneh & battah, 2020): (a) low, greater than or equal to 1.00 – less than 2.33; (b) moderate, greater than or equal to 2.33 – less than 3.66; and (c) high, greater than or equal to 3.66 – less than 5.00. 3. result and discussion a. first question question 1: extracurricular activities are one of the many tools for professional development of students can be seen in table 1. table 1 statistical calculations of first question gender arithmetic mean standard devition degree male 4.45 0.66 high female 4.67 0.47 high total 4.53 0.70 high based on table 1, it was observed that consideration of eca as a tool for pd of student is high as total mean is 4.53 and the standard deviation in 0.70. it was also observed that consideration of eca as a significant tool is relatively high in female students than that of male students as mean is 4.67 and 4.45 respectively. for a young graduate, the transition phase from university to work is critically important. this is the point where many student faces difficulties in finding first job and more likely to face mismatch and other problems like that of underemployment. in job market, the supply of job seekers is more than the demand. it is difficult to select an employee from a pool of candidates. therefore, employers place higher criteria of selection. hence, the student who participates in eca positively is considered to be a better option for the job as he/she is capable to putting extra effort in order to complete a particular task. the participation in eca imparts decision making, teamwork in a student, hence improving the professional ethics and practices of how to deal with staff members, coaches, head and adjustment in a new environment in oneself (nuijten, poell, & alfes, 2017). the researchers of latter study stated that recruiters appreciate students to participate in eca as it fosters different value-added qualities in them. according to stephens and schaben, students who actively participate in eca have good gpa, low absenteeism and higher edu indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 76-85 81 inclination of students towards active participation in extracurricular activities as an effective tool for professional excellence education development in pakistan cational ambitions (stephens & schaben, 2002). b. second question question 2: extracurricular activities assists a student for the cultivation of interpersonal skills (see table 2). table 2 statistical calculations of second question gender arithmetic mean standard devition degree male 4.48 0.70 high female 4.70 0.46 high total 4.56 0.64 high based on table 2, it was observed that consideration of eca for cultivation of interpersonal skills of a student is high as total mean is 4.56 and the standard deviation in 0.64. it was also observed that consideration rate is relatively high in female students than that of male students as mean is 4.70 and 4.48 respectively. interpersonal skills mainly comprise of communication skills like listening, understanding and the way of interaction. by participating in eca, student meets different people. by interacting with ones from different backgrounds, they share ideas and respects each other’s opinion. in this way they learn how to work in groups regardless of gender stereotypes (massoni, 2011). by organizing workshops or interactive sessions, organizations can provide a platform to adolescents to socialize and share their success stories, abilities and achievements that encourages the fellows or listeners to participate in eca for fruitful future endeavour (huang & chang, 2004). rubin et al. concludes eca as a vital indicator of interpersonal skills as they are directly linked with the abilities of teamwork, decision making and initiating as well as with communication skills (staff et al., 2009). student participation in eca have always shown a positive impact on their personality and success. participation in extracurricular activities always help students to learn about the valuable qualities linked with the hidden curriculum of eca. such activities build the spirits of teamwork, dedication, and positivity among students and their community (craft, 2012). c. third question question 3: extracurricular activities helps a student for selection of career based on one's interests, competency and capability (see table 3). table 3 statistical calculations of third question gender arithmetic mean standard devition degree male 4.39 0.74 high female 4.44 0.61 high total 4.41 0.69 high table 3 reflects that consideration of eca as an assistance for selection of career is high as total mean is 4.41 and the standard deviation in 0.69. it was also observed that consideration rate is relatively high in female students than that of male students as mean is 4.44 and 4.39 respectively. by participating in eca, students expect to expand their social circle, improve their personal skills and development, improve indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 76-85 82 inclination of students towards active participation in extracurricular activities as an effective tool for professional excellence education development in pakistan their position in society, finding ways of earning money and scavenging employment opportunities (lindsey van der lans, 2012). participation in activities enables students to get the chance of learning group and individual responsibilities, other than building stamina and patience these activities help students to perform well in academics. these activities boost student attachment to the school, and it leads to less risk of failure (bahdi, 2014). in addition to this, by motivating student to participate in eca, enables them to explore one’s interests, talents and skills and the environment where they can work with dedication by utilizing all their capabilities (denault, ratelle, duchesne, & guay, 2018). eca always pay a positive effect on the student academics especially when they are linked with a balanced life and self-confidence (tanner, 2017). by engaging effectively in career development programs during studies results in many fruitful outcomes among them the most important one is satisfaction in job and employment (staff et al., 2009). d. fourth question question 4: extracurricular activities guides a student regarding time, project, risk, resources and financial management for professional life (see table 4). table 4 statistical calculations of forth question gender arithmetic mean standard deviation degree male 4.39 0.80 high female 4.57 0.66 high total 4.45 0.75 high based on the calculations in table 4, is was found that consideration of eca for helping a student regarding management of different aspects is high as total mean is 4.45 and the standard deviation in 0.75. it was also observed that consideration rate is relatively high in female students than that of male students as mean is 4.57 and 4.39 respectively. eca imparts different hidden qualities like time management, leadership skills, project and risk management, utilization of resources in a useful way, resilience etc. time management is one of the lifelong lessons by eca. eca enable student to keep time balance between school/college, sports, friends and family and other activities in which they are participating. by participating in eca, one can learn the ways to motivate their team to work efficiently, simply called as leadership. in this way they learn conflict management and ultimately, they found these skills as very useful tool to survive in a professional working environment (craft, 2012). a student leader who knows how to manage time, risk factor, finances and resources eventually has better project management skills. project management depends on how someone manages everything for a better result. the one who have managerial background knows the way to complete the project by prioritizing the tasks. better management of time, tasks, resources, conflicts and finances ultimately completes the project in a very perfect way (king, mcquarrie, & brigham, 2020). e. fifth question question 5: extracurricular activities has a significant impact on domestic and social work of a student for skill set development and improvement for democratic life (see table 5). indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 76-85 83 inclination of students towards active participation in extracurricular activities as an effective tool for professional excellence education development in pakistan table 5. statistical calculations of fifth question gender arithmetic mean standard deviation degree male 4.39 0.67 high female 4.54 0.56 high total 4.44 0.64 high based on table 5, it was observed that consideration of eca for improving self-efficacy of a student is high as total mean is 4.44 and the standard deviation in 0.64. it was also observed that consideration rate is relatively high in female students than that of male students as mean is 4.54 and 4.39 respectively. eca allows students to become a part of administrative teams of different student clubs or societies, advisory or mentoring groups or may be of different well-organized activities. eca fulfils the vital and actual objective of today’s democratic life. the living of actual democratic life should not be restricted to the formal setting of a classroom. the sense of cooperation and teamwork is necessary to work in a democratic society (green, 1987). saibovich et. al suggested that eca are an essential source of development of an individual life to survive in democratic society. eca helps to improve leadership skills, command on communication skills and develop strategic thinking among students (saibovich, 2019). eca have always been emphasized by its supporters to enable youth so they can socialize with peers and adults. it helps them to get determined enough to set goals and compete for them, power to recover from defeat and resolve issues amiably (rees, 2008). present study shows high degree of all five mentioned indicators, which is due to the careful selection of audience for study. the scrutiny of audience was done after critical checking of their active participation in eca. the high degree corresponds to the inclination of audience towards positive results in pd through active participation in eca. 4. conclusion after statistical analysis of the data, it is clear that participation in eca results in positive impact on performance and achievements of a student. research showed that participation in eca enables a student to learn notable qualities linked with eca’s hidden curriculum. participation in eca adds on to the student personal and professional development in order to build a positive relation with society for their better democratic life. from the results of aforementioned research, it has been concluded that eca participation helps in attaining the outcomes of academic learning which is a preparation indictor of a student to work in professional environment, hence ultimately contributes to the professional development of a student. the practical implications is to improve employment chances of a fresh graduate and for better pd of a student, they should be encouraged to participate in eca. from the results of aforementioned study, it is clear that a student who participates in eca positively have better time, project, risk, conflict, resources management skills, along with leadership and teamwork skills and good professional ethics. their connection with school, classroom behaviour and their gpa will also improve. educational institutions should play their part to motivate students towards active participation in eca for their prosperous future. our study provides a gateway for researchers to study impact on student’s personality who actively participates in eca. pd of faculty in educational institutions and professionals in firms or organizations has been indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 76-85 84 inclination of students towards active participation in extracurricular activities as an effective tool for professional excellence education development in pakistan focused. the study emphasis on pd of students for their future. the present study has been limited due to selected audience however the room for study is to examine the impact on student’s personality and attitude by further classifying eca into different types like literary, technical, fine as well as performing arts. the study can be further extended by selecting a wide spectrum of audience from different backgrounds. acknowledgements the authors would like to thank the respondents who participated in this research. 5. references abizada, a., gurbanova, u., iskandarova, a., & nadirzada, n. (2020). the effect of extracurricular activities on academic performance in secondary school: the case of azerbaijan. international review of education, (0123456789). https://doi.org/10.1007/s11159-02009833-2 al-tarawneh, h., & battah, a. (2020). the relationship between psychological stress and self-efficacy among the educational supervisors in karak. journal of education and practice, 11(6), 102– 112. https://doi.org/10.7176/jep/11-613 bahdi, m. (2014). the impact of extracurricular activities on students’ academic oral proficiency. kasdi merbah university ouargla. craft, s. w. (2012). the impact of extracurricular activities on student achievement at the high school level. the university of southern mississippi. dalrymple, o., & evangelou, d. (2006). the role of extracurricular activities in the education of engineers. 9th international conference on engineering education, 24–30. denault, a.-s., ratelle, c. f., duchesne, s., & guay, f. 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(1) (2) (2019) 52-71 52 politicopragmatic power of positive hospitality comment of the followers account of indonesia’s president jokowi instagram oriented to the character education in the disruption era the politeness comments on the indonesian president jokowi instagram official account viewed from politico pragmatics and the character education orientation in the disruption era harun joko prayitno1, hari kusmanto2, yakub nasucha3, laili etika rahmawati4, norliza jamaluddin5, samsuddin6, awla akbar ilma7 1,2,3,4faculty of teacher training and education, universitas muhammadiyah surakarta, indonesia 5faculty of language and communication, upsi, malaysia 6faculty of social and humanitarian, upsi, malaysia 7faculty of arts and humanitiez, suez canal university, egypt doi: 10.23917/ijolae.v1i2.8785 received: september 7th, 2019. revised: september 25th, 2019. accepted: september 30th , 2019 available online: september 30th, 2019. published regulary: juli 1st, 2019 abstract politeness of expression and character education are both crucial aspects and related to indonesian education. in the context of communication where the advancement of the internet and technology has now made communication without limit, a new problem arises. the social media, e.g. instagram, gives space to their users to be more open in expressing his ideas and political opinions. this study aims to identify the forms of positive politeness acts of followers' comments on president jokowi's official instagram account and describe the intent of politico pragmatic power of positive politeness of followers of jokowi's instagram accounts. the data source of this study was the speech of followers on the official instagram account of indonesian president jokowi #menujuindonesiamaju managed by the president's digital communication team for the period october-november 2018. the study data were in the form of comments from jokowi's instagram account followers who had positive politico pragmatic politeness. the data collection technique was carried out using documentation, note-taking techniques, and continued with heuristic listening techniques. data analysis was performed with an intralingual equivalent technique which was strengthened by an extra lingual equivalent and sharpened with levinson's politeness analysis technique based on the principle of harmony in javanese culture. the results of the study showed that the form of positive politeness acts that were most used by followers was by giving attention to the speech partners. political propaganda power of dominant followers’ comments was in the form of the power to ask and support rather than the power of praise, the power of influence, the power of motivation, and the power of suggestion. it shows that instagram account followers have an optimistic attitude towards jokowi's leadership. jokowi's managerial, and leadership performance has a positive face among followers. the ability to praise, motivate, and advise is an essential component in the formation of children's character education in the disruptive era in education. keywords: political comments, positive politeness, language act, character education, disruption era. corresponding author: harun joko prayitno, faculty of teacher training and education, universitas muhammadiyah surakarta, indonesia, email: harun.prayitno@ums.ac.id indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae mailto:inunrahma29@gmail.com indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 52-71 53 politicopragmatic power of positive hospitality comment of the followers account of indonesia’s president jokowi instagram oriented to the character education in the disruption era 1. introduction politeness in language act needs special attention from and given examples by teachers, lecturers, and the community in general. politeness is not only related to language; politeness is also related to politics (politeness in politics). if the politeness matter is watched out for, it is not impossible, and there will be a shift and even a deficit. politeness matter of language usage at this time is very terrible. it is seen based on some previous research findings which state that there has been a use of impolite language. the following forms of impoliteness in language: ridicule and use of harsh words (mansor et al. 2014); direct criticism, spread hatred, and attack the personality of others (kusno & rahman, 2016); shifts and deficits in the politeness of language usage in students (noor & prayitno, 2016); and the use of dysphemia on social media (ulum & kusmanto, 2018). the country's official instagram account, jokowi, is one of the social media accounts that have the most followers. jokowi's instagram account has 17.7 million followers. the politeness strategy dialectics in commenting on jokowi's instagram account is interesting to be studied. how the politeness strategy used by followers in commenting is interesting to study the positive politeness values and the formation of children's character education. children's character education is an important aspect in the development of a nation (aisyah, 2014; koussouhon & dossoumou, 2015; zurqoni, retnawati, apino, & anazifa, 2019). acts of politeness in the language is a communication behavior that must pay attention to ethics. ethics or manners in communication must connect power and meaning (kusno dan rahman, 2016). speech participants' compliance with communication ethics can make harmonious speech relations or run smoothly. it is as stated by tamrin (2014) politeness is an effective communication strategy to avoid conflict between individuals in a communication. positive politeness acts can be realized in several forms. brown and levinson (in fauziati, 2016) mentions that there are fifteen positive forms of politeness which include: (1) paying attention to the wishes, likes, and needs of the speech partner; (2) giving attention; approval, and sympathy of speech partners; (3) intensifying the attention of the speaker by dramatizing events and facts; (4) using identity markers; (5) seeking approval; (6) avoiding disagreements with the speech partner; (7) shows similarities with speech partners (8) using jokes in communication; (9) shows understanding with speech partners when communicating; (10) showing an optimistic attitude; (11) involving speech partners in speech activities; (12) asking questions or asking for reasons; (13) offering or promising; (14) stating reciprocal relations; and (15) giving a gift. politeness, according to brown and levinson (in leech, 2014) is an effort to keep the face of the other person. it means that more speakers appreciate the speech partner the more it shows her polite personality (fitriani, 2015). an act of politeness in communication is not only seen from the selection of diction. it means that the context of a speech in communication plays an essential role in understanding language (sukarno, 2015). there are several aspects determine an act of communication which can be said politely, namely age, social distance, situation, time, place, and purpose in communication acts (jahdiah, 2018; najeeb, maros, & nor, 2012; h. k. tan, teoh, & tan, 2016). politico pragmatic power is the meaning that is implied behind an utterance, which indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 52-71 54 politicopragmatic power of positive hospitality comment of the followers account of indonesia’s president jokowi instagram oriented to the character education in the disruption era can move someone to do something that is meant in the implied meaning. yuliana et al. (2013) state power include meaning and semantically, power at the same time can be derived from meaning. politico pragmatic power cannot be interpreted based on the rules of grammar but through the principle of cooperation. through the study of the principle of cooperation, a new interpretation was found which obeys the principle of cooperation and thus is referred to as a politico pragmatic power. the use of language is essentially a representation of the personality of the speaker. as stated by leech (2014) assumes that meaning can be portrayed through semantic representation in a language, whereas power is given through implicature. furthermore, indirect illocutionary power is sufficiently expressed through implicature. implicatures are statements that refer to the speaker's mental state. in simple terms, it can be said that politico pragmatic power is the intention to be conveyed by speakers of a language. pragmatic studies and political discourse have been separated so far, so there is a need for integration called politico pragmatic studies. politico pragmatic study is the study of language in political discourse. it is as stated by prayitno (2015) linguistic studies that base on political messages to be used as political studies through politico pragmatics. it shows that pragmatic studies have explored indefinitely in the communication and computing industry 4.0 era at this time (prayitno et al. 2018). the phenomenon of language use containing politico pragmatic intent on instagram accounts which has now become an inseparable part of the child's living environment is an important issue in the formation of children's character education in schools. the problem is how the realization of positive politeness in the formation of children's character education is still in the process of growth and development in the era of disruption of education as it is today. an era of global computing that the aspects, processes, and outcomes of education are changing very quickly. therefore, the results and discussion of this study would focus on how a positive politeness manifestation of followers comments on jokowi's instagram account; and how the politico pragmatics power of the positive politeness comments of jokowi's instagram account followers in the perspective of identity formation and character education of children in the era of disruption of education. 2. method the main approach developed in this study is in the form of qualitative (tojo & takagi, 2017; zurqoni et al., 2019). the qualitative approach in this study is to produce a theoretical generalization in the political comments on jokowi's instagram account. by following the qualitative study method used in this study, the data in this study were in the form of comments that have a politeness value on jokowi's instagram account. the data source in this study was in the form of followers' comments in jokowi's instagram account from october to november 2018. language use became an important contribution to the successful campaign in the indonesian presidential election in the 2019-2024 period. the collection technique was done by using the documentation method and referred to the note-taking technique. the document referred to in this study was in the form of jokowi's instagram account followers’ comments. the method in this study was done by scrutinizing, which was scrutinized to the comments on jokowi's instagram account followers' comments. furthermore, after the data were obtained through indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 52-71 55 politicopragmatic power of positive hospitality comment of the followers account of indonesia’s president jokowi instagram oriented to the character education in the disruption era listening, the data were recorded on the data card according to the politeness strategy of commenting. the data analysis technique in this study used the intralingual equivalent method which was strengthened by the extra lingual equivalent technique (cisco, 2016; mahsun, 2014). the intralingual equivalent method in this study was used to identify the politeness strategy of commenting on jokowi's instagram account. the extra lingual equivalent method in this study was done by identifying the politeness of politeness and positive politeness contained in jokowi's instagram account comments in the perspective of harmony in javanese culture. (harun joko prayitno, ngalim, sutopo, rohmadi, & yuniawan, 2018; h. k. tan et al., 2016). 3. result and discussion the results and discussion of the following studies would focus on the embodiment of positive politeness acts of followers' comments on jokowi's instagram account and the intention of politico-pragmatic power of positive politeness of followers' comments on jokowi's instagram account on the perspective of identity formation and children's character education in the era of educational disruption. 1. form of positive politeness the positive politeness forms used by jokowi's instagram followers can be grouped into seven forms. the seven forms are (a) giving attention and sympathy; (b) showing optimism; (c) using identity tags; (d) asking questions (e) involving speakers in speech activities; (f) making promises; and (g) using jokes. the realization of a positive form of politeness, giving attention to leaders from the community to leaders is one of the best ways of political communication. this finding shows that the form of attention is not only from the leader to people, but also to embrace the two parties between the leader and people (adams, 2009; darwis, sciences, & sumatra, 2013; singh & chakrabarti, 2017). this finding is illustrated in figure 1. explanation: 1. give attention 2. show optimism 3. use an identity marker 4. asking questions 5. involving speakers in speech activities 6. give promises 7. use jokes figure 1. embodiment of positive politeness acts of jokowi’s instagram followers indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 52-71 56 politicopragmatic power of positive hospitality comment of the followers account of indonesia’s president jokowi instagram oriented to the character education in the disruption era a. giving attention to speech partners one of the objectives of communication can be achieved if the speaker and the speech partner give attention to one another. giving attention to the speech partner is as a form of positive politeness. abbas (2013) expressed positive politeness aimed at building friendly and harmonious relationships with speech partners. ways to pay attention to the mt (speech partner) are a polite way of communicating (ahmed & maros, 2017; kusno & rahman, 2016). the following is a line of comments in jokowi's instagram account in giving attention to the speech partner. table 1. politeness of giving attention to speech partners form context meaning [1] pak jokowi semoga menang, semoga semakin bisa memimpin negara, sehat selalu pak (seliindira.g29_, 7-10-2018) mr. jokowi may win; hopefully he can lead the country, always healthy, sir. (seliindira.g29_, 7-10-2018) jokowi posted a post regarding the opening of the 2018 asian para games, at the bung karno main stadium with bulan and archery athlete abdul hamid. giving attention to speech partner speech in data (1) is a political discourse of leadership. the above statement was delivered by the owner of the instagram account seliindira.g29_ on jokowi's post regarding the opening of the 2018 asian para games, at the bung karno main stadium with bulan and archery athlete abdul hamid. speech pak jokowi semoga menang, semoga semakin bisa memimpin negara, sehat selalu pak (mr. jokowi may win, hopefully, he can lead this country, always healthy, sir) is a form of attention to jokowi. it is as stated by yayuk (2016) over-attention to speech partners as a politeness strategy saved the face of speech partners in the context of this study is jokowi. acts of politeness in political communication are important to build good leadership; besides that, good political communication is one of the success factors in leadership. it is as stated by (öztürk, varoğlu, & varoğlu, 2017; prasetyo, 2014) that in order to achieve common goals between leaders and the community, good political communication is needed between the leaders and the people they lead. b. demonstrating optimism the form of positive politeness is then carried out by showing confidence or optimism to the speech partner. the speech partner in communication is happier with an optimistic person than a pessimist. the following comment on jokowi's instagram account shows an optimistic attitude. the data narrative (2) below is a political economic discourse. the owner delivers the utterances of the puspita5296 instagram account who commented on jokowi's post. through speech baru presiden yang ini, memintarkan rakyat (not until the current president, makes people smarter) shows an optimistic attitude to the stability of prices of staples and food. economic communication is an important thing for the development of economic activities such as the industry. a person working in the field of economics and business must have good communication indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 52-71 57 politicopragmatic power of positive hospitality comment of the followers account of indonesia’s president jokowi instagram oriented to the character education in the disruption era competencies; it is to support his success in the economic and business fields. it is as stated by darwis et al. (2013). in the business world, good communication, besides having good communication skills (of course), must also use various types of communication tools or media available to deliver business messages to other parties in an effective and efficient way. table 2. politeness of demonstrating optimism form context meaning [2] baru presiden yang ini, memintarkan rakyat. (puspita5296, 19-10-2018) not until the current president smarting the people. (puspita5296, 19-10-2018) jokowi posted an activity every morning, which was monitoring the development of prices of staples and food. show optimism to speech partner c. using greeting identity markers to pray the realization of positive politeness acts can be done by using identity markers. it is as stated by h.k et al. (2014) group identity markers are used in communication to build solidarity. the identity markers referred to in this study are in the form of greetings, dialects, jargon, or slang. following are comments in jokowi's instagram account that uses identity markers. table 3. politeness of using greeting identity markers to pray form context meaning [3] maju lagi pakdheku jokowi saya selalu mendoakan bapak (renahhappy78_11-10-2018)” going forward again my uncle jokowi, i always pray for you (renahhappy78_11-10-2018) jokowi posted a post regarding the opening of the 2018 asian para games, at the bung karno main stadium with bulan and archery athlete abdul hamid. utilizing identity and prayer for speech partner the data narration (3) above is a political discourse of leadership. the utterances are spoken by the renahhappy instagram account user. the comment was given on jokowi's post regarding the opening of the 2018 asian para games. political communication of leadership became important to shape jokowi's image. leiliyanti et al. (2017) state that jokowi's imaging model is community-oriented, which always updates its face with personal characteristics, is not centralized, and uses our pronouns, and places the public as active participants. pakdheku (my uncle) in indonesian means uncle. the use of the word aims to show the closeness between the speaker and the speech partner. it is as stated jauhari dan susanto (2014) that the use of identity markers functions to express positive politeness. in addition, the use of the word pakdheku can show politeness in language and shows a good relationship between jokowi and his people. it is as stated by sukarno (2018) that the purpose of the politeness act in a language is basically to save or protect the face, which in turn can produce good communica indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 52-71 58 politicopragmatic power of positive hospitality comment of the followers account of indonesia’s president jokowi instagram oriented to the character education in the disruption era tion between the speaker and the speech partner. d. giving questions to convince giving questions to the speech partners in communication is as a form of positive politeness. it is as stated by maros dan rosli (2017) that giving questions to the speech partner is as a strategy to avoid disputes and shows friendliness. through these questions, they show that the speech partners pay attention to the topics presented by the speaker. following are comments in jokowi's instagram account that has a positive politeness value by asking questions. table 4. politeness of giving questions to convince form context meaning [4] gimana pak masalah banser yang membakar bendera tauhid”? (indraprasethio, 22-10-2018)” how is the problem with the banser who burns the monotheism flag, sir? (indraprasethio, 22-10-2018)” jokowi uploaded a post about his activities in vastenburg fort solo to commemorate the santri (religious person, students of islam) day as a form of respect, appreciation, and gratitude for the kiai and religious scholars. utilizing questions to convince speech partner speech in data (4) above is a religiouspolitical discourse. the speech was delivered by the owner of the indraprasethio instagram account to ask about the case of burning the monotheism flag. speech gimana pak masalah banser yang membakar bendera tauhid (how is the problem with the banser who burned the monotheism flag, sir?) shows a form of positive politeness, through these questions. it shows the speaker is paying attention to what the partner said. religious politics is vital to increase public trust. abdullah (2017) states the use of the internet as a medium of religious communication is a sign of the importance of communication. the implication in the public sphere is to change public awareness of the relationship of religion with humans and to place religion as an object of questionable validity. building the image of religious institutions needs polite communication, both polite and religious. e. involving the speech partner in the victory prayer activity involving speakers and speech partners in speech activities is a form of positive politeness. the involvement of the speech partners in the act of communication can be done by using markers as we say. (jauhari, 2018) states that the use of our words in the act of communication has an effect or politeness. following are comments in jokowi's instagram account involving speech partners in communication. the data narration (5) below is a healthy political discourse. the speech was delivered by the owner of the instagram account didijournal who commented on jokowi's post. the use of the word kita (we) in data (5) is a form of positive politeness by involving speech partners in communication activities. courtesy action in the health sector is important for the success of health programs. it is as expressed by riauan dan shasrini (2017) one of the supporting factors that can improve the image of health services is therapeutic communication. setijowati (2018) indonesian people, especially women who indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 52-71 59 politicopragmatic power of positive hospitality comment of the followers account of indonesia’s president jokowi instagram oriented to the character education in the disruption era experience the most health cases, but they are far from the information. therefore, it is necessary to have a strategy in presenting information relating to health. one of them is by using polite language. table 5. politeness of involving the speech partner in the victory prayer activity form context meaning [5] jaga kesehatan ya pak, dan kita sebagai rakyat indonesia, tak henti mendoakan korban gempa dan indonesia, dan tak lupa kami menyelipkan doa agar bapak diberikan kesehatan dan kekuatan. (didijournal, 19-10-2018) take care of your health, sir, and we as the people of indonesia, endlessly pray for the victims of the earthquake and indonesia, and do not forget we put in a prayer for your health and strength. jokowi uploaded his meeting with world leaders in bali, one of whom was the un secretarygeneral antonio gutteres. involving speech partner in prayer for victory f. giving promises to the leadership victory communication that has certainty makes the speech partner feel satisfied. satisfaction is because communication goals can be achieved. aziz (2017) discloses that the agreement strategy helps to maintain harmony and increases solidarity with the speech partners. one form of positive politeness is by giving a promise of certainty to the speech partners. following is a comment on jokowi's instagram account that gives promises. table 6. politeness of giving promises to the leadership victory form context meaning [6] “kami pilih nomor 1 saja jokowi-ma’ruf amin untuk indonesia maju” (wawan_jiswan1, 20-11-2018) "we choose number 1 jokowima’ruf amin for the advancement of indonesia" jokowi uploaded a post regarding the anniversary of the prophet muhammad's birthday at the bogor palace. giving a promise for leadership victory the data narration (6) above is a religious-political discourse. the comment was given by the owner of the instagram account wawan_jiswan1 on jokowi's post. speech kami pilih nomor 1 saja jokowi-ma’ruf amin untuk indonesia maju (we choose number 1 jokowi-ma’ruf amin for the advancement of indonesia) included a form of positive politeness because the speaker gives a promise to the speech partner that the speaker will choose mr. jokowi and ma'ruf amin in the 2019 presidential election. the religious-political discourse in the data above relates to the celebration of religious holidays, namely the birthday of the prophet muhammad. commemoration of religious holidays is often used by politicians to communicate with speech partners. it is as indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 52-71 60 politicopragmatic power of positive hospitality comment of the followers account of indonesia’s president jokowi instagram oriented to the character education in the disruption era stated by rachmiatie et al. (2019) that religious events and commemorative holidays are often used as a place to communicate with constituents. g. using a joke for the leadership victory the use of jokes or humor in communication is indeed necessary, because through jokes often makes the speech partner feel happy. it is consistent with the statement of dynel (2016) in general the form of humor in a conversation saves a positive face. the realization of humor in commenting on jokowi's instagram account was also carried out. the following is a remark on jokowi's instagram account comments using humor. the speech in data (7) below is a political discourse of leadership. the comment was given by the owner of the instagram account 13_calviendr_reiky on jokowi's post about being together with mr. sutopo at the bogor palace. the utterances in the above data are comments in the form of leadership political humor. the use of humor in the data above is as a strategy to establish solidarity with speech partners. it is as stated by herniti et al. (2016) humor in pragmatics is allowed because humor signifies intimacy and serves to break the ice in political communication. furthermore, dynel dan poppi (2019) states the main purpose of humor is to create entertainment. table 7. politeness of using a joke for the leadership victory form context meaning [7] “potong bebek angsa: potong bebek angsa masak di kuali bikin maju bangsa harus dua kali dukung jokowi for 2 kali tralalalalalala jokowi capres amin cawapres tralalalalalalala (13_calviendra_reiky, 12-102018)” "cut the goose duck: cut the goose duck cook on a cauldron make the nation go forward must be twice support jokowi for 2 times tralalalalalala jokowi is a candidate amin is the running mate tralalalalalalala” jokowi uploaded his together with mr. sutopo who came at bogor palace. make use of jokes for leadership political communication of polite leadership is one of the keys to success in leadership. the dimension of leader political communication is not only verbal. it is as stated (riaz, 2010) political communication includes visual representations such as clothing, make-up, hairstyles, logos, etc., so it is not only limited to verbal forms. furthermore, arumsari et al. (2017) express that politics is basically nothing but communicating. one of the political communication strategies of leadership that can be built is by using humor. indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 52-71 61 politicopragmatic power of positive hospitality comment of the followers account of indonesia’s president jokowi instagram oriented to the character education in the disruption era 2. politico pragmatic power of positive politeness politico-pragmatic power is the meaning that is implied behind an utterance, which can move someone to do something that is meant in the implied meaning. the politico pragmatic power found in the followers of instagram account followers is as follows: the power to request; praise power; power supports; power effect; motivating power; and power suggest. the following table presents a classification chart of positive politico-pragmatic politeness in jokowi's instagram account. based on figure 2 below, the power of politico pragmatic is the most dominant. it shows the speaker has many requests submitted to the speech partner. requests submitted to speech partners include pleading to maintain health and pleading to become president in 2019-2024. this pleading strategy is a trait used by the people led by their leaders. communities are socially under the coordination of their leaders (barati, tajrishi, & sajedi, 2012; h.j. prayitno, ngalim, rohmadi, & riyanto, 2018). this strategy is important to be used as character education for children to their teachers. a positive politeness strategy that stems from an internal urge that respecting others is an awareness (healy, 2018; k. h. tan & farashaiyan, 2012). illustration of the complete discussion is given through the following discussion. figure 2. taxonomy of meaning of politico pragmatic power of positive politeness in jokowi's instagram account followers comments a. begging power politico pragmatic power of requesting is the strength of the message generated from jokowi's instagram account followers’ comments for begging. power begs in jokowi's instagram account comments used to invoke speech partners to maintain health and beg to become president. slamet dan suwarto (2013) state that the application form includes directive speech acts. the following table 3 presents the power of begging. 1. the power of begging to maintain health the power of begging to maintain health in terms of jokowi's instagram account is intended so that the speech partners maintain health. it is due to the work of the speech partner as a busy president. the following indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 52-71 62 politicopragmatic power of positive hospitality comment of the followers account of indonesia’s president jokowi instagram oriented to the character education in the disruption era data shows the power begging to maintain health. speech in data (8) below is delivered by the owner of the instagram account didijournal. the speech is a healthy political discourse; in the speech there is the power to beg for health. it can be seen in the speech jaga kesehatan ya pak, dan kita sebagai rakyat indonesia, tak henti mendoakan korban gempa dan indonesia, dan tak lupa kami menyelipkan doa agar bapak diberikan kesehatan dan kekuatan (take care of your health, sir, and we as the people of indonesia, endlessly pray for the victims of the earthquake and indonesia, and do not forget to pray for your health and strength). table 8. politeness of begging to maintain health explicator context meaning [8] jaga kesehatan ya pak, dan kita sebagai rakyat indonesia, tak henti mendoakan korban gempa dan indonesia, dan tak lupa kami menyelipkan doa agar bapak diberikan kesehatan dan kekuatan. (didijournal, 19-10-2018) take care of your health, sir, and we as the people of indonesia, endlessly pray for the victims of the earthquake and indonesia, and do not forget we put in a prayer for your health and strength. jokowi uploaded a post about his togetherness with many world leaders who were present in bali. begging the context of the speech above occurs because mr. jokowi uploaded his togetherness with world leaders in bali to participate in imf world bank activities. therefore, his busy schedule, following the activity that is so busy, the speaker asks the speech partner to take care of their health. 2. the power of begging to become president the second begging power in jokowi's instagram account followers’ comments is to beg to be president. it was motivated by jokowi's leadership which was considered good by the speakers. thus, the speaker begs jokowi to become president for the second period, namely the 2019-2024 period. the following is a helpless commentary requesting to become president. table 9. politeness of begging to become president explicator context meaning [9] sehat selalu pak jokowi biar bisa memimpin indonesia 5 tahun lagi. indonesia sangat membutuhkan pemimpin seperti bapak (nawaty0, 7-10-2018) always be healthy, mr. jokowi so you can lead indonesia in 5 years. indonesia really needs a leader like you. jokowi posted a post regarding the opening of the 2018 asian para games, at the bung karno main stadium with bulan and archery athlete abdul hamid. begging to be president speech in data (9) above is a political discourse of leadership. the speech above is powerless to ask the speech partner to become the president of indonesia for 20192024. it can be known through speech sehat selalu pak jokowi biar bisa memimpin indonesia 5 tahun lagi. indonesia sangat membutuhkan pemimpin seperti bapak (be healthy indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 52-71 63 politicopragmatic power of positive hospitality comment of the followers account of indonesia’s president jokowi instagram oriented to the character education in the disruption era always, mr. jokowi so you can lead indonesia in 5 years. indonesia really needs a leader like you) intends to plead to the speech partner to become the second president of indonesia 2019-2024. the context of the speech is motivated because jokowi uploaded his activities in the opening of the 2018 asian para games. asian para games is a sports party for people with disabilities. based on this, speakers intend to plead for jokowi to become president in the second period. it means that the speaker feels happy with jokowi's leadership. b. power of praise the power of politico pragmatic praise is the power of the message generated from jokowi's instagram account followers' comments to praise jokowi's achievements in leading indonesia. power of praise of jokowi's instagram account comments is used to compliment the speech partner because of the achievements he had made, especially when he became president. kusno (2015) says that expressing praise is as a form of appreciation for others. the following comments are the power of praise. table 10. politeness of praise power explicator context meaning [10] cuma di jaman pak jokowi idonesia prestasinya mendunia (arclim_cm, 8-112018) only in the era of mr. jokowi, indonesia's achievements become worldwide jokowi uploaded the posting of eko yuli irawan's arrival at the merdeka palace, returning from the world weightlifting championship in turkmenistan. praising speech in data (10) above is a political discourse on sports. the speech above is delivered by the owner of the arclim_cm instagram account. the utterances have the power of praise. it can be seen in the speech cuma di jaman pak jokowi idonesia prestasinya mendunia (only in the era of mr. jokowi, indonesia's achievements become worldwide) the speaker of the speech intends to praise the achievements of the global sporting world. the sport's achievements were due to jokowi's leadership. based on this, the speaker intends to praise jokowi. the context of the speech was delivered because jokowi uploaded the arrival of eko yuli irawan at the merdeka palace, after returning from the world weightlifting championship in turkmenistan. eko yuli irawan is a weightlifting athlete, at the 2018 asian games event getting gold medalist. based on this, the speakers praised the achievements of the nation's children worldwide; it is inseparable from the success of jokowi's leadership in the field of sports. jokowi also gave a good appreciation to the athletes who excel. 3. power of supporting supporting politico pragmatic power is the strength of the message generated from jokowi's instagram account followers’ comments to support jokowi's leadership in the second period, namely 2019-2024. supporting power in jokowi's instagram account comments is used to support speech partners because the leadership can be said to be successful. the following are the supportive power comments. the speech in data (11) is a religiouspolitical discourse. the utterances mentioned above have supporting power to support jokowi's leadership for the 2019-2024 peri indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 52-71 64 politicopragmatic power of positive hospitality comment of the followers account of indonesia’s president jokowi instagram oriented to the character education in the disruption era od. it can be seen in the speech selamat memperingati maulid nabi pak jokowi. sehat selalu pak. salam jempol 2 periode (congratulations in commemorating the birthday of the prophet, mr jokowi. always healthy, sir. thumbs greeting for 2 periods). the intention or the power of speech is supporting jokowi's next leadership, which is to become president. table 11. politeness of suporting power explicator context meaning [11] selamat memperingati maulid nabi pak jokowi. sehat selalu pak. salam jempol 2 periode (ryan_setiawan21, 20-112018) congratulations in commemorating the birthday of the prophet, mr. jokowi. always healthy, sir. greetings thumb for 2 periods. jokowi uploaded a post regarding the anniversary of the prophet muhammad's birthday at the bogor palace. supporting the context of the speech in the data above is due to jokowi's activities in commemorating the birthday of the prophet muhammad at the bogor palace. the speech has supporting power to support jokowi's leadership for two periods. speakers in the data give greetings to 2 periods. based on that statement in the data above, it has supporting power. 4. power of influence politico-pragmatic power of influence is the strength of the message arising from the comments of jokowi's instagram account followers with the aim of the speech partner to choose jokowi in the 2019 elections. the power of influence in jokowi's instagram account comments is used to influence the speech partners to choose jokowi as president. isa (2010) psychological and social factors will significantly affect an action, including speech acts that are directed towards the speech partner. the following are comments which have the power of influence. table 12. politeness of influence power explicator context meaning [12] presiden joko widodo blusukan hari minggu ke pasar anyar di kota tanggerang, banten, ini pasar tradisional kedua yang saya kunjungi pekan ini. coblos no 1 saja jokowima’ruf amin 2019 indonesia semakin maju (wawan_jiswan1, 20-10-2018) president joko widodo was wandering around on sunday to pasar anyar (the brand-new market) in tangerang city, banten. it is the second traditional market that i visited this week. vote only number one jokowi-ma'ruf amin. in 2019 indonesia is getting ahead. jokowi memposting kegiatan setiap pagi, yakni memantau perkembangan harga bahan pokok dan pangan. jokowi posted an activity every morning, which was monitoring the development of prices of staples and food. influencing indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 52-71 65 politicopragmatic power of positive hospitality comment of the followers account of indonesia’s president jokowi instagram oriented to the character education in the disruption era speech in data (12) is an economic political discourse. the utterance was delivered by the instagram account voter of wawan_jiswan1. the speech has the power of influence. it is seen from the utterances presiden joko widodo blusukan hari minggu ke pasar anyar di kota tanggerang, banten, ini pasar tradisional kedua yang saya kunjungi pekan ini. coblos no 1 saja jokowi-ma’ruf amin 2019 indonesia semakin maju (president joko widodo was wandering around on sunday to pasar anyar (the brand-new market) in tangerang city, banten. it is the second traditional market that i visited this week. vote only number one jokowi-ma'ruf amin. in 2019 indonesia is getting ahead). the speech begins with jokowi's wandering around activities every sunday, but in the end, the speaker influences the speech partner to elect jokowi as president in the 20192024 period. the context of the speech in the data above is because jokowi posted activities every morning, which is monitoring the price of staples and food. it was done to control the prices of basic needs and food because previously it was rumored that prices of basic needs and food had increased. therefore, the speaker influences the speech partner by saying that jokowi every sunday bludges on the market to monitor the price of basic needs and food. 5. power of motivating motivating of politico pragmatic power is the power of the message generated from jokowi's instagram account followers' comments to motivate the speech partners to work enthusiastically despite criticism, scorn, slander and so on. motivating power in jokowi's instagram account comments is used to motivate jokowi in carrying out state duties, even though he is being criticized that he must remain enthusiastic. the following comments are powerless influences. speech on data (13) below was conveyed by the owner of the instagram account ibrahimnurhadi. the speech has power of motivating the speech partner. it can be seen in the speech indonesia bukan dengerin suara netizen. tetapi dengerin suara hati rakyat. semangat terus pakdeh. doa saya sebagai muslim agar selalu siberikan pemimpin yang baik (indonesia is not listening to the voice of netizens. but listen to the conscience of the people. keep up the spirit, uncle. my prayer as a muslim is to always provide a good leader). the purpose of the speech is to give motivation to speech partners in carrying out state duties. table 13. politeness of motivating power explicator context meaning [13] indonesia bukan dengerin suara netizen. tetapi dengerin suara hati rakyat. semangat terus pakdeh. doa saya sebagai muslim agar selalu siberikan pemimpin yang baik (ibrahimnurhadi, 19-10-2018) indonesia is not listening to the voice of netizens. but listen to the conscience of the people. keep up the spirit, uncle. my prayer as a muslim is to always provide a good leader. jokowi posted a post regarding the opening of the 2018 asian para games, at the bung karno main stadium with bulan and archery athlete abdul hamid. motivating indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 52-71 66 politicopragmatic power of positive hospitality comment of the followers account of indonesia’s president jokowi instagram oriented to the character education in the disruption era the context of the speech is that jokowi uploaded a post regarding the opening of the 2018 asian para games, at the bung karno main stadium with bulan and archery athlete abdul hamid. the convening of the asian para games in indonesia some like and some others do not like. therefore, the speaker gives motivation to the speech partner that in carrying out the tasks of the state there must be some who mock and some support. 6. power of suggesting politico-pragmatic power of suggestion is the strength of the message generated from jokowi's instagram account followers comments with the aim that the speech partner pays attention to the price of food commodities. purnami (2018) states the form of advice can be in the form of instructions or advice orders. suggestions are communication strategies of sociopragmatic communication to shorten the closeness of social distance between speakers and speech partners. suggestions that positive value politeness is suggestions that are free from the interests that give advice. this advice is driven by internal motivation so that the advice given becomes better. suggestions are a form of scholarship and social attention (gertsog, danilova, korneev, savchenkov, & uvarina, 2017; robertson, hepburn, mclauchlan, & walker, 2017). the power of suggesting in jokowi's instagram account comments the form of a suggestion command. the following comment has the power of suggestion. table 14. politeness of suggesting power explicator context meaning [14] coba bapak perhatikan juga harga kelapa sawit di kalimantan hanya rp. 700 tidak sesuai dengan yang didapat tolong bapak perhatikan juga masyarakat yang berpenghasilan hanya dari kelapa sawit (indriyani05, 1-102018) sir, try to also pay attention to the price of palm oil in kalimantan. it is only rp. 700. it does not match which what is obtained by us. please also pay attention to the people who earn only from palm oil. jokowi posted an activity every morning, which was monitoring the development of prices of staples and food. suggesting speech in data (14) above is an economic-political discourse. the utterances are utterances which have the power of suggestion. it can be seen in the utterances delivered by instagram account owners indriyani05, coba bapak perhatikan juga harga kelapa sawit di kalimantan hanya rp. 700 tidak sesuai dengan yang didapat tolong bapak perhatikan juga masyarakat yang berpenghasilan hanya dari kelapa sawit (sir, please pay attention also to the price of palm oil in kalimantan. it is only rp. 700. it does not match which what is obtained by us. please also pay attention to the people who earn only from palm oil). the purpose of the speech is to suggest the speech partner pay attention to the price of oil and pay attention to people who only earn from oil palm. the context of the speech is jokowi posts activities every morning to monitor the development of prices of staples and food. speakers who practice as palm oil farmers indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 52-71 67 politicopragmatic power of positive hospitality comment of the followers account of indonesia’s president jokowi instagram oriented to the character education in the disruption era advise so that the speech partners monitor not only the price of food and basic needs such as vegetables and meat but also the price of oil palm which is only seven hundred rupiahs. in addition, speakers also provide advice to speech partners to pay attention to communities that only earn income from oil palm. 4. conclusion the rule that results from this study is that a form of positive politeness that can be used by followers to comment on the instagram account of the highest official in a country is by giving attention to the speech partner. the integration of attention and leadership becomes an important foundation in the sustainability of public leadership. politopragmatic politeness of positive politeness comments of instagram account followers both aimed at the power of request, the power of praise, the power of support, the power of influence, the power of motivation, and the power of suggestion to be the glue of two persons between the leader and the person he leads. it shows instagram account followers have an optimistic attitude towards jokowi's leadership. jokowi's instagram account followers have a sense of trust in the success of jokowi's leadership. the attitude of optimism and a sense of trust between two entities, namely the leader and the leader they lead are the values of the main character education in the era of disruption of education as it is today. 5. references abbas, n. f. 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(2019). impact of character education implementation: a goal-free evaluation. problems of education in the 21st century, 76(6), 881–899. https://doi.org/10.33225/pec/18.76.88 1. microsoft word (final) ana yuliana.doc indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 48-56 48 “make a match model” for improving the understanding of concepts and student learning results “make a match model” for improving the understanding of concepts and student learning results ana juliani1, ali mustadi2, intan lisnawati3 1,2department of elementary school teacher education, universitas negeri yogyakarta, indonesia 3mathematics department, national central university, taiwan doi: 10.23917/ijolae.v3i1.10269 received: february 15th, 2020. revised: march 23th, 2020. accepted: march 25th, 2020 available online: april 20th, 2020. published regularly: january 1st, 2021 abstract this study applies the “make a match model” to mathematics subjects, in increasing the ability to understand concepts and student learning outcomes in mathematics. this type of research is classroom action research (car) and uses a kemmis and taggart model design with four stages, namely 1) planning, 2) action, 3) observation, and 4) reflection with a qualitative approach. this study uses 3 cycles, namely pre-cycle, cycle i and cycle ii. each cycle consists of four stages, namely: planning, action, observation, and reflection. this research was conducted at yogyakarta pgri university. the research subjects are secondsemester students majoring in elementary education (pendidikan guru sekolah dasar, hereafter called “pgsd”). the instrument used was a test that contained questions in the form of essays. analysis of the data used is qualitative descriptive analysis. the results were obtained based on indicators of concept understanding, namely in the second cycle which increased including 1) students who were able to restate the concept from 62.50% in the pre-cycle to 76.38% in the second cycle, 2) students who were able to give examples 72.76% in the pre-cycle to 76.38% in the second cycle, 3) students who are able to present concepts in various representations from 70.86% in the pre-cycle to 85.34% in the second cycle, and 4) students who are able to associate internal or external make a match model from 70.69% pre-cycle to 76.38% in cycle ii. it was concluded that the “make a match learning model” can improve students' understanding of concepts and learning outcomes in mathematics learning. keywords: learning results, make a match model, understanding of concepts corresponding author: ana juliani, department of elementary school teacher education, universitas negeri yogyakarta, indonesia e-mail: anajuliani1993@gmail.com 1. introduction the development of assessment models for students has always been a polemic among academics and practitioners, and further reinforces that assessment in learning is very important. classification of assessment of learning outcomes according to bloom's taxonomy consists of cognitive aspects, attitudes and skills. therefore, the assessment of learning outcomes must be comprehensive based on these three aspects (anderson, 2011). in general, learning outcomes include several aspects, namely cognitive views of the learning process, and affective views of learning outcomes. hu (2014) says cognitive learning processes are often measured as test scores and assignments, while affective learning outcomes are often measured in terms of attitudes, values, aspirations, personalities and self-concepts. brooks (2014) concluded in his research that assessment of learning outcomes is expected indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 48-56 49 “make a match model” for improving the understanding of concepts and student learning results to change the way students learn. whereas keshavarz (2011) argues that learning outcomes focus on the cognitive development, behavior and attitudes of students as seen from the way they interact in learning activities. locke (suneetha, rao & rao, 2011) revealed that mathematics is one way for students to solve problems using the power of reasoning. in addition to exercising the power of reasoning, he also develops students' mental abilities in logical thinking, observing, remembering, concentrating, and increasing student confidence (suneetha, rao, and rao, 2011). there are several important things that need to be considered in learning mathematics, namely: 1) teaching about developing student characteristics, 2) involving students in every learning activity in mathematics, 3) changing learning from concrete learning to abstract, and 4) using good communication to encourage student understanding (reys, 2012). eurika & fritz (2018) argue that mathematics learning must combine empirical findings with curriculum demands. another opinion was expressed by targated news service (2015), that mathematics is a very important science of curriculum in the world, because it must be able to invite students to be able to think critically and solve problems that are classified as complex and can compete in this 21st century. while zipper et al (2017) argue that mathematical skills are very valuable because they are considered professional ;in everyday life mathematics is used to manage finances. mathematical learning will be more meaningful when learning is dominated by active students while the teacher acts as a facilitator (smith, 2018). in addition, learning mathematics must also be fun, inspiring, innovative and diverse so that students are easier and more effective in capturing learning (rootzen, 2015). so by learning mathematics someone has attitudes and habits of critical, logical, and systematic thinking. understanding concepts is the key to learning. understanding this concept emphasizes that every material taught to students is not only memorized, but also for practice that students will do. if students do not have a good understanding of concepts, students lack understanding of material concepts in mathematics, so students cannot solve mathematical problems correctly. a teacher's understanding of how a student can learn mathematics is an important element to start understanding misconceptions in mathematics (hansen, 2011). li & ni (2013) said that understanding the relationship of mathematics with everyday life can be a new challenge for lecturers in learning. satrio (2016) in his research revealed the low achievement, understanding of concepts and student learning outcomes due to several factors, including the use of mathematical learning models that are considered ineffective for students, the lack of student focus in learning so that when lecturers provide opportunities to ask questions about material that is not yet understood, no one dared to ask questions because they did not understand what was explained by the lecturer, and gave examples of questions and practice questions to students. the learning model makes students only as static objects that must obey all instructions from the lecturer, thus making students passive in participating in learning. an important role in conceptual understanding of mathematics learning is to balance factual knowledge with procedural abilities, so students can become active and effective learners (six principles for school mathematics, 2014). the instruction process for students both with and without disabilities, lecturers need a diagnostic process to assess indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 48-56 50 “make a match model” for improving the understanding of concepts and student learning results students' level of understanding of make a match model (hunt & little, 2014). instruction is a process that can help students to achieve learning targets (nitko & brookhart, 2011). in bloom's taxonomy, understanding is the ability to absorb the meaning of a subject, where a student will be declared to understand the material if it can construct the meaning of the message received both orally and in writing (anderson & krathwohl, 2010). the results of preliminary observations made on pgsd students found that elementary school mathematics learning outcomes are still low. in addition, there were several problems found, including students who were busy talking about unrelated learning materials, student activities related to learning were still low because students listened more to the material from lecturers, students were less responsive when lecturers were having difficulties. turn on the lcd to use it to convey the material, the learning methods used do not vary, some even sleep when the lecturer explains the material. if this is not handled immediately, it will greatly affect the student's final grade. several other problems are identified as factors that cause low student learning outcomes: first is learning that is dominated by lectures or presentations by lecturers and students record what is explained by the lecturer, then lecturers hold the mid semester exams and final semester exams. with such learning students are not given the opportunity to hone their abilities or knowledge. so learning motivation is reduced and interest in learning basic mathematics decreases. second, the lecturer does not arrange the environment and learning atmosphere. the learning environment and atmosphere still looks conventional and monotonous. the learning table arrangement still uses the old pattern, where the learning table is arranged in one line so students sit sideways and extend backwards. by setting this learning environment and atmosphere, it causes absorption and understanding of students' concepts to differ between those who sit in the front and those who sit in the back. third, lecturers pay less attention to the different characteristics of each student. for this reason, it is important to make improvements in the learning process through the application of creative and innovative cooperative learning models. thus, students become interested in learning basic mathematics. according to arends & kilcher (2010) cooperative learning is a learning strategy carried out in groups to maximize active students in learning, active in interacting and active in working together. this is confirmed by pederson & digby (2013) which states that cooperative learning can be used at the educational level in each subject. this opinion is commensurate with the research results of thruston, karagiannidou, tolmie, christie, murray, topping (2010) who said that cooperative learning can be applied at all levels of education and can improve student learning outcomes. one model of cooperative learning that can be applied in mathematics learning is a match learning model. rusman (2012) explains that the match model is a model that can be used for all subjects and for all age levels of students, and in this method students look for pairs of cards while learning about concepts or topics in a pleasant atmosphere. agus suprijono (2012) suggests that the things that need to be prepared if learning is applied with the match model are cards. cards consist of cards that contain questions and other cards that contain answers to these questions. so, according to researchers through the application of the match type of cooperative learning model, it will be more helpful for students to understand mathema indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 48-56 51 “make a match model” for improving the understanding of concepts and student learning results tical concepts and can also improve learning outcomes. based on the description above, the purpose of this study is to apply the match learning model, to improve understanding of concepts and student learning outcomes in mathematics. this study also aims to determine the contribution of the match learning model to the understanding of concepts and student learning outcomes. 2. method this research was conducted at yogyakarta pgri university. this type of research is classroom action research. suharsimi arikunto (2010) said briefly that classroom action research is a learning activity that consists of actions that are raised and carried out simultaneously in the classroom. the research subjects were 29 students in class a7, with the composition of 18 female students and 11 male students.. the data analysis technique used in this study uses quantitative analysis and uses descriptive statistics. in this study, data collection techniques used for research are through tests that contain a series of questions.the test given is adjusted to the specific learning objectives to be achieved, then adjusted to the mathematics material of a7 grade students of yogyakarta pgri university and by using the make a match learning model given by the lecturer. the ability to understand concepts and student mathematics learning outcomes through the application of make a match learning models can be said to be complete if they meet the completeness criteria. to calculate the percentage of students' understanding of concept achievement, a formula is used: k = information: k : percentage of achievement indicator of understanding concepts and learning outcomes. : the number of scores achieved on the indicator of understanding concepts and learning outcomes : the total score of the indicator multiplied by the number of students this classroom action research is divided into 2 cycles and each cycle consists of 2 meetings. the steps of conducting this research through four stages, namely: planning, action, observation, and reflection (arikunto, 2010: 137). the flowchart used in this research can be described: figure 1. class action research model according to kemmis & m. taggart (arikunto, 2008:16) indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 48-56 52 “make a match model” for improving the understanding of concepts and student learning results 3. result and discussion learning that has been done thoroughly in the action cycle i and cycle ii through the application of the making a match learning model, shows an increase in understanding of concepts and learning outcomes in mathematics in accordance with the indicators that have been used by researchers. cycle i was conducted in 1 meeting, namely on march 28, 2018, with an allocation of meeting time 2 x 50 minutes at 12:30 14.50. in this first cycle, the material taught is about multiplication and division numbers. cycle 1 consisted of 4 stages, namely the planning stage, the action stage, the observation stage, and the reflection stage. in the first stage, namely the planning stage, the researcher designed the learning tools and instruments and discussed these tools and instruments with the elementary mathematics lecturer in the elementary education (pgsd) study program yogyakarta pgri. the next stage is the action stage using the making a match model. from the results obtained during the study, the learning process provided by the lecturer was in accordance with the planning of the learning tools that had been prepared together with the researcher. the learning steps that have been planned in the study use the “make a match learning model”, in which the lecturer opens the lesson and absences the student, makes an agreement with the student about the learning model that will be used laterthe “make a match model”, arranges the classroom layout into the letter u to make it easier for students do a game with the model of making a match, then the lecturer gives apperception and learning objectives to students while showing 2 types of cards namely question cards and answer cards. after the lecturer gives the apperception and learning objectives the lecturer explains the material about multiplication number and distribution number for 30 minutes. when explaining the material, there were still some students who did not focus on learning, such as cool chatting alone, and sleeping in the classroom. then the lecturer gives the opportunity for students to ask questions related to the material that has been delivered that they do not understand. after explaining the material, the lecturer held a demonstration by asking all students to make two large groups, the group formed in a long line in the middle of the room and facing each other between group a and group b. then the lecturer took the question card and answer card and explained it to students about how to play. after the lecturer explains the rules of the game, the lecturer distributes question card to group a and answer card to group b, and invites students to immediately look for the pair of cards held without giving students the opportunity to think which pair of cards they have. after students get the pair of cards, students immediately report to the lecturer and immediately sit in pairs. from this game, the lecturer noted that only 15 pairs of students managed to find their partners and 14 students who did not find their partners. for students who have succeeded in collecting points, the lecturer gives an award, as well as motivation for students who have not yet managed to find a card partner and who do not get points. this demonstration is carried out for 20 minutes. then the lecturer closes the lesson by praying and saying hello. student learning outcomes in basic mathematics subjects is the level of understanding of student concepts that can be mastered by students on the material that has been delivered by the lecturer, namely cognitive abilities, affective abilities, and psychomotor abilities. the learning outcomes and understanding of this concept can be shown as follows: indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 48-56 53 “make a match model” for improving the understanding of concepts and student learning results table 1. data about increasing the understanding of concepts and mathematics learning outcomes of upy pgsd students table 1 shows the comparison of student learning outcomes before conducting research and after conducting research. the results obtained are not too high but have increased in each cycle. the following data improve the understanding of concepts and student learning outcomes before and after research in graphical form: figure 2. pre cycle understanding results the concepts and learning outcomes of upy pgsd students figure 3. the results of the first cycle of understanding the concepts and learning outcomes of upy pgsd students 67.50% 74.14% 75.17% 74.66% 60% 65% 70% 75% 80% re sta te… gi ve … pr es en … co nn e… cycle i cycle i no aspect before research after research cycle i cycle ii 1 restate the concept and learning outcomes 62.5% 67.5% 76.03% 2 give an example 72.76% 74.14% 76.38% 3 presenting the concept of 70.86% 75.17% 85.34% 4 connecting concepts with everyday life 70.69% 74.66% 76.38% indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 48-56 54 “make a match model” for improving the understanding of concepts and student learning results figure 4. the results of the second cycle of understanding the concepts and learning outcomes of upy pgsd students research conducted by researchers on understanding concepts and student learning outcomes in mathematics has increased from before the implementation of the action to the first cycle and the second cycle of action by applying the “make a match learning model”. this can be shown from the indicators, namely 1) students who are able to restate the concept from 62.50% to 76.38%, 2) students who are able to give examples from 72.76% to 76.38%, 3) students are able to present concepts in various representations from 70.86% to 85.34%, and 4) students who are able to connect mathematical concepts internally or externally from 70.69% to 76.38%. overall the model of “make a match learning” can improve the understanding of concepts and student learning outcomes in mathematics from cycle i to cycle ii. increased understanding of students' mathematical concepts can clearly be seen in cycle ii. the learning process in the second cycle shows students' attitudes that can be controlled through learning activities provided by the lecturer. this condition has an impact on increasing understanding of mathematical concepts in restating concepts, giving examples, presenting concepts, and linking mathematical concepts internally or externally. based on the results of discussions between lecturers and researchers, the use of “make a match model” can be used as an alternative in improving the understanding of concepts and mathematics learning outcomes of pgsd students. this research was conducted by applying two learning cycles with the same learning model as that make a match. the results of the study through the test, pre-cycle activities 29 students on the first indicator can be seen that students' understanding of make a match model is still very low with an average of 62.5% or equivalent to 11 students who completed 29 students, then in the first cycle increased to 67.5% but in this cycle 1 the number of students who finished was still the same as the pre-cycle which was 11 students who completed from 29 students because in the first cycle there was no increase, so research in cycle ii, in this cycle student’s understanding of make a match model had increased to 76.03%, with 24 students completed from 29 students. so the increase in understanding of concepts and learning outcomes of upy pgsd students between cycle i to cycle ii was 8.53%. then the results of research through tests on concept of understanding and learning outcomes, in pre-cycle activities of 29 students on the second indicator can be seen that the understanding of concepts and student learning outcomes in mathematics is quite good with an average of 72.76% or equivalent to 22 students who have comple indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 48-56 55 “make a match model” for improving the understanding of concepts and student learning results ted from 29 students, then in the first cycle increased to 74.14% ie as many as 25 students who completed from 29 students, then in the second cycle the understanding of concepts and learning outcomes of students increased to 85.34% ie as many as 27 students who completed from 29 students. so the increase in understanding of concepts and learning outcomes of upy pgsd students between cycle i to cycle ii was 11.2%. then in the third indicator in the precycle activities, it is known that the average understanding of make a match model of students is 70.86% or as many as 13 students who finished out of 29 students because in the pre-cycle activities the number of students completing is still small; the researchers take action by applying cycle i. in the first cycle the results obtained an average understanding of concepts and learning outcomes of 75.17% or as many as 22 students who completed. it can be seen from the precycle activities to cycle i experienced a significant increase, but researchers are still trying to continue the cycle to cycle ii. after the second cycle is applied, the average results of understanding concepts and mathematics learning outcomes of students are obtained by 85.34% or as many as 26 students who complete. so it can be concluded on this third indicator that students have begun to understand mathematical concepts given by the lecturer. so the increase in understanding of concepts and learning outcomes of upy pgsd students between cycle i to cycle ii on this third indicator is 10.17%. finally, in the indicator four, the precycle results obtained the average understanding of make a match model is 70.69% or 17 students who completed from 29 students. because in the pre-cycle activities the number of students who completed was still relatively small, the researchers took action by applying the first cycle. in the first cycle, the average understanding of the concept was 74.66% or 23 students who completed it. from pre-cycle activities to cycle i can be seen that the average understanding of the concept of students has increased significantly, but researchers are still trying to continue the cycle to cycle ii. after the second cycle is applied, the average result of understanding make a match model is obtained by 76.38% or as many as 24 students who complete it. then it can be concluded on this fourth indicator, students have begun to understand make a match model given by the lecturer. so the increase in understanding of the concept of upy pgsd students between cycle i to cycle ii on this fourth indicator is 1.72%. from the results of the tests carried out from cycle i to cycle ii, the researcher can conclude that the application of the “make a match learning model” has been proven to be able to improve the understanding of concepts and learning outcomes of upy pgsd students. these results can be proven by the average and the number of students who complete each cycle on each indicator. 4. conclusion based on the results of the above research conducted on a7 grade pgsd students it can be concluded that 1) “make a match” is a learning model designed to help students learn and understand the material, and help improve student learning outcomes, 2) the “make a match model” can be used in mathematics learning and greatly helps improve student learning outcomes, and 3) based on the test instrument used there is an increase in understanding of concepts and student learning outcomes. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 48-56 56 “make a match model” for improving the understanding of concepts and student learning results 5. references agus, suprijono. 2012. cooperative learning: teori dan aplikasi paikem. yogyakrta: pustaka pelajar. anderson, lorin w. & david krathwohl. 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(2011). methods of teaching mathematics. new delhi: discovery publishing house. targated news service (2015). allabama teacher recognized for enhancing student learning in math and science. washington, d.c. thruston, a., karagiannidou, e., tolmie, a., christie, d., murray, p., topping, k. (2010). enhancing outcomes in school science for pupils during transition from elementary school using cooperative learning. middle grades research journal, 5, 19-32. zipper, e. l., diamant-cohen, b., & goldsmith, a. y. (2017). math counts too!: promoting family engagement in math activities at home. children & libraries, 15(2), 38-40. microsoft word gamal 19605-63181-4-ed.doc indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 92-106 92 burnout and job satisfaction among islamic religious knowledge teachers in brunei darussalam burnout and job satisfaction among islamic religious knowledge teachers in brunei darussalam gamal abdul nasir zakaria1, salwa mahalle2, nor zaiham midawati abdullah3, muhamad afifuddin ghozali4, maryam nuramalia5 1-4sultan hassanal bolkiah institue of education, universiti brunei darussalam, brunei darussalam 5faculty teacher training and education, universitas muhammadiyah buton, indonesia doi: 10.23917/ijolae.v5i1.19605 received: august 20th, 2022. revised: november 30th, 2022. accepted: december 2nd, 2022 available online: december 17th, 2022. published regularly: january 1st, 2023 abstract this study aimed to identify the level of burnout (emotional desolation, depersonalization, and personal accomplishment) and job satisfaction (job type, salary, promotion opportunities, supervisory, and colleagues) among teachers of religious education in brunei darussalam (referred to as irk teachers in this study). this study involved 238 teachers who are teaching the islamic revealed knowledge (irk) subject in all the government secondary schools in brunei darussalam. instruments used for data collection, namely the maslach burnout inventory and the job descriptive index (jdi). in this study, results showed that the level of burnout of the irk teachers is at a moderate level which gives an indication that most of them were able to control their emotions although their career as teachers is very challenging and tiring. another factor that could contribute to this phenomenon is that the level of job satisfaction among the teachers is high, especially in the aspect of promotion and colleagues. hence, colleagues at the workplace could affect the teachers’ burnout level because they see their colleagues as supportive and continuously give them strong moral support. not only is human-to-human support needed to positively handle the burnout level, but it also needs institunionalized programs to improve the general climate and relatiop with the colleagues. keywords: burnout, educational transformation, irk teachers, job satisfaction, islamic religious, personal achievement corresponding author: muhamad afifuddin ghozali, sultan hassanal bolkiah institue of education, universiti brunei darussalam email: afifuddin.ghozali@gmail.com 1. introduction burnout is becoming rampant among teachers around the world that at least one third of the teachers is suffering under extreme stress and/or burnout (balzer et al., 1995). each job has its own pressures due to a variety of problems that may be encountered within the workplace. however, researches have shown that teachers' burnout has an adverse impact on their efficiency and productivity (see for review: betoret, 2006; brouwers & tomic, 2000; chan & hui, 1995; chwalisz et al., 1992; evers et al., 2002; greenberg & baron, 1997; schwarzer & hallum, 2008; and smith et al., 1969). according to greenberg and baron (1997), burnout can lead to lack of the power of emotions (emotional exhaustion), lack of physical efforts (physical exhaustion), drop of the attitude (attitudinal exhaustion) and loss of feelings about the achievement in a career (low feelings of accomplishment). this idea is fully supported by travers (2017) who also emphasized the effects of burnout can lead to emotionally exhausted. indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 92-106 93 burnout and job satisfaction among islamic religious knowledge teachers in brunei darussalam early this year (january 2016), teachers in brunei darussalam cried out for a reexamination of their workloads which they see as being strenuous, overburdening and disturbing (dick & wagner, 2001). even though the quality of teachers in the education system whatever determines the level of educational goals (yusuf, 2022). while the adverse effects of teacher’s burn out or teacher excessive workloads abound in the literature, the extent to which teachers in brunei darussalam have been overloaded is still unclear and, more importantly, there is a dearth of study that investigates the coping technique that these teachers might adopt. the main purpose of this study, therefore, was to identify the level of burnout (emotional desolation, depersonalization and personal accomplishment) and job satisfaction (job type, salary, promotion opportunities, supervisory and colleagues) among teachers of religious education in brunei darussalam (referred to as irk teachers in this study). the significance of the study lies in the fact that it would shed more lights on how an informed policy could be made to tackle the problem raised by teachers in brunei darussalam. burnout is operationalized in this study as a concept that refers to the accumulated effects and a symptom of emotional depletion and loss of motivation and commitment that result from long-term human services workers (brouwers & tomic, 2000; chang, 2009; jennet et al, 2003; sünbül, 2003). by this definition, every profession that involves human beings, such as the teaching profession, cannot escape the problems of stress/strain or burnout. according to maslach (1976), and paraphrased by chang (2009), “the burnout phenomenon commonly exists in the caregiving and service occupations, in which the emotions, motives, and values between provider and recipient are the underlying interpersonal context for burnout”. however, the adverse effects of teacher burnout are far-reaching and more dangerous. according to chang (2009), citing from various sources (e.g. milner & woolfolk, 2003; macdonald, 1999; u.s department of education, 2004; no dream denied, 2003; and smith et al, 1969), “25% of beginning teachers leave the teaching field before their third year, and almost 40% leave the profession within the first 5 years of teaching. in germany, fewer than 10% of the teachers remain until retirement and in britain, the number of teachers who leave the profession is also more than the number of teachers who stay until retirement”. from all these studies, it was proven that burnout among teachers did have negative effects on the intention of the teachers to stay in their profession longer before their retirement age. studies in different cultures show that measures of teacher burnout predict both subjective and objective health as well as teachers' motivation and job satisfaction (cockburn & haydn, 2004). generally, job satisfaction can be defined as ‘employees’ feelings of attainment and accomplishment at work’. individual’s level of job satisfaction can range from extraordinary satisfaction to outrageous disappointment. in addition, it has been shown that “both emotional exhaustion and depersonalization correlated negatively with self-rated health as well as workability and that the exhaustion dimension of burnout predicted teachers' intentions of leaving the profession, and there is a negative correlation between burnout and motivation” (hakanen et al, 2006; oteer, 2015; and schauveli & salanova, 2007). skaalvik and skaalvik (2007), in their study, attempted “to test the factor structure of a recently developed norwegian scale for measuring teacher self-efficacy and partly to explore relations between teachers' perception of the school indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 92-106 94 burnout and job satisfaction among islamic religious knowledge teachers in brunei darussalam context, teacher self-efficacy, collective teacher efficacy, teacher burnout, teacher job satisfaction, and teachers' beliefs. results show that teacher self-efficacy, collective efficacy and two dimensions of burnout were differently related both to school context variables and to teacher job satisfaction”. from here, it can be seen that there were external factors such as school environment as well as internal factors such as teachers’ beliefs which could contribute to the productivity, psychological aspects, and work performance of teachers. be that as it may, all these factors are very crucial to look into and to be assessed from time to time. moreover, klassen and chiu (2010) did a study which involved almost similar variables as skaalvik and skaalvik (2007) where they investigated “the correlations among teachers’ years of experience, teacher characteristics (gender and teaching level), three domains of self-efficacy (instructional strategies, classroom management, and student engagement), two types of job stress (workload and classroom stress), and job satisfaction”. the study used item response modeling, systems of equations, and a structural equation model. results showed that teachers with higher workload stress had greater classroom management and higher selfefficacy, whereas teachers with greater classroom stress had lower self-efficacy and lower job satisfaction. this study supported research done by oteer (2015) where individuals who are in the educational arena are often exposed to situations that go beyond their responsibilities. in other words, teachers who are able to cope stress outside the scope of their profession (as teachers) may be able to show good control in their classroom and this sort of teachers would have higher level of self-efficacy. as for coping strategy, there are two main approaches by which teachers could control and regulate emotions at a personal level: reappraisal and suppression. reappraisal approach is when a teacher changes his or her thinking about a situation in order to decrease its emotional impact. as for the suppression approach, teacher reduces unpleasant emotional experiences and expressions while increasing positive emotional experiences and expressions. this approach does less in preventing burnout and it also “consumes cognitive resources, impairing memory for information presented during the emotion regulation period” (gross, 2002). in brunei darussalam, the first wave of pandemic covid-19 happened in march 2020 and brunei has taken a ‘whole of government’ approach. the brunei’s ministry of health had quickly adopted world health organization regulations, including social distancing and self-isolation, as well as contact tracing. not only that, the government enforced procedures with fines and jail terms. as a result, the pandemic was under control. in august 2021, the second wave outbreak of covid-19 happened where new positive cases of covid-19 were found and once again, the government was very proactive in enforcing the regulations by which to contain the pandemic. government officers and all students are urged to work from home and are advised to limit their mobility to any premises. due to these restrictions, undoubtedly public do become stressful as well as burnout and has led to a significant and unprecedented worsening of population mental health. the disruption of education due to the covid-19 pandemic has exposed us and therefore educational transformation is needed (ratih, et al., 2021). a cross-sectional study was done in relation to impact of covid-19 pandemic on students and academics in universiti brunei darussalam (idris et al, 2020). this study involved 56 academics and 279 university indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 92-106 95 burnout and job satisfaction among islamic religious knowledge teachers in brunei darussalam students. results showed that negative experiences in relation to health, both students and academics reported that they experienced stress, anxiety, loneliness, back problems and eye strain. these are likely to be exacerbated with prolonged screen time (shahrill et al, 2021; idris et al, 2020) a study done by yahya (2021) involving the caretakers of stroke patients in brunei darussalam found that during the time of pandemic covid0-19, the caretakers experienced psychological issues such as anxiety, stress, lack of sleep and depression. in this study, the caretakers were the immediate family of the stroke patients such as their spouse and children and have been taking care the patients more than three years. the psychological issues that they were facing were cause by long hours staying at home (due to covid-19) and have to work long hours taking care of stroke patients. in short, regardless what profession an individual is holding, during the time of pandemic covid-19, the level of burnout experienced by an individual prone to increase. 2. method this is a descriptive study in which researchers involved all teachers of islamic religious knowledge (irk) teaching in the high school in brunei darussalam as the sample. they are 238 people. in this study, the researchers used a questionnaire survey as a research instrument. there are 2 types of research instruments used; job descriptive index (jdi) as an instrument that measures the level of job satisfaction of teachers. this instrument has been designed by smith, kendall & hulin (1976) and has been improved by another researcher (balzer et al, 1995). this instrument contains 72 items that were divided into five factors: job satisfaction, salary, promotion, supervisor & supervision and colleagues. the second instrument is the maslach burnout inventory (mbi). it was used to identify the frequency by which respondent experiences burnout. this instrument comprises three aspects: emotional desolation, personal accomplishment, and depersonalization (loss of individual attributes of concern for other people who receive care, treatment and services thereof). mbi consists of 47 items in total to be responded to on a likert scale of 0-7. table 1 below shows the guide for the analysis of results. table 1. classification based on burnout levels score minute total score items burnout levels 0.00 to 2.33 low 2.34 to 4.77 medium 4.74 to 7.00 high 3. result and discussion a. burnout level: aspect of emotional desolation table 2 below presents the results of irk teachers' responses on the level of burnouts with respect to emotional desolation. overall, in this aspect, the teachers have a moderate level of burnout where the minutes range from 2.73 3.25 on items such as ' feeling emotionally drained from work' (the minutes = 2.70), 'feeling strong to work' (minutes value = 3:24) and 'feeling run out of energy after work' (value = 3:25 minutes). these results show that teachers are able to control their emotions even after a hard day's work. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 92-106 96 burnout and job satisfaction among islamic religious knowledge teachers in brunei darussalam table 2. burnout level: aspect of emotional desolation aspects 0 1 2 3 4 5 6 7 mean value % % % % % % % % feeling emotionally weak by the results of work 10.5 23.5 14.7 25 37.8 6.3 3.4 0.8 2.70 feeling exhausted after work 5.5 15.5 21.0 4.2 36.1 9.2 5.6 2.5 3.25 feeling tired when waking up in the morning and have to face another work day 13.4 21.4 14.3 2.5 34.0 7.6 5.5 1.3 2.73 working with others throughout the day give me tension 21.4 29.4 12.6 4.6 26.5 2.5 1.7 0.8 2.04 exhausted due to my work 4.6 21.0 14.7 3.4 31.9 11.8 10.1 1.7 3.22 disappointed with my work 55.9 20.2 6.3 4.6 9.7 1.7 0.8 0.99 i work too hard 5.5 16.0 13.9 4.2 40.3 10.1 16.3 1.7 3.24 pressure working with others 25.2 34.5 13 5.5 16.8 2.5 1.3 1.3 1.73 almost give up 50.0 25.6 7.6 4.6 10.1 0.8 0.4 0.4 1.01 0=never; 1=almost never sensed; 2=sensed; 3=less than usual; 4=usual; 5=unusual; 6=strongly; 7= very strong b. burnout level: aspect of depersonalization in table 3, the result of the burnout level of the irk teachers in the aspect of depersonalization is presented. result reveals that the majority of teachers care about the feelings of others (62.2%) and are concerned with what is happening to their students (58.4%). the result also shows that majority of teachers do not feel that students are blaming them for their peculiar problems (60.9%). overall, the burnout level of the teachers in this aspect is low, as it is evidenced in the minutes which range from 0.76 to 1.10 (low level). it can be concluded that the teachers still have the time to concern about other benefits like their student even though they are busy with their professional work. table 3. burnout level: aspect of depersonalization aspects 0 1 2 3 4 5 6 7 mean value % % % % % % % % i treat my student concerning something 5.0 7.6 15.1 4.6 39.1 16.4 8.4 2.1 3.61 i’m not concerned with the others' feelings 62.2 15.5 5.9 3.8 9.7 2.1 0.4 0.91 i’m afraid this job makes me more coldhearted 58.8 16.0 7.1 0.8 10.5 3,8 2.1 0.4 1.10 i actually don’t care what happen to some students 58.4 21.4 6.7 1.7 9.7 1.7 0.4 0.89 i think my students blame me because of their own problem 60.9 20.3 8.4 3.4 5.5 0.8 0.4 0.76 0=never; 1=almost never sensed; 2=sensed; 3=less than usual; 4=usual; 5=unusual; 6=strongly; 7= very strong indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 92-106 97 burnout and job satisfaction among islamic religious knowledge teachers in brunei darussalam c. the aspect of personal achievement in the aspect of personal achievement, the resulting data showed that the level of teacher burnout is moderate (see table 4). however, there are some cases where the failure is controlled which can cause the teachers to encounter a high level of burnout, such as ‘feeling happy after a struggle to treat the students' had a minimum of value = 4.57 and ‘feeling successful to have achieved many things in this career with a minimum value = 4.68 which both of these minute values are close to high minute value (minute = 4.8 above). in other words, if a teacher is too strained in serving others and wished to achieve many things in his/her career, he/she would suffer a high level of burnout if what he/she wished for is not achieved and eventually feel the frustration of personal achievement. thus, the teacher should be wise in arranging the time for self, career and time for others. all educators have the responsibility for creating a positive learning environment that provides learners with sufficient opportunities to practice, using the new knowledge and skills that they have gain (thambu, et al., 2021). table 4. the level of burnout of irk teachers: personal achievement aspects 0 % 1 % 2 % 3 % 4 % 5 % 6 % 7 % mean value can easily understand my students feeling about something 0.4 5.5 20.2 5.0 34.9 17.6 11.3 3.8 3.88 able to solve problems of my students with effectiveness 0.8 0.8 8.8 6.3 42.9 20.2 10.9 0.8 3.93 motivated to influence the lives of others through my work 11.3 10.9 17.6 5.5 27.3 13.4 9.7 2.9 3.22 feel full of energy 1.3 9.7 6.3 10.9 46.6 9.2 10.5 3.4 3.82 can easily create a calm atmosphere for my students 0.8 6.7 13.4 8.4 37.0 14.3 6.4 2.9 3.97 feel happy after a struggle to treat these students 5.0 10.5 2.1 31.9 15.5 22.3 12.2 4.57 i have successfully achieved many beneficial things in this job 0.8 2.9 11.3 3.8 26.1 18.1 21.4 15.1 4.68 i am very calm when i encounter emotional problems in my job 6.7 10.5 14.3 10.1 32.4 8.0 13.0 4.2 3.50 0=never; 1=almost never sensed; 2=sensed; 3=less than usual; 4=usual; 5=unusual; 6=strongly; 7= very strong d. job satisfaction level: nature of the job level of job satisfaction was measured using a descriptive job survey index (jdi). this instrument has been widely used in many countries including malaysia and it has a high validity value. this instrument measures four aspects of job satisfaction: the type of job, career promotion opportunities, supervisors, and the type of supervision and colleagues. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 92-106 98 burnout and job satisfaction among islamic religious knowledge teachers in brunei darussalam table 5. level of job satisfaction: nature of the job jobs yes (%) no (%) not sure (%) mean value fun jobs 78.2 2.5 18.9 1.36 repetitive job 60.9 9.7 28.2 1.47 satisfaction job 68.9 5.5 25.2 1.45 good job 93.7 3.4 2.9 1.03 creative job 76.1 4.2 18.9 1.34 respectable job 89.9 3.4 6.7 1.10 exhausting job 48.3 27.3 23.9 1.21 comfortable job 65.1 10.9 23.5 1.36 worthwhile job 98.3 1.3 0.4 0.99 challenging job 95.4 1.7 2.5 1.03 ready to work 94.5 2.9 2.1 1.02 frustrating job 8.4 58.4 33.2 1.08 easy job 38.2 32.8 28.6 1.24 inexhaustible job 57.6 17.6 24.8 1.32 one satisfaction job 70.2 5.0 24.4 1.44 the result of data analysis as presented in table 5 shows that in terms of employment, the irk teachers have a moderate level of job satisfaction since the mean value is between 1.02 and 1.47 (on the continuous medium). furthermore, the table also shows that over 90% of the teachers stated that the teaching profession is good (93.7%), worthwhile (98.3%), challenging (95.4%) and they are always ready to work (94.5%). meanwhile, from another perspectives, 48.3% of teachers stated that the teaching profession is exhausting for having no time limit and 57.6% believes it is inexhaustible job. e. the level of job satisfaction: promotion opportunities table 6 below gives the impression that the irk teachers have a high level of job satisfaction in terms of promotion opportunities. this can be seen from the percentage who agreed that the job of a teacher has a good chance of promotion (56.7%), good prospect for the future (66.0%), good hope for promotion (58.4%) and promotional opportunities depending on the ability of individuals (51.7%). this perception may result from the teaching schemes which were introduced in brunei darussalam to provide more opportunities for teachers to upgrade themselves. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 92-106 99 burnout and job satisfaction among islamic religious knowledge teachers in brunei darussalam table 6. the level of job satisfaction: promotion opportunities jobs satisfaction yes (%) no (%) not sure (%) mean value have a good chance of promotion 56.7 20.6 21 1.94 quite limited opportunities 23.9 22.7 51.3 1.82 promotion depends on the skills 51.7 11.3 34 1.59 there are no work prospects 5 66 26.9 2.07 has good hopes for promotion 58.4 17.2 22.3 2.02 the basis for promotion is unfair 8 64.3 24.4 2.08 promotion is rare 20.6 61.3 16.4 2.08 normal promotion is usual 23.9 59.2 13 2.09 f. level of job satisfaction among irk teachers: supervisor and supervisory in terms of supervisor and supervision system (s&sy) which provides teachers with practical skills which has been practical for teachers, result shows that teachers have a moderate level of job satisfaction. however, if this aspect is taken lightly, their job satisfaction may be low. it was found that 81.5% of teachers agreed that their supervisors are likely to give credit to a job well done, 81.1% stated they have a supervisor who loves to work with care, 80.7% indicated that their supervisors know how to asses good work, 77.3% recognized that their supervisors are smart and 76.5% identified that their supervisors and supervision are up to date. table 7. job satisfaction of irk teachers: supervisor and supervisory jobs satisfactions yes% no% not sure% mean value s & sy need my advice/view 62.6 11.3 23.1 1.37 s & sy is difficult to made glad 10.1 48.7 39.5 1.72 s & sy is not urbane 6.3 73.9 18.9 0.63 s & sy is praising good work 81.5 6.7 10.9 1.15 s & sy have a care 81.1 5 12.6 1.2 s & sy is influential 68.5 8.4 21.4 1.35 s & sy is updated 76.5 5 17.2 1.3 s & sy is less supervise 6.3 57.6 35.3 1.13 s & sy is quick to anger 5.5 60.9 33.2 1.05 s & sy explains my true position 65.5 8.4 24.8 1.42 s & sy gall 1.7 71.4 25.6 0.8 indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 92-106 100 burnout and job satisfaction among islamic religious knowledge teachers in brunei darussalam s: supervisor / sy: supervisory g. level of job satisfaction among irk teachers: types of colleagues table 8 below shows that the level of job satisfaction by irk teachers from the aspect of the colleague is high. this is evidenced in that over 80% of teachers stated that their colleagues were the ones who always gave them support, their colleagues were smart (99.1%), neat (92.9%), responsible (92%), efficient towards the work that has been given to them (84.5%) and active persons (83.2%). table 8. job satisfaction of irk teachers: types of colleagues jobs satisfactions yes (%) no (%) not sure (%) mean value supportive colleague 92.9 1.3 4.2 2.07 boring colleague 3.8 77.7 17.2 1.56 ambitious colleague 79.0 3.8 14.7 2.27 lack of experience colleague 8.0 68.1 22.7 1.77 responsible colleague 92 2.5 4.2 2.06 efficient colleague 84.5 1.7 10.5 2.22 smart colleague 99.1 1.7 6.7 2.13 hostile colleague 3.8 73.9 21.0 1.68 talkative colleague 34.5 39.1 25.2 2.11 neat colleague 92.9 2.9 2.9 2.03 lazy colleague 4.6 76.5 17.6 1.58 not fun colleague 3.4 78.2 17.2 1.56 no privacy colleague 4.6 67.2 26.5 1.86 active colleague 83.2 5.9 9.2 2.13 narrow-minded colleague 5.5 61.3 31.5 2.01 loyal colleague 79.4 7.6 11.8 2.16 hard to find colleague 13.4 55.0 29.8 2.05 jobs satisfactions yes% no% not sure% mean value s & sy is hard-hearted 3.8 71 23.9 0.77 s & sy know the good work 80.7 4.6 13 1.22 s & sy is smart 77.3 3.8 17.2 1.31 s & sy leave me alone 5.9 58.8 33.2 1.08 s & sy is always there when needed 52.9 7.6 37.4 1.69 s & sy is lazy 4.2 67.6 26.5 0.85 indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 92-106 101 burnout and job satisfaction among islamic religious knowledge teachers in brunei darussalam h. overall level of job satisfaction of irk teachers table 9 presents the total and summary of level of job satisfaction in all the aspects. from table 9, the score from total dimension of work satisfactory are divided into three levels: the highest-level scores between 181-270 which implies that respondents have high level of work satisfaction, while the score of 91-180 shows that respondents have medium level ofwork satisfaction; the score between 0-90 illustrates respondents having low level of work satisfaction. based on this, it is evidenced that majority of teachers have a medium level of job satisfaction whereas the remaining 38.7% of teachers show a low level of job satisfaction. table 9. the level of job satisfaction of irk teachers: overall results score n % level of job satisfaction 0 – 90 92 38.7 low 91 – 180 146 61.3 medium 180 – 270 high according to faridah and zubaidah (1998), teaching itself is deemed to be a work that is often exposed to high levels of tension and stress in relation with the work. it has been reported more than half of the various pressures included are faced by the teacher. generally, stress is necessary to stimulate the work or daily activity (songan & narawi, 2002; lambert et al, 2018). however, excessive stress can cause a variety of negative impacts that can affect the performance and work satisfaction (schaufeli & salanova, 2007). kyriacou & sutcliffe (1978) also emphasized that prolonged stress can weaken the mental and physical health of the teacher as well as weaken the teaching profession and the performance of students significantly because the stress can affect the quality of teaching and the teacher’s commitment. excessive or prolonged stress can negatively impact the psychological aspects, physiology and behavior of the teacher (dunham, 1992). from the aspect of psychology, there are teachers that can easily get displeased, offended, emotionally disturbed, lose passion or self-motivation. whereas, in physiological aspects, a teacher that faces constant pressure without finding suitable release can easily experience high blood pressure, kidney failure, diabetes, heart disease, asthma and other chronicle diseases. in terms of behavior, teachers that tend to avoid from attending gatherings or meetings, hypermobility, distance themselves from the public, disengage, and so forth. in this context, selye (1976) has listed 31 stress symptoms that can be divided into physical and behavioral symptoms. this matter is very apprehensive as teachers’ mental and physical health evidently do play important roles in their teaching and learning process (suradi, 2001; macdonald, 1999). in carrying out every job there must be someone who doesn't like it, therefore it takes strength to motivate yourself (prayitno, et al., 2019). stress that arises by excessive workload, if it is not given serious concern, physical and behavior symptom can be increased (mcgrath, 1995). if those symptoms are frequently being neglected, as a result, burnout will occur. in the consequence, teachers will indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 92-106 102 burnout and job satisfaction among islamic religious knowledge teachers in brunei darussalam try to protect themselves by self-withdrawal such as absence, frequently being absent from work, loss of commitment, no satisfaction in work, interpersonal conflict, leaving the teaching profession and early retirement (faridah & zubaidah, 1998; dunham, 1992). specifically in this research, the data result shows that the level of burnout is at the medium level, from emotionally aspect and how they see their personal achievement with a low level of burnout or depersonalization. overall, as a result of this research, it gives the impression that irk teachers are still able to control their feelings. a teacher, as a profession that is praised by the community and employs high expectations from the country, attempt to complete the task that has been entrusted to him, by providing the best service in terms of excellence in teaching and learning for our nation. in this effort, they are exposed to a variety of challenging risks and difficulties for himself as a teacher. hence, stress that is experienced by the teacher is an issue that we should give serious attention to because burnout or avoidance in contributing to the educational process of his students will result in significant negativity towards academic growth and welfare for our youngsters. another crucial focus that needs attention is the role of social support whereby research have shown that the more social support (both inside and outside of school) is given, teachers will experience less burnout meanwhile, when the teachers show high satisfaction, their level of burnout will also decrease (fiorilli et al., 2017). it is not a secret that teacher also plays a role as a counselor, although the institution has a counselor. it can be caused by the relationship of mutual respect and trust established by the teacher build the tendency of students to disclose and discuss their personal problems with the entrusted teacher (singh & nisha, 2020). students seek advice, suggestion, and even life spoilers from the teacher as an adult whom they trust. aligning with the complexity of youth mental challenges due to the significant mental health awareness arising of the youth in this era, the teachers, especially regular classroom teachers, are found in a study (roeser & midgley, 1997) that more than half of them reported feeling exhausted by the mental health needs of their students. it can be implicitly predicted from the study that the future challenges with complex mental challenges of the students will affect the mental health of the teacher globally and brunei is no exception. in dealing with these challenges, teachers are needed to be equipped with sufficient tools, knowledge, and referral equipment to help students with mental health issues in this era. it is strongly encouraged to conduct mental health-based training and program for academia as the first aider to simultaneously help the student’s and teacher’s mental health issues. 4. conclusion covid-19 has brought numerous changes in the area of education, for instance. the teaching and learning process happen online and has become mandatory, brunei darussalam is no exception. previous studies have shown that job satisfaction is highly related to teacher's performance. according to cockburn and haydn, teachers derive satisfaction from the nature of their day-to-day school activities especially from their interactions with students and colleagues. this may suggest, albeit inconclusively, that the level of burnout among teachers can be lowered by providing an enabling and friendly environment and improving school general climate. in this study, it is clear that irk teachers' burnout in brunei darussalam can indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 92-106 103 burnout and job satisfaction among islamic religious knowledge teachers in brunei darussalam be ameliorated by institutionalizing programs that would strengthen cordial relationships among teachers and the administrators and by improving school general climate. in conclusion, we suggest further studies and investigation on burnout levels among teachers of various subjects other than irk in brunei darussalam. 5. references balzer, w. k., parra, l., ployhart, r., shepherd, w., & smith, p. c. 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(2022). teachers evaluation of concurrent and consecutive teacher education models in south-west, nigeria. indonesian journal on learning and advanced education (ijolae), 4(2), 107-117. microsoft word 2. layout jefri marzal 18059-56204-1-sm.doc indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 191-208 191 lecturer gender perspective with online thesis guidance case study elista in jambi university lecturer gender perspective with online thesis guidance case study elista in jambi university jefri marzal1, suwannit chareen chit2, edi elisa3, pradita eko prasetyo utomo4, dwi agus kurniawan5, rizka octavia sandra6 1,4faculty of science and technology, universitas jambi, indonesia 2school of computing, universiti utara malaysia, malaysia 3faculty of technical and vocational, universitas pendidikan ganesha, indonesia 5,6faculty of teacher training and education, universitas jambi, indonesia doi: 10.23917/ijolae.v4i3.18790 received: april 11st, 2022. revised: april 22nd, 2022. accepted: may 14th, 2022 available online: september 5th, 2022. published regularly: september 1st, 2022 abstract this research is a mixed method research using an explanatory design. the purpose of this study is to use elista to assess a lecturer's response to thesis guidance based on the lecturer's gender. this study was condicted in jambi university, involving 330 female and 359 male lecturers respectively. the sampling method used was purposive sampling technique, with the sample criterion being academics who became thesis supervisors. interviews and surveys on elista were conducted and the responses were gathered. the goal of this study is to establish a technology-based final project guidance system in which it is explored if the thesis supervisor's speedy response to guidance at elista is affected by the gender of the thesis supervisor. the findings of the study demonstrate that female supervisors respond faster than male supervisors when employing technology such as elista to carry out the guidance procedure. elista improves the effectiveness and efficiency of the guidance process between supervisors and students in terms of implementation. keywords: education technology, elista, final project, guidence process, lecturer gender, learning environment corresponding author: jefri marzal, faculty of science and technology, universitas jambi, indonesia email: jefrimarzal@unja.ac.id 1. introduction documentation in the form of a document is something that is required early in the process and for the results that have been achieved. each document collected is then saved in order to assist with future judgments (varghese et al., 2019; noguera et al., 2018). as a result, every effort should be made to prepare and provide a location to archive or keep documents that have been collected (guo et al., 2020; umanailo et al., 2019). registration to schedule the final project/thesis, for example, is necessary if the document on the final project/thesis is required as well as the submission of the title (ahmadi et al., 2020; nurhaen et al., 2020). as a result, many still conduct their final project/thesis in hard copy, from the stage of submitting the title to scheduling the thesis (bell & glass, 2019; kurniawan & bondowoso, 2019). however, the procedures for using physical copies are thought to be ineffective (mardani & silalahi, 2021; seto et al., 2020; suwita et al., 2020). using hard copies can result in extremely long lines (candra et al., 2022; syaharuddin et al., 2020). the time spent will then be squandered, with students scrambling for schedindonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 191-208 192 lecturer gender perspective with online thesis guidance case study elista in jambi university ules, discussants, and still needing to find a room to do the final/thesis test (friddle & tochkov, 2018; febriyanto et al., 2018). there will be gradual engagement between students and their supervisors as they complete the final activity or thesis. before completing the final assignment/thesis, a student must first become acquainted with his or her supervisor (sugito et al., 2017; nasution et al., 2017). this is done so that the student is not perplexed when completing the final project/thesis (kusuma et al., 2018; pemberton & zuhri, 2020). the supervisor is highly useful in the student process of compiling the final project/thesis in the production of this thesis/thesis (ristianti et al., 2017; widiantoro et al., 2019). the next step is to submit the title of the final project/thesis after students have identified the supervisor who will assist them in the completion of the project/thesis (kintama et al., 2021; apridiansyah & gunawan, 2019). students discuss with their supervisor before submitting a title (utariani & herkules, 2017; saputra, 2018). this is done in order to avoid any misconceptions during the final project/thesis assessment (kurniawan et al., 2021; cardova et al., 2021). the next step is to submit a timeline after consulting the title of the final project or thesis (karfindo & putra, 2019; asmawan, 2016). a timetable is a plan or schedule for carrying out the final project or thesis procedure. after the final project/thesis line is made, then students carry out the guidance process with their supervisor (wijaya & khoirina, 2019; harahap et al., 2021). to provide solid evidence in the execution of student guidance with supervisors, the guidance process should always be recorded (sihombing et al., 2022; budiyati & rihyanti, 2020). the student might take the final/thesis test after the instruction has been completed in phases (zulhalim et al., 2020; iswanto & hidayat, 2020). if the supervisor has provided acc (approval) to students who are regarded good at assembling the final project or thesis, the final project or thesis examination can be completed. the response takes on its own role in the implementation of the final project or thesis while it is being prepared. a response is a word that means "answer," "reply," or "reaction" (montgomery & cowen, 2020; holmquist & sundin, 2020). this enables female and male lecturers to respond differently (lind et al., 2020; gonzález-rodrguez et al., 2019). gender is a socially constructed feature that affects both men and women (majeed et al., 2020; hamidi et al., 2018). because men and women have different fundamental qualities, there is a choice effect between the two (lu et al., 2019; siddiq & scherer, 2019). female mentors, on the other hand, are usually compassionate, emotional, and so on (sokal et al., 2020; mosquera et al., 2017). male bosses, on the other hand, are frequently regarded as reasonable, firm, and so on (tondeur et al., 2019; prasad et al., 2018). as a result, one of the difficulties students have in finishing their final project or thesis is this. if pupils are unable to recognise the distinctions in the supervisor's gender responses, a variety of issues will arise. the supervisor's student guiding approach will be influenced by the response. due to the rapid advancement of technology at this time, disparities in reactions between female and male gender mentors will be possible (sharifian et al., 2019; panagiotopoulos & dimitrakopoulos, 2018). male gender mentors are more likely than female gender mentors to adapt to current technological changes fast (papadakis et al., 2019; ahn & seo 2018). this is due to the fact that male gender mentors are inquisitive and enjoy learning new things that are both challenging and sensible (kasilingam, 2020; holzberg et al., 2019). female mentors, on the other indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 191-208 193 lecturer gender perspective with online thesis guidance case study elista in jambi university hand, must adapt and have a high level of patience in order to deal with the rapid advancement of technology at this time (ozcurumez et al., 2021; kim et al., 2019). however, it is doubtful that supervisors will respond differently based on their gender (giyoto et al., 2020; capezza et al., 2017). this is because supervisors, whether male or female, have the same obligations and responsibilities when it comes to instructing students. prior study on human responses to technology has been discussed in previous works. shah (2020) did study on statistical analysis approaches, specifically that humans are taught to use technology from an early age, and that one of the human responses is shame, and that the shame response that humans have towards technology is related to human habits. suhandiah et al., (2021) did research on identifying the elements that influence student stress when preparing the final project, with the gender of the supervisor being one of the contributing factors. furthermore, changeno et al. (2020) investigated the success of implementing the small group discussion scl teaching method, as evidenced by the supervisor's response to its implementation. furthermore, research conducted by indriyanti et al., (2021) on the evaluation of gender-responsive budgeting, which is very helpful in achieving equality and justice, finds that it has been effective because of the equality and fairness of positions between men and women, as evidenced by the dimensions of its determination. the existence of gender causes a response because of the rapid growth of technology, which necessitates humans with strong technological talents and knowledge. jambi university's final project implementation process currently employs integrated technology that can support all final project/thesis operations across all faculties. elista is the name of the technology utilised at jambi university to support students' final assignments and theses. elista is a website that serves as an information system. elista is used to manage the final project or thesis, from managing advice to submitting titles, ensuring that a final project timeline exists, and scheduling student final assignments or theses such as scientific works, theses, and dissertations. according to lenardo et al. (2020), the existence of technology will make it easier for students to carry out various academic processes. this technology, in the form of elista, will be very helpful for students in carrying out their final project or thesis. the research questions are: what is the description of the thesis supervisor's response from elista in terms of gender perspective? 2. method this research is a mixed-method research where the data will be in the form of quantitative and qualitative data using an explanatory design. an explanatory design is a research design where quantitative data is the main data and qualitative data will strengthen the results of quantitative data (subedi, 2016). quantitative data from this study was obtained through a questionnaire response to lecturers' guidance, while qualitative data was obtained through interviews. this study was done at the university of jambi, with the participants being lecturers at the university of jambi. a purposive sampling strategy was used to get the sample for this study. purposive sampling is a strategy for selecting samples depending on criteria established by the researcher. the criteria for selecting the student sample were that the student had taken both the thesis proposal and thesis courses, whereas the criteria for selecting the lecturer sample were indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 191-208 194 lecturer gender perspective with online thesis guidance case study elista in jambi university that the lecturer had become supervisor i or supervisor ii of students in both the thesis proposal and thesis courses. using these criteria, a sample of 689 academics was created, comprising 330 female lecturers and 689 male lecturers. the lecturer's reaction time data was gathered from the elista database in this study, where one of the characteristics of this application is to record the time for asking guidance from students as well as the response time from lecturers at jambi university. interviews were used to collect qualitative data for this study. according to the previous purposive sample criteria, interviews were performed with numerous teachers at jambi university. later, the lecturer will be questioned about the thesis advice process, and an interview will be performed to discuss the elista's answer to the thesis guidance process, particularly the elista's guidance response. using descriptive statistics, the outcomes of quantitative data acquired by a questionnaire answer to professor instruction were analysed. so that quantitative data may be discussed in depth, descriptive analysis of quantitative data will be in the form of mean, median, mode, maximum, and minimum values (tanti et al., 2021). the study's qualitative data is in the form of interviews with lecturers, which will be analysed using miles and huberman analysis to support the findings of the quantitative data. several steps were completed in the miles and huberman investigation, including data reduction, data presentation, and conclusions (kamid et al., 2021). 3. result and discussion in this study, quantitative and qualitative data were obtained in the form of descriptive and inferential analysis as well as for qualitative data through interviews with lecturers and students. the results of the descriptive analysis of the supervisor's response in conducting guidance through the elista which are distinguished by gender can be seen in table 1. table 1. results of descriptive analysis of thesis supervisor responses based on gender table 1 shows the descriptive analysis results from supervisor replies, which are broken down by gender (male vs. female). table 1 shows that lecturers with male geder at jambi university had an average response time of 248.62 hours to thesis guidance, with a median of 130.00 hours, a mode of 37.00 hours, a maximum guidance response time of 2148.00 hours, and a minimum guidance response time of 1.00 o'clock. table 1 shows that the average thesis guidance time of female lecturers at jambi university is 199.50 hours, with a median of 104.00 hours, a mode of 1.00 hours, a maximum guidance response time of 1828.00 hours, and a minimum guidance response time of 1.00 hours, according to the results of the descriptive analysis of the guidance response time of female lecturers at jambi university. the interview results are also available below. gender mean median mod maximum minimum man 248.62 130.00 37.00 2148.00 1.00 woman 199.50 104.00 1.00 1828.00 1.00 indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 191-208 197 lecturer gender perspective with online thesis guidance case study elista in jambi university a. male lecturer p: what is your opinion regarding the use of elista in the thesis guidance process? a: the elista website which is a place to carry out the guidance process from the supervisor on the student's final project makes it very easy for us as lecturers. by using elista, lecturers can provide guidance anywhere so that it will be more flexible and facilitate the guidance process. p: in your opinion, do you think that the presence of emoticons on the supervisor's dashboard that indicates the supervisor's response time can make you increase the time in the guidance process even more? a: with the color emoticons that indicate our response time as mentors, it greatly affects the guidance process that we do. we as lecturers would be very embarrassed if in conducting our final project guidance we got red emoticons because it indicates the very slow response of our guidance so that this feature will greatly improve the guidance process because we as lecturers really need to get green emoticons which indicate the response. we are doing very well in the guidance process. p: what obstacles did you face in conducting guidance through elista? a: as a lecturer, i had difficulties with the elista, which was about how to use it, which was more complicated in response to the guidance and there were too many steps to follow in the process. p: your input and suggestions for improving the elista in the future? a: the interface should be more userfriendly and simplify each step of the tutoring process. b. female lecturer p: what is your mother's response to the use of elista in the thesis guidance process? a: the elista website which is used as a medium in conducting thesis guidance makes it very easy for us as lecturers to provide guidance because it can provide guidance anywhere and make it easier for students because the schedule can be matched according to the timeline that has been set. p: in your opinion, do you think that the emoticons on the supervisor's dashboard that indicate the supervisor's response time can make you increase the time in the guidance process even more? a: with the emoticons in the elista, it really helps us as lecturers to remember that there is guidance that is going on and with emoticons we are able to make us as lecturers respond more quickly to guidance from lecturers because we will be embarrassed if the emoticons on our elista dashboard are red. indicating that our response as supervisors took a very long time and would embarrass us as lecturers and be the reason we were able to respond quickly to guidance. p: what obstacles do you face in conducting guidance through elista? a: as a lecturer, i have difficulty understanding the timeline contained in the elista because it takes time that exceeds the timeline but cannot be changed and the need for simplification of the thesis guidance dashboard in the lecturer elista. p: your input and suggestions for improving the elista in the future? a: the input from us as lecturers is that usually the elista in providing more places to ask questions for the lecturer to the elista manager will make it easier for indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 191-208 198 lecturer gender perspective with online thesis guidance case study elista in jambi university the lecturer if there is confusion in using the elista. the data is then described in the form of graphs that differentiate instructors based on gender, while the outcomes of the analysis using diagrams may be seen in figure 1. figure 1. male lecturer guidance response diagram figure 1 shows that male lecturers at the faculty of economics and business have the longest response time, with 19 percent, followed by the faculty of teacher training and education with 16 percent, the faculty of animal husbandry with 14 percent, the faculty of law with 14 percent, the faculty of medicine and health sciences with 14 percent, and the faculty of agriculture with 12 percent. the results of the female supervisor's response from the guidance through elista can be seen in figure 2. figure 2. female lecturer guidance response diagram indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 191-208 199 lecturer gender perspective with online thesis guidance case study elista in jambi university based on the diagram above, the results are distinguished by faculty. the greater the percentage of the diagram, the longer the response time to guidance from the supervisor through the elista. from the results of figure 2, there are female lecturers from the faculty of teacher training and education and the faculty of economics and business who have the longest response with a percentage of 19%, followed by the faculty of animal husbandry and faculty of agriculture with 14%, the faculty of law with 13%, the faculty of medicine with 12%, and those who have a response rate of 7.6. the fastest is the faculty of science and technology, with a percentage rate of 9%. the results of this study were explained using descriptive statistics. the results of the descriptive analysis of the responses of male supervisors obtained the mean value of 248.62, the median of 130.00, the mode of 37.00, the minimum value indicating the minimum response from the supervisor was 1.00 and the supervisor's response with the maximum value of 2148.00. for descriptive analysis of female supervisors, the average response rate is 199.50, the median value obtained is 104.00, the mode obtained is 1.00, the minimum response value for female supervisors is 1.00 and the maximum response for female supervisors is 1828. the results of interviews from this study indicate that lecturers at jambi university use elista in conducting thesis guidance. elista is very significant in the student thesis counselling process, according to male and female academics, because it will considerably facilitate lecturers and students because they will be able to do guidance from anywhere. according to the findings of the interviews, lecturers believe that emoticons have a significant impact on their guidance response because if there are red emoticons, the lecturer will feel humiliated and will strive to alter the emoticons to red to avoid the embarrassment. the quickest approach to turn emoticons red is to increase the pace with which students get guidance. despite all of the elista's benefits, the lecturers say that it has some flaws, such as the complexity of the coaching procedure. according to the results of the interviews, lecturers believe that emoticons have a significant impact on lecturers' guiding responses because if there are red emoticons, the lecturer will be embarrassed and will strive to change the emoticons to red to avoid the embarrassment of having red emoticons. the fastest approach to turn emoticons red is to increase the pace with which students receive guidance. despite the elista's benefits, lecturers argue that it has several flaws, including its complexity in conducting the guidance process, which can lead to misunderstandings between lecturers and students, and the fact that setting the timeline in the elista is difficult because it cannot be rescheduled. the input to the elista system that is used as a medium in conducting thesis guidance is to further simplify the steps in the guidance process and also so that there is an input column that can be a forum for asking lecturers as users to the elista system developer. there have been various previous studies undertaken on themes related to the research that the researchers conducted. according to pavlova's (2005) research, there are several social changes that can change humans' perspectives on technology, particularly in the development of educational technology, namely, social change in the form of a response that humans as consumers of technology will have a significant impact on technological change. according to kezar's (2013) research, changes in human reactions at universities, particularly in education, are based on shifts in scientific management, evolutionary, and social cog indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 191-208 200 lecturer gender perspective with online thesis guidance case study elista in jambi university nition perspectives. furthermore, heeks and stanforth (2015) did study that describes the technological shift required for educational progress and provides a method to aid social connection. furthermore, doekal & tulinská (2015) found that technology advancements in tertiary institutions will result in a variety of changes, including a shift in the learning environment in which universities are involved in the final project process. in the application of ict in the guidance process, there are different responses between female and male lecturers. this gender difference focuses on the way gendered men and women socialize, as well as the differences in the ability of the two genders to use technology (indriyany et al., 2021). this is supported by the theory presented by yohana yembise as minister of women's empowerment and child protection where she said in a national seminar held at uny it was said that in the response given by lecturers the female gender was more dominant than the male gender lecturer in the application of ict. where this 4.0 revolution technology can be functioned and operated by female lecturers properly (syahputra et al., 2019). in addition to this, this is also supported by the number of women who have obtained degrees related to technology and others. the reason for this is because female lecturers prefer new things from innovation or renewal. englund et al. conducted research on the technology that was utilised to handle the final project (2017). they demonstrate how technology can be used in higher education to learn from a conceptual knowledge. learning can be viewed as a lecture process, particularly in the context of thesis help, and thus necessitates the use of technology. furthermore, according to study conducted by dintoe (2018), technology is required in the learning process at the faculty level, implying that technology in higher education is a necessity that cannot be isolated from all higher education needs. furthermore, muhtadin & wardah's research (2021) explains the development of the counseloree application, which is useful to support the student thesis process; in the guidance process, this application will reach the proposal seminar stage, and students will register their own accounts for the thesis guidance process. meschitti & smith (2017) conducted previous research on the guidance process based on gender, which explains the guidance process carried out by female lecturers who are considered to have little experience in conducting guidance and how this is monitored through face-to-face guidance conducted by female lecturers. furthermore, li et al. (2018) did study that explains the process of guidance in tertiary institutions, where this process is very significant. furthermore, tinoc-giraldo et al. (2020) discuss the online tutoring procedure utilising a computer, stating that this online thesis counselling is highly helpful for universities in strengthening the professional abilities of lecturers of all genders. elista was developed using a php webbased programming language with the laravel framework using the sublime text text editor. the laravel framework was chosen because it is safe and popular, making it easier to secure and maintain applications. sublime text as a text editor in developing websites is a text editor that is rich in various features, easy and simple and is widely used among developers with the programming language commonly used is php. (pradiatiningtyas and suparwanto, 2017). in developing elista the developer uses the php programming language that is compatible with the php text editor. php is a scripting language that is widely used as a scripting language because it is very easy to use, open indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 191-208 201 lecturer gender perspective with online thesis guidance case study elista in jambi university source, and has easy maintenance so it is used as a script in developing elista (siame and kunda, 2017). elista's development using php scripts causes elista to become a very interactive and attractive website with the development of emoticons that are able to process the response results from the supervisor. the purpose of developing an elista with emoticons is to warn lecturers of the response time of lecturers' guidance in the elista which is distinguished by green and red colors. from the use of elista as a medium in carrying out the process of completing the final project for lecturers as supervisors and students, from the test results, it can be seen that the lecturer's response is strongly influenced by several factors and is affected by technology (rahman and hundal, 2021). the novelty of this study is that this study discusses the response of the supervisor based on the gender of the supervisor (ikhlas et al., 2021). in this study, guidance is carried out between lecturers and students through a website-based system called elista (hermita et al., 2022). the use of elista which is one of the innovations in higher education that is used as a system in conducting final guidance has never been done so it is a novelty to see when the supervisor's response when conducting ict-based guidance is mainly distinguished by gender whether different gender causes differences in the response time of the supervisor's guidance at elista. the results show that female lecturers have a responsiveness that is faster in the thesis guidance process when using elista. women have a better response in using technology because women feel more comfortable when not interacting directly so that technology really supports the lack of female interaction and this can be proven by the fast response of female lecturers when using elista as a thesis guidance medium (safitri, 2010). fast response from women in using technology than men because women are very interested in media that will facilitate their performance at work and one of those things is the website (vázquez-cano, meneses and garcía-garzón, 2017). this is also supported by research by tondelur et al., (2016) that there is no significant difference in the use of technology between men and women because both can use technology well. this is supported by the results of the research that the difference in responses from lecturers is not too significant between male and female lecturers but female lecturers are superior (pramita et al., 2022). women are interested in conducting thesis guidance using elista because it is easy and can be used anywhere so that it will allow female lecturers to respond faster than male lecturers who like face-to-face meetings (samsudin et al., 2022). this is in line with research ambarita et al., (2020) that websites such as elista can facilitate the process of guidance and assessment of the results of the guidance where the lecturers only need to click on the results of the guidance.the use of the web itself will provide convenience in providing information about guidance and ease of access, so that is the reason women really like the ease of using the web(crown et al., 2014;rojas-osorio & alvarez-risco, 2019). the implication of this research is that to speed up the travel time of student graduation, a good response from the supervisor is needed. to get a good response from the supervisor, a technology-based system is needed that will facilitate the guidance process. from this the importance of this research because this research examines the technology-based final project guidance system which is researched onthe rapid response of the thesis supervisor in responding to guidance at the elista when reviewed indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 191-208 202 lecturer gender perspective with online thesis guidance case study elista in jambi university based on the gender of the supervisor. so that this research will provide data that the response of the thesis supervisor will be faster with the help of a technology-based guidance system called elista. recommendations for further research is that it is necessary to do research on how when this elista system is implemented in all campuses in indonesia so that later it will be known that whether a system like elista will be able to make supervisors more active in responding to student guidance, especially based on gender differences from the task supervisor end. 4. conclusion from the results of the study, it was found that female lecturers responded more quickly to the guidance process using technology in the form of elista than male lecturers. where elista as an innovation in higher education makes the guidance process more structured and innovative. this is because female lecturers are more interested in innovations or updates related to technology. the update of this research is to find out how the supervisor's response time to guidance using elista is based on a gender perspective. 5. references ahmadi, a., chafid, m., bukit, av, & marbandi, a. 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(2020). thesis guidance effectiveness in university setting. 387(icei), 51–54. https://doi.org/10.2991/icei19.2019.12 zulhalim, sianipar, az, & ilham, mp (2020). guidance monitoring application design web-based thesis at stmik jayakarta. journal of information systems, applied, management, accounting and research, 4(1), 49–66. vol. 2 (2) (2020) 68-74 ijolae | p-issn 2655-920x, e-issn 2656-2804 68 the effects of students’ perception of the school environment and students’ enjoyment in reading towards reading achievement of 4th grades students in hong kong the effects of students’ perception of the school environment and students’ enjoyment in reading towards reading achievement of 4th grades students in hong kong astrid karina wingard1, hardika dwi hermawan2, vita rosiana dewi3 1faculty of education, university of gothenburg, sweden 2faculty of education, the university of hong kong, hong kong 3college of business and economics, the australian national university, australia doi: 10.23917/ijolae.v2i2.9350 received: november 25th, 2019. revised: december 15th, 2019. accepted: december 25th, 2019 available online: january 2nd 2020. published regularly: july 1st, 2020 abstract the purpose of this study is to investigate some perceived factors in students reading achievement. this study focuses on the correlation between fourth graders’ safety feeling inside school environment and their reading enjoyment towards their reading achievement. descriptive analysis used in this study and data draws from progress in international reading literacy study (pirls) 2016. the participants were 3349 students in their fourth year of schooling in hong kong where 49.1% were girls and 50.9% were boys. the range of the age was 8 to 15 years old. the result showed the importance of creating a safe school environment. besides students’ perception of their school environment, students’ reading enjoyment was another factor which influenced reading achievement. students’ perception of the school environment and students’ enjoyment in reading also affected students’ reading achievement, but the perception of reading is boring gave stronger effect to the reading achievement. keywords: student’s perception, school environment, student’s enjoyment, reading achievement corresponding author: astrid karina wingard, faculty of education, university of gothenburg, sweden email: astridwingard@gmail.com 1. introduction reading is generally recognized as one essential part of human life. ng, renandya, and chong (2011) interpreted reading as the process of making meaning from written texts. a similar definition for reading comprehension is given by israel & duffy (2009) and roe et al (2005) that reading comprehension is to make meaning of what we read. this definition means that it is not enough to decode the letters and words, one has to add knowledge and meaning to what is read (roe, 2005). therefore, reading achievement becomes one indicator to measure the success rate of students’ academic performance. the existence and function of schools play a significant role in student development and academic performance as a large amount of children’s active time has been spent at school. previous research conducted by nijs et al (2013) concludes that perceived school safety is strongly and independently associated with self-reported mental health problems. these mental health problems have opportunities to influence student learning achievement. other researchers, wang and holcombe (2010), say in their study that students’ perceptions of their school can contribute to their level of academic engagement (cited in côté-lussier and fitzpatrick, 2016, p.548). this means that indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae mailto:astridwingard@gmail.com ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (2) (2020) 68-74 69 the effects of students’ perception of the school environment and students’ enjoyment in reading towards reading achievement of 4th grades students in hong kong schools must build positive environment to support students’ reading achievement. on the other hand, the feelings of students themselves must be considered as other factors that also influence their reading achievement. malanchini, et al. (2017) investigated children’s motivation for reading which the enjoyment experience of reading is included as one of the motivation factors. these children come from different ethnicities. the study showed there is a relationship between student enjoyment in reading and their reading achievement. this result is in line with the findings from preece & levy (2018) and retelsdorf et al (2011) in their research. this study is designed to investigate some perceived factors in order to know whether they have an effect on students reading achievement or not, but this study will focus on the following research questions are (a) does students’ feeling of safety in school affect their reading achievement, (2) does students’ reading enjoyment influence their reading achievement, and (c) do students’ feeling of safety in school and students’ reading enjoyment affect their reading achievement. to answer the research questions, some tests will be conducted to examine these hypotheses: feeling safe at school is associated with positive gains at students’ reading achievement (hypothesis 1); enjoyable reading makes a good contribution to reading achievement (hypothesis 2). the following hypotheses were formulated and tested at a 0.05 level of significance. 2. method this study draws on data from progress in international reading literacy study (pirls) 2016. the participants were 3349 students in their fourth year of schooling in hong kong (mullis et al., 2017) where 49.1% were girls and 50.9% were boys. the range of the age was 8 to 15 years old, but most of them were 10 years old. outcome and predictor variables of this study are described below: a. reading achievement in the current analysis, the outcome or dependent variable is students reading scores in pirls 2016. it was reported in the form of plausible values. there were five plausible values in reading, but the analysis was limited to the first plausible value. b. students’ perception of the school environment. students reported to what extent they agreed with the statement “i feel safe when i am at school”. the answers were rated into four categories as follows: 1 = very agree, 2 = agree, 3 = disagree, 4 = very disagree. c. students’ enjoyment in reading students were asked what they think about reading. they reported to what extend they agreed that (i) i enjoy reading; and (ii) i think reading is boring (1 = very agree, 2 = agree, 3 = disagree, 4 = very disagree; cronbach’s α = .72). 3. results and discussion a. descriptive statistics figure 1 shows a normal distribution of hong kong students’ achievement in reading. the average reading score is 573. a center point of 500 was set by the iea with standard deviation of 100 (see mullis et al., 2017). using one-sample t-test, hong kong students performed significantly better at 73 points higher than the average international test score since it showed a positive sign. vol. 2 (2) (2020) 68-74 ijolae | p-issn 2655-920x, e-issn 2656-2804 70 the effects of students’ perception of the school environment and students’ enjoyment in reading towards reading achievement of 4th grades students in hong kong figure 1. distribution of fourth graders’ reading achievement in hong kong there are some variables that are predicted to be involved in influencing student reading achievement, such as students’ safety feeling, reading enjoyment, and reading boredom. the description of each variable is presented in table 1 and for more detailed obtained answers, in figure 2. most of the students were feeling safe when they were at school (m = 1.64, standard deviation = .84). when they were asked about their thought towards reading, from 3287 valid participants, the trend exhibits enjoyable feeling for reading (m = 1.72, standard deviation = .93) in line with disagreement feeling to the statement “reading is boring” (m = 3.24, standard deviation = .99) obtained from 3291 valid participants. table 1. students’ feeling towards school safety and reading enjoyment mean standard deviation n valid missing feeling safe at school 1.64 .84 3294 55 enjoy reading 1.72 .93 3287 62 reading is boring 3.24 .99 3291 58 figure 2. total numbers obtained of each predictor variable 1807 1008 322 157 1765 904 390 228262 516 682 1831 agree a lot agree a little disagree a little disagree a lot i feel safe when i am at school i enjoy reading reading is boring ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (2) (2020) 68-74 71 the effects of students’ perception of the school environment and students’ enjoyment in reading towards reading achievement of 4th grades students in hong kong b. findings the analyses below are designed to answer all the research questions regarding the effects of students’ perception of the school environment towards reading achievement, research question about the correlation between students’ enjoyment in reading and their reading achievement, and the correlation among them all. 1) feeling safety at school and reading achievement as the aforementioned description, students in hong kong were feeling safe at school (m = 1.64) and their reading achievement average is 573. thus, to know the relation between these two variables, linear regression was used, and three dummy independent variables were made: those who very agree to the statement “i feel safe when i am at school” (dummy 1), collapsed values of agree and disagree (dummy 2) and very disagree to the statement (dummy 3). in the test, dummy 3 became the base. the test result presented that 2.1% of the variance of the dependent variable is explained by independent variables. the tvalue for dummy 1 and dummy 2 was more than 1.96 which means both dummy variables had a statistically significant impact on the reading achievement at a 95% level of confidence. therefore, we can accept the alternative hypothesis that there is a relationship between reading achievement and students’ feeling safety at school, and then reject the null hypothesis. 2) reading enjoyment and reading achievement a one-way between-groups analysis of variance (anova) was conducted to investigate the effect of reading enjoyment towards reading achievement. there are two predictor variables as explained in section 3.2.3. separately, each independent variable is tested against reading achievement. the independent variable of “i enjoy reading” statement significantly affected reading achievement at p<.05 level. the scores for the four likert-scale groups: f(3,3283)=68.175, p=.000. since anova cannot present within which groups the difference is, then another test, post-hoc had been run. the post-hoc comparisons using bonferroni test presented the mean score for all four categories were significantly different from each other: category 1 (m = 584.79, sd = 59.66), category 2 (m = 568.10, sd = 58.45), category 3 (m = 557.84, sd = 63.58), and category 4 (m = 532.71, sd = 56.45). another independent variable with the statement “reading is boring” was also scaled into four categories of to what extent the students agree about the statement, but the value had been recorded since it has a negative answer meaning (category 1: very disagree, category 2: disagree, category 3: agree, and category 4: very agree). the oneway anova test presented that there was statistically significantly different at the p<.05 level for the four scaled-category: f (3,3287) = 98.77, p =.000. the same step was done as the previous independent variable. post-hoc comparisons using bonferroni test indicated that the mean score of category 1 (m = 584.99, sd = 58.70) did not significantly differ from category 2 (m = 576,68, sd = 54.99), but statistically significantly differed from category 3 (m = 547.31, sd = 61.67) and category 4 (m = 533.25, sd = 64.08). category 3 and 4 were significantly different from category 1 and 2 but did not significantly differ to each other. vol. 2 (2) (2020) 68-74 ijolae | p-issn 2655-920x, e-issn 2656-2804 72 the effects of students’ perception of the school environment and students’ enjoyment in reading towards reading achievement of 4th grades students in hong kong table 2. regression coefficients for plausible value: overall reading pv1 3) effects of feeling safety at schools and reading enjoyment on reading achievement multiple regression analysis was designed to investigate students reading achievement using the enter method. the regressors were students’ safety feeling and their personal feeling towards reading. the overall regression model was statistically significant, f(3, 3269)=110.99, p<.005. with the r²=.092, it exhibited 9.2% of the variance in reading achievement can be predicted by the independent variables. in the regression coefficients, as can be seen at table 2, from the standardized beta (β) column, reading is boring (recoded) variable had the strongest effect to the reading achievement and then followed by enjoying reading and feeling safe at school. now, let us move to the b column. here, the model showed that for every one unit increase in feeling safe at school, the reading achievement will decrease by 5.23 units. also similarly, for variable reading is boring (recoded), for every one unit increase in this variable, the dependent variable decreases by 13.08 units. then, with every one unit increase in enjoy reading, it will decrease the reading achievement by 6.88 unit. c. discussion the current study investigated some factors that account for hong kong students reading achievement, with its focus on the correlation between fourth graders’ safety feeling inside school environment and their reading enjoyment towards their reading achievement. even though hong kong is one of the regions that has developed in term of ict in education (hermawan, 2019), but reading achievement and school environment play an essential role in the quality of education itself. the analyses represented correlation between students’ perception of their school environment against their reading achievement through reading comprehension test. the perception here was narrowed into feeling of being safe at school. this result showed the importance of creating a safe school environment because to gain a productive learning requires a safe environment (diamanduros & downs, 2011; ferrin, 2011; stephan, 2016). this study also confirms what wang and holcombe (2010) said in their study that students’ perceptions of their school can contribute to their level of academic engagement (cited in côté-lussier and fitzpatrick, 2016, p.548). hence, it is highly encouraged for the schools to keep on creating a safe school environment for learners to be able to obtain better academic achievement (lopez, 2019; mooney et al, 2010). besides students’ perception of their school environment, students’ reading enjoyment is also predicted as another factor which can influence reading achievement. the correlation between these variables was explained through anova and post-hoc test. the statistically significant difference means students’ feeling of enjoyment in reading affects their reading achievement. unfortunately, detailed explanations of what factors model unstandardized coefficients β p b se 1 (constant) 616,71 2,81 ,000 feeling safe at school -5,23 1,25 -,072 ,000 reading is boring (recoded) -13,08 1,26 -,209 ,000 enjoy reading -6,88 1,37 -,104 ,000 ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (2) (2020) 68-74 73 the effects of students’ perception of the school environment and students’ enjoyment in reading towards reading achievement of 4th grades students in hong kong can make students enjoy reading from the perspective of the students themselves are limited, but there are a number of predictable ways that can make students interested and enjoy reading as compiled by oecd (2012). chiu & mcbride-chang (2006), smith et al (2012) and hochweber & vieluf (2018) said that gender differences associated with reading achievement. hence, this case can be investigated for future research. the last research question of this study was answered through testing those two predictor variables together with the outcome variable aimed to know the correlation among them. as predicted, in the multiple regression test, the result was statistically significant. then, it can be concluded that students’ perception of the school environment and students’ enjoyment in reading affected students’ reading achievement, but the perception of reading is boring gave stronger effect to the reading achievement. wayne et al (2013), gietz & mcintosh (2014), and firdausy et al (2019) also stated that student perception and learning environment have a relationship with academic performance, including reading achievement. 4. conclusion the results showed a correlation between students’ perception of their school environment against their reading achievement through reading comprehension test. the perception was narrowed into feeling of being safe at school. this result also showed the importance of creating a safe school environment because to gain a productive learning requires a safe environment. students’ perception of their school environment, students’ reading enjoyment is also predicted as another factor which can influence reading achievement. the correlation between these variables was explained through anova and posthoc test. the statistically significant difference means students’ feeling of enjoyment in reading affects their reading achievement. students’ perception of the school environment and students’ enjoyment in reading of this study affected students’ reading achievement, but the perception of reading is boring gave stronger effect to the reading achievement. further studies are needed by increasing the number of predicted variables to enhance the research accuracy level. 5. references cote-lussier, c., & fitzpatrick, c. (2016). feelings of safety at school, socioemotional functioning, and classroom engagement. journal of adolescent health, 58(5), 543. doi:10.1016/j.jadohealth.2016.01.003 diamanduros, t., & downs, e. (2011). creating a safe school environment: how to prevent cyberbullying at your school. library media connection, 30(2), 36-38. ferrin, scott ellis. (2011). symposium section: rights, religion, regard, contact: the common school ideal, a nurturing, safe and effective educational environment for all students. brigham young university education and law journal, 2011, 205-701. firdausy, a. r., setyaningsih, n., & waluyo, m. (2019). the contribution of student activity and learning facilities to learning independency and its impact on mathematics learning outcomes in junior high school. indonesian journal on learning and advanced education (ijolae), 1(2), 29-37. gietz, c., & mcintosh, k. (2014). relations between student perceptions of their school environment and academic achievement. canadian journal of school psychology, 29(3), 161-176. greaney, k. (2011). the multiple cues or "searchlights" word reading theory: implications for reading recovery®. vol. 2 (2) (2020) 68-74 ijolae | p-issn 2655-920x, e-issn 2656-2804 74 the effects of students’ perception of the school environment and students’ enjoyment in reading towards reading achievement of 4th grades students in hong kong perspectives on language and literacy, 15-19. hansen, e. j. (2016). reading comprehension. thesis. spring: master fremmedspråki skolen. hermawan, h. d., deswila, n., & yunita, d. n. (2018, july). implementation of ict in education in indonesia during 2004-2017. in 2018 international symposium on educational technology (iset) (pp. 108-112). ieee. hochweber, j., & vieluf, s. (2018). gender differences in reading achievement and enjoyment of reading: the role of perceived teaching quality. the journal of educational research, 111(3), 268-283. israel, s., & duffy, g. (2009). handbook of research on reading comprehension. new york: routledge. lopez, r. (2019). overcoming barriers: school principals and sros collaborating to create a safe school environment. the clearing house: a journal of educational strategies, issues and ideas, 92(4-5), 149-155. malanchini, m., wang, z., voronin, i., schenker, v., plomin, r., petrill, s., & kovas, y. (2017). reading selfperceived ability, enjoyment and achievement: a genetically informative study of their reciprocal links over time. developmental psychology, 53(4), 698-712. mooney, c., ross, j., & moloney, m. (2010). sustaining a safe and healthy school environment every day. momentum, 41(2), 28-30,32-34. mullis, i. v. s., martin, m. o., foy, p., & hooper, m. (2017). pirls 2016 international results in reading. retrieved from boston college, timss & pirls international study center. ng, q., renandya, w., & chong, m. (2019). extensive reading: theory, research and implementation. teflin journal, 30(2), 171-186.. nijs, m., bun, m., tempelaar, c., wit, j., burger, e., plevier, w., & boks, n. (2014). perceived school safety is strongly associated with adolescent mental health problems. community mental health journal, 50(2), 127134. oecd. (2012), let's read them a story! the parent factor in education, pisa, oecd publishing. http://dx.doi.org/10.1787/978926417 6232-en piaget, j. (1936). the origins of intelligence in children. translated by margaret cook. international universities press, new york. 1952 retelsdorf, j., köller, o., & möller, j. (2011). on the effects of motivation on reading performance growth in secondary school. learning and instruction, 21(4), 550559. roe, b., smith, s. h., & burns, p. c. (2011). teaching reading in today's elementary schools (9th ed). cengage learning, boston: houghton mifflin. smith, jeffrey k, smith, lisa f, gilmore, alison, & jameson, madgerie. (2012). students' self-perception of reading ability, enjoyment of reading and reading achievement. learning and individual differences, 22(2), 202-206. stephan, s. (2016). 5.6 practice and policy tools to support schools in creating safe and supportive learning environments. journal of the american academy of child & adolescent psychiatry, 55(10), s94. wayne, s., fortner, s., kitzes, j., timm, c., & kalishman, s. (2013). cause or effect? the relationship between student perception of the medical school learning environment and academic performance on usmle step 1. medical teacher, 35(5), 376-380 http://dx.doi.org/10.1787/9789264176232-en http://dx.doi.org/10.1787/9789264176232-en microsoft word aziz 19574-61248-4-ed.docx indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 1-12 1 using digital media during the covid-19 pandemic era: good online program in higher education using digital media during the covid-19 pandemic era: good online program in higher education aziz awaludin1, harun joko prayitno2, muhammad izzul haq3 1school of education, university of wisconsin-madison, usa 2faculty of teacher training and education, universitas muhammadiyah surakarta, indonesia 3school of social work, mcgill university, canada doi: 10.23917/ijolae.v5i1.19574 received: august 17th, 2022. revised: december 6th, 2022. accepted: december 9th, 2022 available online: december 13rd, 2022. published regularly: january 1st, 2023 abstract this study aims at documenting the experience and perceptions of an indonesian university professor in regard to teaching using digital media during the coronavirus disease 2019 (covid-19) pandemic. ample research has pointed out that the use of digital technologies can raise both potentials and challenges. this study examines the two contrasting perspectives by considering the current health disaster, the covid-19 pandemic, which can add to the complexities of the virtual education in indonesia. research on virtual education in the context of indonesian higher education during the pandemic is very limited and, thus, this study has gained its significance. we used qualitative methodology to approach this investigation with interview as the data collection technique and thematic analysis as its method of analysis. the results of this study present some key insights into the ways to integrate digital technologies within higher education instruction and what criteria to consider when selecting digital media. we argue that using digital technology helped educators facilitate teaching and learning regardless of the health crisis they were facing. this paper can be of use for educators in higher education to find ways in infusing digital media in their everyday instructions. keywords: covid 19 pandemic era, digital media, digital technology, good online programs, online community, virtual education corresponding author: aziz awaludin, school of education, university of wisconsin-madison, usa email: awaludin@wisc.edu 1. introduction coronavirus disease 2019 (covid-19) has infected almost all countries in the world. the world health organization (who) declared the covid-19 outbreak firstly identified in wuhan, china, as a pandemic on march 12, 2020 (who director-general’s opening remarks at the media briefing on covid-19 11 march 2020, 2020). per november 24, 2021, our world in data recorded there were about 26 million people infected by the virus and more than 5 million of them died (“coronavirus (covid-19),” 2021). the covid-19 pandemic is considered a biological disaster. according to kumar (2020), what qualifies biological disasters includes natural scenarios relating to disease, disability, or even death massively due to bacteria, viruses, toxins, or other microorganisms among the earth’s creatures (humans, animals, and plants). the covid-19 has caused devastating medical and socioeconomic problems around the globe. steinfield (2020) argues that the covid-19 pandemic is changing the structures, rhythms, and routines of many contexts including education for an indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 1-12 using digital media during the covid-19 pandemic era: good online program in higher education 2 unknown period. as of now, we have witnessed how the world of education has shifted from in-person learning to remote virtual learning so massively. indonesia has its own story about the pandemic and education. the country is among those which close schools the longest. nearly 18 months have passed since schools in indonesia were closed to reduce the rate of transmission of covid-19 (indonesia: after 18 months of school closures, children must safely resume face-to-face learning as soon as possible, 2021). millions of indonesian students have been affected by school and university closures. the indonesian government has been strongly urged to find a way out of this precarious situation. in this paper, we investigate how a virtual class at one public university was run by documenting a faculty member’s perceptions and attitudes when using digital media for teaching and learning. this paper may be of use for educators in universities to inform practices to better integrate digital media in their instructions. a. the context: indonesia in the 64th anniversary event of indonesian padjadjaran university whose theme “towards a hybrid university transformation,” nadiem anwar makarim, the minister of education, culture, research and technology (moecrt), said distant learning during the covid-19 pandemic has been an emergency route. according to him, the route has been taken to prevent a so-called “learning loss” (siswadi, 2021). the moecrt minister explained that during the last one and a half years there had been many changes as a result of the covid-19 pandemic, especially in higher education contexts. one of the biggest reforms in the world of education is the use of technology in learning. “now technology must change the way students learn, especially to catch up during the pandemic,” he said (siswadi, 2021). the minister asserts that learning must be meaningful and relevant so that students have sufficient provisions to face the real world. he urges indonesian universities to establish the hybrid approach in the 21st learning such that the courses are designed in a more creative format using digital technologies (siswadi, 2021). this spirit of reform can be traced to the ministry’s current policies which emphasize education reforms during the pandemic. the government revisits and revises the use of the special fund allocation to be directly transferred to schools for purchasing digital devices (the 2021 national education day podcast of president jokowi and minister nadiem makarim, 2021). the massive use of computers at schools and universities has been widely promoted such that the government bought hundreds of thousands of chromebooks for student learning and enhanced the hybrid-style learning, combining both in-person and virtually (the 2021 national education day podcast of president jokowi and minister nadiem makarim, 2021). b. virtual learning in higher education according to carliner (1999), virtual learning is educational resources that are offered on computers. this kind of learning allows both faculty members and students to manage to teach and learn in teleconferencing modes, using, for instance, zoom, google meet, or other digital applications so that they can self-direct their academic activities in a distance. virtual learning is also defined as a model in which geographical distance separates a tutor and students, and online delivery media are used to bridge that instructional gap (huang, 2002). however, ally (2008) asserts that virtual learning encompasses more than just the appearance and conveyance of indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 1-12 3 using digital media during the covid-19 pandemic era: good online program in higher education materials online, rather it also requires the inclusion of the learner and the learning process. he explains that students use the internet to access learning resources, such as interacting with contents, instructors, and other students, and attaining support throughout the learning process, and, thus, that they can gain knowledge, construct personal meaning, and grow from that learning experience (ally, 2008). when it comes to what digital media for virtual learning to use, pecay (2017) highlights two criteria of “learning purposes” and “teaching purposes.” his study focuses on scrutinizing educators’ motives in using youtube in their classes. the setting of the research was in-person where the digital media was embedded along with teaching and learning practices. educators used youtube to explore some understandings of subject matters and, thus, develop their teachings. they considered the contents’ pedagogical and psychological aspects to better benefit their students (pecay, 2017). in addition, studying three different stakeholders of children, parents, and industry, dias and brito (2021) explored that the three stakeholders had contrasting views on the criteria of selecting apps. for example, parents leaned on safety issues of digital media; children considered the fun aspects and their interfaces, while the industry highlighted the significance of a good user experience. this study includes an educator’s opinions during the pandemic so it can add to the prolonged discussion of digital media criteria in contemporary virtual learning developments. digital technology has played and continues to play a crucial role in the growth of virtual learning. it becomes an important long-term strategy for many universities. given the rapid growth of this non-traditional learning and its importance for tertiary institutions, it is imperative that universities deliver good online programs (kim & bonk, 2006). also, dumford and miller (2018) argue that it is critical to discover the current situations and issues with virtual learning at higher education level to facilitate a better context for ways in which the student experience might be improved. c. two faces of digital technology integration in education the use of technologies can raise both potentials and challenges. by reviewing some relevant literature including research articles and books, we provide key insights as follows. 1) positivists’ perspectives we documented the proponents’ views of using digital media for learning. first of all, flexibility has become the most favorable theme that many educators and learners consider the online strategy can convey. awaludin (2016) contends that online platforms can generate flexible learning in ways that students are able to manage their own learning pace. for example, they can slow down or speed up reading an article and pause or rewind a video learning. in addition, a student commuter can conveniently access learning whenever and wherever so he or she can improve their studies (awaludin, 2016; oproiu, 2015; owston et al., 2013). fearon et al. (2011) give a wider perspective that remote speakers from industry or academia can be able to deliver a seminar event or keynote lecture through teleconferencing. even when a participant misses the event, for instance, because of illness, he or she still can catch up online. second, digital technology tools can facilitate collaborative activities (oproiu, 2015). students can do group work, share ideas and even challenge others’ opinions via the online platform in, as loh et al. (2016) indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 1-12 using digital media during the covid-19 pandemic era: good online program in higher education 4 said, much easier ways of learning. according to fearon et al. (2011), universities can encourage larger collaboration with industry practitioners, for example, to foster and improve the learning itself. further, they describe that the online environment could facilitate the development of transferable skills for junior accountants and enabled helpful revision aids for both undergraduate and graduate students participating in the study (fearon et al., 2011). even as simple as collaboration with peers in doing homework can be carried out online (oproiu, 2015). we think especially in the time of the pandemic this practice has been commonly implemented by many students and their teachers too. third, the virtual mode of learning is capable of motivating students in their studies. a study by owston et al. (2013) found that students were satisfied with the online strategy as they could understand subject matters very well and, thus, be motivated in their learning to achieve better grades. lópez-pérez et al. (2011) clarify that students at the university of granada had positive attitudes toward learning and gained better achievement, shown in their final scores. lastly, from an economic point of view, according to loh et al. (2016), studying in the distance can reduce transport costs. as mentioned earlier, the commuter, distant or ill students can still access learning wherever they are. other than breaking distance issues and saving travel time, technology also possibly eliminates some transport fares (loh et al., 2016). along with these potentials follow some constraints that need to discuss. 2) sceptics’ perspectives despite the potentials discussed earlier, technology-based learning is, borrowing selwyn's (2016a) word, messy and contributing to serious problems that need attention. first and foremost, students often feel bored when dealing with static technological devices. selwyn (2016a) argues that digital technology neglects humanization acts of learning and teaching because people’s relationships and social contexts in which they act and learn vary and, thus, affect their learning. students like meeting their peers in person and talking to each other. in the digital sphere, these activities can be done very limitedly (selwyn, 2016a). for example, after a zoom class is over, the room is ended, no small talks after the class. furthermore, the technology could not accommodate student desires to socialize and interact with their peers. albeit some online platforms provide such mingling spaces for students to connect with each other, zhang and kenny (2010) found that students they studied could not make much use of the tools. what normally happened in the virtual model was that most students were passive; there were limited activities that could be done in the online environment. selwyn (2016) contends that technology increases and worsens obstructive behaviors among students by, for example, not contributing to group activities in a meaningful way. in addition to the final point in selwyn's (2016) argument, some studies still problematize the collaboration matter which has been claimed to be facilitated virtually. students show negative attitudes to learning because they lack opportunities to collaborate with their colleagues (loh et al., 2016). loh et al. (2016) add that these negative perceptions can influence the effectiveness of group work, considering that traditional face-to-face meetings are able to spark student creativity. it is important to consider that learning should not just promise ‘collaborative works only’, but, more importantly, it needs to encourage quality collaboration among students so they can improve their learning. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 1-12 5 using digital media during the covid-19 pandemic era: good online program in higher education another challenge is related to the quality of online materials provided by universities. specifically, in the research on university students, weaver et al. (2008) found that student responses elevated main issues, such as: poor quality teaching (e.g., appropriate teaching activities, feedback, and level of interaction), poor use of technology (e.g., inappropriate file types uploaded, little use of available features, large file sizes), and lack of adequate maintenance to online sites (e.g., out-of-date information and broken links). in this paper, we are going to examine the two perspectives. moreover, the nature of the covid-19 pandemic can add to the complexities of the virtual education phenomenon. to my knowledge, studies on virtual education in the context of indonesian higher education during the pandemic are very limited. what we mean by “studies” is research articles published in peer-reviewed journals. therefore, this study gains its significance to extend the conversations around the issue in the recent indonesian context. we would like to provide important evaluation of the issues of online instruction during the covid-19 pandemic. this paper aims at addressing two research questions (rq); they are: (a) rq1: how does an indonesian professor perceive the use of digital media for teaching and learning during the pandemic; (b) rq2: what are the criteria used when selecting digital media. 2. methods we used qualitative methodology to approach this study. hatch (2002) asserts that qualitative studies try “to understand the world from the perspectives of those living in it” (p. 7). in the qualitative approach, investigators seek to capture the perceptions of actors in which they use as a foundation for their activities in a social context. for collecting data, we employed a semi-structured interview with prabowo (pseudonym). we did the in-person interview in october 2021. prabowo is an indonesian professor who had been in the united states as a visiting scholar for three months (august-october 2021) when we interviewed him. while doing the visit and during the coronavirus disease (covid-19) pandemic, prabowo also still carried out his distant instruction duty for his students in indonesia. regarding the data analysis, we used thematic analysis (ta) to process the obtained information from the interview. according to carliner (1999), ta as a qualitative strategy is mostly defined as a technique for researchers to identify, analyze, and report patterns (themes) in data. to find the themes, we developed five codes as shown in table 1. 3. results and discussion we would like to present a perspective of prabowo who conducted online teaching during the covid-19 pandemic. a. the tale of the professor the professor reflected on his experience performing the online instructor role in the last one and a half years when we met him. he took the initiative to use digital media since the university where he worked did not provide him with any kinds of learning media subscription and learning management systems at all. prabowo noted, “the university does not provide [any learning management system tools]. this is a self-initiated [response].” in this part, two main themes emerge from the data. the first is related to some potentials and challenges of both in-person and virtual learning during the covid-19 related crisis. the second theme is about the criteria of media selection for helping him carry out the distance instructions. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) xx-xx 6 using digital media in the time of the covid-19 pandemic: a tale of an indonesian university professor table 1. data codes codes definitions examples potentials enabling brought about using a certain mode of instruction “[with] the in-person mode, [first, i am able to cover] subject matters more maximally.” challenges difficulties faced by the professor when teaching “in zoom, it’s difficult for us to explain things more concretely.” intuitive when digital media are easy to navigate “even at the beginning of the pandemic, in 2020 there were still many (faculties) who used wa (whatsapp) groups [for teaching].” widely used when digital media are commonly used “they are more familiar with zoom.” efficient when digital media are cost efficient as well as having quality services “webex is taking so much data; it is the most expensive … the microsoft team sounds like crap.” b. in-person vs virtual instruction prabowo provided his views on the potentials and challenges of both virtual and face-to-face modes of instruction. first of all, the professor said that the main strength of the virtual mode lied in its flexibility. “so, there are no rules for this meeting. because of the pandemic, [the class] has become more open; it’s not too rigid … it is more flexible, yes.” he explained further that with this flexible nature, he and his team teaching were able to innovate in designing learning as effectively and possible. prabowo said, “then, the positive thing is that this virtual [model] makes us more innovative; [we are triggered] to continuously develop [our learning design] again and again in the following semesters.” on the other hand, the professor highlighted the main challenges of the virtual model were related to its practicality, especially, when he wanted to interact with his students. “it’s a bit difficult to build interactions … in zoom. it’s difficult for us to explain things more concretely; it’s hard to explain abstract theories. there is a gap, isn’t it?” the professor also said there was a problem by the internet connections they had, saying, “the students [sometimes] have problems with the network … there are problems with internet signal, connections ... because there are some students who live outside the cities [in villages].” figure 1. potentials and challenges of the virtual mode potentials of the virtual having flexible arrangements stimulated to innovate challenges of the virtual difficult to interact facing technical issues (e.g. internet connections) indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 1-12 7 using digital media during the covid-19 pandemic era: good online program in higher education in terms of the positive side of in-person learning, prabowo stated that “[with] the inperson mode, [first, i am able to cover] subject matters more maximally. second, i can explore [when] explaining things and the interaction [between me and students] is maximized … because my class is a theory course, it needs more depth, [requires] concrete examples; [i usually use] whiteboards to explain the lessons.” he pointed out social and practical aspects of delivering subject matters in the conventional classroom settings. on the other hand, regarding challenges, the professor admitted that in the traditional face-to-face learning, prabowo felt the structure was rigid and he took the system for granted. “[because we have] rules and predetermined classroom locations and schedules … it is not that flexible.” and the professor said that he could not change that status quo. figure 3. potentials and challenges of the in-person mode to summarize, here we create a matrix (see table 2) listing the potentials and challenges prabowo encountered when teaching. c. learning media criteria furthermore, we explored the ways the professor picked up the digital media he and his students used to facilitate learning. when it came to choosing certain media or applications for learning, the professor revealed three main criteria; the learning media had to be: widely used, intuitive, and efficient (sukmawati et al, 2020). this part includes some important excerpts from the interview transcripts that we classified into the three categories of learning media criteria in the case of prabowo. firstly, in the initial phase of his distance teaching during the covid-19 pandemic, the professor used whatsapp, a widely used messaging application among faculty members and students, to make learning possible. “even at the beginning of the pandemic, in 2020 there were still many (faculties) who used wa (whatsapp) groups [for teaching]. [we] chat via wa groups,” said the professor. in the daily activities, prabowo used whatsapp to communicate with his relatives, fellow professors, and students. in indonesia, potentials of the in-person covering subject matters more maximally having more social interactions in the classroom able to deliver lesssons more practically challenges of the in-person constrained with the rigid system indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 1-12 8 using digital media during the covid-19 pandemic era: good online program in higher education whatsapp has been a widely used messaging media. table 2. the matrix of potentials and challenges for both in-person and virtual modes matrix virtual mode in-person mode potentials • the professor was able to flexibly arrange the class • the professor was stimulated to continuously innovate his teaching • the professor could cover subject matters more maximally • the professor was able to create more social interactions in the classroom • the professor was able to maximize the use of the classroom facilities when delivering lessons. challenges • the professor found it hard to interact with the students. • the professor usually had problems with technical issues, such as poor internet connections. • the professor was constrained with the rigid system of the in-person mode. in doing so, he explained how the teaching happened on whatsapp, “so, [i and students] chat with each other. you know what i mean. some students were creative; maybe because they were tired of typing, they used the voice note feature [to respond to my instruction]. or the lecturer, me, used the voice notes too or used video recorded.” also, they eventually used zoom to facilitate teleconferencing learning. “back in 2020, when the covid-19 was still high, sometimes they also zoomed with their friends because they couldn’t go out to meet people … they are more familiar with zoom.” secondly, another key criterion was that when selecting new media, prabowo perceived that the applications needed to be intuitive. the main reason for using the zoom application is its easy-to-navigate features. “[zoom] is more practical, easier, simple, especially for sharing screens,” said the professor. he then compared zoom with another application stating, “well, many [faculties] are not used to using google meet [because] the features are bit different [from other applications], especially regarding its share screen feature. at first, i didn’t really know where to share my screen either.” the last criterion was about the efficiency aspects of the learning media. the professor noted that there were some teleconferencing applications that consumed so much data, less efficient for him and his students (hermita et al, 2022). “after trying [some applications], some were very wasteful, taking so much data, some didn’t have quality sound or visuals. so, i’ve compared those 5 applications. for example, webex is taking so much data; it is the most expensive. then, the microsoft team sounds like crap, right?” prabowo was concerned about the data usage and qualities of digital media. he also argued that even though using zoom was not free when compared to google meet, for example, but the quality zoom had was the main reason for the professor placing the application on the first rank. “google meet is still pretty good [but] it’s the second choice [after zoom]. at the end of the day, the choice is still to use zoom.” indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 1-12 9 using digital media during the covid-19 pandemic era: good online program in higher education d. so, what? this study aims at exploring a university professor’s perceptions about teaching using digital media in the time of the covid-19 pandemic. since its emergence in 2019, the coronavirus disease has transformed many aspects of education in the world including indonesia, especially, regarding the way educators deliver their lessons; virtual education has been a common practice for the last two years. the indonesian government has enacted several important policies in responses to the situation; distributing chromebooks to students, enhancing the implementation of hybrid learning in universities, and allocating special funds for purchasing internet data are among the very (if not “the most”) critical steps the current administration has taken. through a careful investigation, this study presents some key findings of how prabowo, an indonesian faculty member, viewed digital technology integration and what criteria he considered when selecting digital media. we argue that using digital technology helped the professor facilitate teaching and learning regardless of the health crisis he experienced (prayitno et al, 2019). but, some challenges follow the practice, especially regarding technical issues (e.g. the internet connections) and building interactions with students. the professor emphasized flexibility brought about by the virtual mode for his teaching activities. this resonates with fearon et al. (2011) and awaludin (2016) who assert that flexibility has been one of the key strengths of flipping classrooms online. the finding also rejects selwyn's (2016a) argument which states that the online system is boring because technological tools are considered static. further, prabowo explained the compounding effects from having the flexibility in which he was able to improve his teaching more and more. owston et al. (2013) has pointed out this motivation for learning aspect, but they focus on students only. this finding extends the conversation that even educators are encouraged to learn more in improving their instructions. however, doing the activity virtually made it the professor difficult to build interactions with his students. this finding contradicts oproiu (2015) and loh et al. (2016) who claim that virtual learning can harness collaborations within an online community. prabowo compared it with the face-to-face class that he was able to communicate with students in person. that real-life condition makes the interactions more fluid, compared to the virtual space which limits the class to facing computer screens. in this case, selwyn (2016a) critiques the humanization acts of virtual learning. the professor felt that in-person classes can better equip him with physical facilities to help him teach better. due to the pandemic, he has no other options but to run a virtual mode. this finding adds to the conversation of digital media users and stakeholders’ motives when choosing digital apps, for example, as studied by pecay (2017) and dias and brito (2021). moreover, because the study was conducted within the timeframe of the covid19 pandemic, we are conviced that the results can be of reference for some serious problems brought by the pandemic. for instance, many today’s educators are in the situation where they are offered plenty digital media. this research can guide them on what media to choose from their disposals. 4. conclusion as the objective of this study is to scrutinize a faculty member’s teaching experience during the pandemic, this investigation provides pivotal aspects of how to integrate digital technologies within higher education instruction. with the empirical data, this indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 1-12 10 using digital media during the covid-19 pandemic era: good online program in higher education research extends some understanding from the previous studies being assessed. to conclude the discussion, we present three useful recommendations for educators when assessing digital media. these recommendations are based on the criteria mentioned by prabowo in the interview. with all the limitations the professor had (the pandemic, the lack of support from the university, and his visit to the united states), he believed that these three important criteria can be of significance for other educators as well. (1) consider selecting digital media widely used by students; (2) choose intuitive digital tools for ease of delivering learning materials; (3) use efficient digital media for learning in ways that they can save you and your students some money, but at the same time have quality services. finally, we hope this exploration can shed light to educators in higher education, essentially, in utilizing digital media and embracing best practices as well as alleviate some of their burdens during the difficult time. 5. references ally, m. (2008). foundations of educational theory for online learning. in the theory and practice of online learning (2nd edition, pp. 15–44). athabasca university press. awaludin, a. (2016). connecting the world: the utilization of ict for rural teacher education in indonesia. tarbiya: journal of education in muslim society, 3, 218-226. carliner, s. (1999). overview of online learning. human resource development press. coronavirus (covid-19). 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(2010). learning in an online distance education course: experiences of three international students. the international review of research in open and distributed learning, 11(1), 17. https://doi.org/10.19173/irrodl.v11i1.775 microsoft word 4 budi susetyo 17113-56255-2-ed.doc indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 128-139 128 the innovation and the transformation of indonesian schools accreditation management system the innovation and the transformation of indonesian schools accreditation management system budi susetyo1, sylvia p. soetantyo2, muhammad sayuti3, darfiana nur4 1faculty of mathematic and science, ipb university, indonesia 1faculty of teacher training and education, stkip muhammadiyah bogor, indonesia 2faculty of education, stak negeri kupang, indonesia 3faculty of teacher training and education, universitas ahmad dahlan, indonesia 4faculty of science and engineering, curtin university, australia doi: 10.23917/ijolae.v4i2.17113 received: january 12nd, 2022. revised: april 20th, 2022. accepted: april 23rd, 2022 available online: may 1st, 2022. published regularly: may 1st, 2022 abstract all schools at the primary and secondary education levels in indonesia must be accredited. an independent body called the national accreditation board for schools/madrasah (ban-s/m) as an external quality assurance agency, accredits schools throughout indonesia. since 2005, the percentage of schools accredited in levels a and b has always increased from year to year based on the accreditation results. however, the improvement of school quality based on accreditation did not strongly correlate with the national exam and pisa results. this article discusses the facts of the experience of implementing accreditation for 15 years which became the basis for accreditation reform in indonesia. ban-s/m started the reformation in 2020 with three fundamental changes. first, the change in the accreditation instrument from compliance-based to performance-based. second, the recruitment of new assessors based on cognitive competence and personality. third, the changes of the accreditation business process through the dashboard monitoring system that will select schools with automatic accreditation extensions without visitation and schools that assessors must visit. implementation of innovation and accreditation management reform can reduce accreditation costs by more than 60% and is expected to increase the accuracy of school quality assessment results. the findings strengthen the current transformation to the new, more efficient, rational accreditiation management system for schools/madrasah. keywords: cognitive competence, dashboard monitoring system, educational accreditation management system, innovation management reform corresponding author: budi susetyo, faculty of mathematic and science, ipb university, indonesia email: budisu@apps.ipb.ac.id 1. introduction the indonesian constitution guarantees that every citizen has the same right to obtain quality education in accordance with the national education standards set by the government. one of the tools to measure the quality of schools at the primary and secondary education levels is the result of accreditation carried out by an independent body called the national accreditation board for schools and madrasahs (ban-s / m). ban-s / m is established by the government and all activities are financed by the government, but it is independent in determining policies and the results of accreditation. in indonesia’s regulation, it is mentioned that the government is obliged to accredit all schools, both public and private schools, including madrasas, islamic religious schools, that provide formal education. since the indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 128-139 129 the innovation and the transformation of indonesian schools accreditation management system accreditation program was implemented in early 2000 until 2020, the number of schools that had been accredited was 271,654 (98.79%) from a population of 274,979 existing schools (research, development, and books, ministry of education and culture, 2020). currently, the certificate of accreditation results is valid for five years, then after the expiration date, schools must be re-accredited. if the accreditation business process goes according to plan, then all schools should have been accredited, some even have been accredited twice or more. however, in reality there are still many schools whose certificates have expired but have not been re-accredited, even more than 1% of schools have never been accredited. limited budget available to the government is the main reason for this problem. from 2015 to 2019, the percentage of schools accredited with good (b) and excellent (a) predicate increased (research & development, 2018; research & development, 2019; research, development, and books, 2020; national accreditation board for schools/madrassas, 2018; national accreditation board for schools/madrassas, 2019). however, the increase in the percentage of schools that are ranked a and b is not parallel with both national and international indicators of school quality. the average result of the indonesian standardized computer-based exam (unbk) for the final grade of junior and senior high school students has decreased from 2015 to 2018. besides that national exam, the results of the program for international student assessment (pisa) showed that the achievement scores for the last 20 years have been very fluctuating, with a weak increasing trend. the 2018 pisa results showed that the science achievement scores in the period of 2000-2018 have practically not improved. the literacy component has increased with a peak in 2009, which then fell back in 2018 (figure 1). figure 1. accreditation progress, national exam, and pisa results the inconsistency between the results of the accreditation with the results of unbk and pisa, as well as the inefficient and ineffective implementation of the accreditation process raised up some questions are: (a) how is the validity of accreditation instrument; (b) how are the credibility and qualification of the assessors (hendarman, 2013); and (c) how can the accreditation process be more efficient and effective, but still accountable. based on those facts above, the national accreditation board for schools and madrassas concludes that it is necessary to reform the business process of accreditation. an indepth analysis of: (i) the relationship between the results of accreditation and other quality indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 128-139 130 the innovation and the transformation of indonesian schools accreditation management system indicators, (ii) the validity and reliability of accreditation instrument used, and (iii) the effectiveness and efficiency of ongoing accreditation implementation should be done first. the method used is through literature studies, empirical data analysis, and focus group discussions with experts in the field of education. in this article, the results of a literature review and analysis of empirical data that underlie the accreditation reformation were discussed, then the concept of school accreditation reformation will be presented at the end. 2. method a. accreditation versus national examination the results of accreditation and national examinations are used by the indonesian government to map the quality of school education. as part of the quality assurance system, the results of accreditation can be used to map quality between regions, between levels of education and between school statuses. ferezagia et al (2015) concluded that the average quality of senior high schools (sma) in the provinces of di yogyakarta, dki, west java, central java and east java was better than other provinces, while the quality of sma in the provinces of north maluku, west papua, west sulawesi, ntt, and jambi was low in quality. nationwide public smas and public senior high madrassas (ma) had good quality on average, private smas had medium quality, while private mas had low quality. lase et al (2016) in their research concluded that vocational schools (smk) in the provinces of bali, dki, di yogyakarta, west java and riau on average had good quality, while smks in west sulawesi, west kalimantan and ntt were low in quality. this study also concluded that public smks were better in quality than private ones. for the primary (sd) level, novidtri (2015) concluded that private sd and public primary madrassas (mi) on average had better quality than public sds and private mis. results of the mapping of the quality of education between provinces and between school status based on this research seemed to be in accordance with the general view of the community and education observers. the correlation between accreditation results and national examinations has also been widely studied. setiawan et al (2018) and fadhillah (2019) concluded that the correlation between the accreditation results of eight national standards (snp) with the results of four subjects in the national exam (unbk) at the junior high schools (smp)/junior high madrassas (mts) ranged between 0.27 and 0.52. only the standard of facilities and infrastructure (ssp) had a correlation of above 0.4 (table 1). indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 128-139 131 the innovation and the transformation of indonesian schools accreditation management system table 1. correlation between 8 national standards (snp) with computer-based national exam scores (unbk) although the correlation between the accreditation results and the national examinations for the four subjects was low, there was a positive trend between the accreditation rank (a, b, c, not accredited) and the average un score. the lower the accreditation rank, the lower the unbk average score (figure 2). based on research by ardiana et al (2019) at the sma/ma, it even showed that the correlation between the eight snps and the unbk scores of the three subjects tested (indonesian, english and mathematics) was lower than that of the smp/mts, which ranged from 0.18 and 0.50. thus, with the empirical facts from the results of the data analysis, it is reasonable to ask which of the two indicators is more accurate in describing the quality of school education. figure 2. trend of accreditation ranks and average unbk scores for smp/mts b. accreditation instrument validity the accreditation instrument used by the national accreditation board for schools and madrassas (ban-s/m) has undergone several changes. the last accreditation instrument used until 2019 had 119 items for sd/mi, 124 items for smp/mts, 129 items for sma/ma) and 133 items for smk. the assessment of the results of the accreditation of each school was carried out by two assessors through direct visitations to the school for two days. the characteristics of the statement items in the accreditation instrument were mostly quantitative and compliance based. bin ing mat ipa si 0.430 0.310 0.320 0.359 spr 0.446 0.368 0.357 0.396 skl 0.469 0.397 0.375 0.413 spt 0.342 0.290 0.292 0.324 ssp 0.518 0.421 0.414 0.453 spl 0.450 0.363 0.360 0.403 sb 0.358 0.266 0.269 0.301 spn 0.421 0.360 0.351 0.376 indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 128-139 132 the innovation and the transformation of indonesian schools accreditation management system the research results of setiawan (2018) and setiawan et al (2018) concluded that there were 11 invalid statements in the smp’s/mts’ accreditation instrument. in fact, susetyo’s and rezy's research (2021) states that there were 15 invalid statements. ramadhan et al (2021) concluded that only 15 items in the accreditation instruments had a very big influence on classifying the quality of sma/ma education. hijrah et al (2018) concluded that there were 3 invalid statements in the vocational schools’/ smks’ accreditation instrument. based on the results of analysis and discussions with education experts, bans/m decided to carry out accreditation reformation. one of the implications of this reformation is the refocusing of accreditation, namely shifting the focus of accreditation to ensure follow-up on accreditation results can be carried out effectively to improve the quality of learning in schools. efforts to refocus accreditation have several policy implications. first, it must change the accreditation instrument from a compliancebased measurement to a performance-based measurement. second, selecting and improving the competence of quality and credible assessors. third, make changes to the accreditation system business process so that it emphasizes and prioritizes follow-up aspects of the accreditation results rather than administrative activities in preparation for accreditation. c. the change of accreditation instrument the formulation of new accreditation instruments for schools in indonesia is based on philosophical, sociological, legal and public policy foundations. blind (2017) and sallis (2011) state that schools as educational institutions must provide accountable services to 3 types of customers, namely: primary customers (teachers and education personnel), secondary (students) and tertiary (parents and public). the expectations of parents and society are that schools can produce graduates who are honest, smart, tough, and caring (duckworth, 2017; evidiasari et al, 2019; lim siong guan, 2018). regarding services to students, schools are expected to provide a good educational process, namely the teaching-learning process and school culture. th school culture is a dominant factor in shaping student character (lickona, 2007; zampetakis 2008). teachers’ and other staff’s satisfaction can be achieved if school leaders can build up a common vision, mission, and increase motivation in working so that the educational services can be done well (senge, 2012). an important sociological foundation is the understanding that schools are a social system, because there is a close relationship between school goals and community expectations (turkkahraman, 2015). therefore, the accreditation instrument should gather information from community whether or not their expectations have been done by the school. heywood (2007) in his research on university accreditation concluded that measuring quality through a performance-based approach guarantees the continuity of quality improvement, while rule-based (compliance based) does not. ban-s/m believes that the results of heywood's research at the tertiary level are suitable to be applied in primary and secondary schools. based on various references and discussions with educational experts, bans/m determines four main components that are used as the basis for evaluating performance indicators in school accreditation, namely: (i) quality of graduates, (ii) learning process, (iii) quality of teachers and (iv) school management. several indicators classified as compliance are also indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 128-139 133 the innovation and the transformation of indonesian schools accreditation management system measured, but they have relatively small weight compared to the four performance indicators in determining the final result of the accreditation ranking. the framework and the relationship between the components in the new accreditation instrument (hereinafter referred to as iasp 2020) is presented in figure 3. based on this framework, further compilation of statement items is carried out based on theory, research results, and justification from educational experts. figure 3. the framework of iasp 2020 darling-hammond and adamson (2010) indicated that in the era of the development of information technology, the needs of students not only add information and knowledge, but also how they are able to manage it, have the ability to analyze, synthesize, apply what they have learned, solve problems, design solutions, and communicate effectively. likewise, bialik et al (2015) stated that the quality of 21st century graduates must have abilities in four domains, namely knowledge, skills, charac-ter, and metacognition. in the component of teacher quality and the learning process, jan (2017) argued that to produce qualified graduates according to the 21st century, teachers need knowledge, skills, and behavioral approaches that are different from the past. apart from fulfilling the quality of being effective teachers, they are also required to develop a global mindset; have sensitive attitudes to cultural differences and diversity; able to use technology; build relationships outside the classroom; and be able to build mutual learning attitudes with their students. various studies have shown that the quality of teaching determines the quality of learning achieved by students. the teacher as the learning leader must always have the opportunity for self-development. eyal & kark (2004), leithwood & day (2008), kuratko (2007) and gupta et al (2004) described the importance of management in schools on the quality of graduates. eyal & kark (2004) stated that the entrepreneurial competence of school principals allows them to make big changes in school. leithwood & day (2008) explained that the principal has a great influence on the quality of students, either directly or indirectly. the principal must have a proactive, innovative attitude and the ability to take risks. this indicates the need for the concept of entrepreneur at the personal and organizational level (kuratko, 2007; gupta et al., 2004). proactive behavior is actively taking action for the benefit of the future. innovative attitude is the ability and potential to always think creatively and develop new ideas related to identifying opportunities, exploiting resources and indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 128-139 134 the innovation and the transformation of indonesian schools accreditation management system solving problems (chen, 2007; gupta et al., 2004; samsudin et al, 2022). based on theories, research results, discussions with education and trial experts, ban-s/m established 35 core statements in iasp 2020 for all levels of education. on top of that, there were some special statements for primary, special needs, and vocational schools. for primary school and madrassa, there was only one additional special statement. vocational schools have 9, and special needs schools have 5 additional special statements. the 35 core statements consists of 11 items of graduate quality components, 7 items of learning process components, 4 items of teacher quality components and 13 items of management components. 3. result and discussion a. results of the analysis of the validity and reliability of the iasp2020 before it was officially ratified, bans/m conducted a trial of the iasp2020 draft in 561 schools in 34 provinces. samples were selected by multi-stage stratified random sampling, covering all levels, and varying according to status (public / private) and location (urban / rural). analysis of the experimental data was carried out using the classical method item analysis method and the rasch model (crocker & algina, 1986, blanchin & hardouin, 2011). the results of the analysis produced a total reliability index of 0.967, while the reliability per component was 0.886 for the graduate quality component, 0.891 for the learning process component, 0.836 for the teacher quality component and 0.932 for the school management component. so it can be concluded that the iasp 2020 instrument is very reliable. all items have a different power that is above the expected value (r> 0.30), meaning that all items have a fairly good performance in differentiating school performance. from the rasch model, the infit index value is obtained from 0.5 to 1.50, which indicates that all items have high accuracy. in addition, the rasch model evaluates the order of performance levels (1,2,3,4) for each item whose results are shown in figure 4. from this figure it can be concluded that all iasp 2020 items have a performance level in accordance with the sequence. in figure 4, it can be seen that all items have four answer choices as indicated by the scores level 1 to 4, where level 1 is always on the left end, while level 4 is located on the far right. this shows that schools that get level 1 are schools that have low performance while schools that have a score of level 4 have high performance. however, it is recognized that on certain points, assessors have difficulty distinguishing between level 1 and level 2. from the rasch model obtained item reliability r = 0.99 and school reliability r = 0.96. it can be interpreted that the iasp 2020 items are stable (r> 0.9). the results of school reliability show consistent results, meaning that schools that have good quality will still produce the same conclusions even though the measurements are made at different times, assuming that school conditions remain. based on the analysis of the trial results which concluded that the iasp 2020 draft was valid and reliable, then the ministry of education and culture determined that the 2020 iasp was a new instrument for school accreditation to be used starting in 2020. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 128-139 135 the innovation and the transformation of indonesian schools accreditation management system figure 4. iasp 2020 item performance level sequence distribution b. assessors competencies selection and improvement the characteristic of iasp 2020 is to assess the quality of schools based on their performances, so assessors with better competencies are needed. the criteria for assessors include having good skills in gathering information during a visitation through interviews, observations, document reviews and questionnaires. from the information obtained, assessors should be able to draw an accurate conclusion about the description of a school, to make professional judgment in determining the performance level, and eventually to provide good quality of recommendations for school. at the end of 2019, the number of assessors owned by ban s/m was around 18 thousand people spread throughout indonesia. this number is quite a lot compared to 50,000 schools that must be accredited every year. however, it is believed that the existing assessors did not fully meet the criteria in accordance with iasp 2020. as part of the accreditation’s reformation, ban-s/m selected the existing assessors in a 3-step screening process. the first step was the so-called administration screening which was based on health, age, previous performance, and work background. out of 18,000 assessors, there were 10,700 of them who passed the first step. for the second step, the 10,700 assessors should take a personality, an integrity, it skills, and a scholastic aptitude test. the result was 38.5% of them passed. after passing those tests, the prospective assessors should do the third stage of screening process which was a five-day training and a final exam at the end of the training. at the end, ban s/m got 3,721 assessors who passed the 3-step screening process and were eligible to assess schools using iasp2020. c. reformation of the accreditation business process another reformation of accreditation is the change of the accreditation business process for efficiency and effectiveness. the results of the accreditation data analysis for the last 15 years had also become one of the reasons of changes in the accreditation business process. in the new accreditation, not all schools should follow the reaccreditation process anymore when their indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 128-139 136 the innovation and the transformation of indonesian schools accreditation management system accreditation certificate has expired. the analysis results of 63,934 schools from 2005 to 2019 that had been accredited more than once, showed: a. schools that received level a in the first accreditation, 67.6% were still on level a, while 32.4% were below a. b. schools that received level b in the first accreditation, 72.8% were still on level b while 19.0% increased to level a, and 8.2% were below level b. c. schools that received level c in the first accreditation, 35.5% were still on level c, while 63.1% increased to level a or b, and 1.4% were below level c. d. schools that did not pass the accreditation process in the first accreditation, 13.2% remained unaccredited and 86.8% increased to level a, b or c. overall, it can be concluded that there were 64.2% of schools whose accreditation results remained the same as the previous results, 22.3% increased and 13.5% decreased (table 2). this finding was one of the arguments that the results of the next five years of accreditation can be predicted with a statistical model based on the development of school performances after the previous accreditation. the challenge is how to obtain a model that is accurate enough to produce a school performance scorecard every year based on data from schools that have been entered into the current system. table 2. the change from the first accreditation status to the second one 1st accred 2 nd accred (next 5 years) total (%) total (schools) a b c na a 67.6% 28.1% 4.0% 0.3% 100.0% 17337 b 19.0% 72.8% 7.8% 0.4% 100.0% 35139 c 4.6% 58.5% 35.5% 1.4% 100.0% 9929 na 2.7% 31.9% 52.2% 13.2% 100.0% 1529 total (schools) 18884 36743 7759 548 63934 63934 note: na: not accredited source: processed from ban-s/m data based on the empirical data analysis and several other considerations to run effectively and efficiently, the accreditation business process in the future will be carried out through a dashboard monitoring system. the dashboard monitoring system will detect school performance every year after accreditation is carried out. the dashboard system will issue a quality performance index (score card) per year predicted from statistical models using data/indicators that are routinely reported by schools. the dashboard monitoring process is carried out with an automatic mechanism and does not involve assessors to prevent conflicts of interest. the dashboard will automatically show schools with an indication of an increase, decrease or constant in quality based on performance indicators every year. if the dashboard results show that the school's performance is steady, then its accreditation status will be automatically renewed with the same rating as the previous result. schools that have been accredited can be re-accredited for three reasons: (1) a request from the school that believes its performances have improved and have been verified based on the dashboard; (2) verified community reports of a decline in school performances; and (3) warning from the dashboard system that there has been a decline in school performances. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 128-139 137 the innovation and the transformation of indonesian schools accreditation management system with those changes in the accreditation process, most schools can be accredited automatically without should be visited by the assessors. furthermore, it will be more efficient and effective, and avoid backlog problems like what is happening today. 4. conclusion based on analysis of empirical data, education experts’ opinions, literatures, and iasp2020 try out, ban-s/m has carried out the innovation and reformation of school accreditation. the reformation included an instrument change from compliance to performance-based instrument, selection and training of assessors who have good competence, personality and integrity, and changes to more efficient and effective accreditation business processes. for making this accreditation reformation happen, it is necessary to have consistency between ban-s/m and the ministry of education and culture to continuously control the reformation’s agenda and to improve the current system, because this accreditation reformation certainly cannot be perfect directly in the few years of implementation. 5. acknowledgement thank you to all ban-s/m members who have helped provide lots of references and data. thanks also to the ministry of education and culture for providing funds for iasp 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(2008). the role of creativity and proactivity on perceived entrepreneurial desirability. thinking skills and creativity, 3(3):154-162. vol. 2 (1) (2019) 47-55 ijolae | p-issn 2655-920x, e-issn 2656-2804 47 the effectiveness of jigsaw strategy in geography subject of earth as living space material the effectiveness of jigsaw strategy in geography subject of earth as living space material siti hadiyati nur hafida1, mohd hairy ibrahim2, siti azizah susilawati3, rahmat riandi suparno4, suharjo5, wahyu widiyatmoko6 1,2,3department of geography and environment, universiti pendidikan sultan idris, malaysia 4,5,6education geography fkip, universitas muhammadiyah surakarta, indonesia doi: 10.23917/ijolae.v2i1.9273 received: november 18th, 2019. revised: november 22nd, 2019. accepted: november 23th, 2019 available online: november 25th, 2019. published regulary: january 1st, 2020. abstract the purpose of this study is to improve student learning in geography subjects at class x of ma muhammadiyah gantung belitung timur in academic year 2018/2019 using the jigsaw strategy. the subject of the study was class x, amounting to 22 students. this research is a quasi-experimental research with pretestposttest design. this study uses a control and experimental group. the conclusion of this research is the implementation of jigsaw strategy can improve the effectiveness of students in learning geography in class x of ma muhammadiyah gantung belitung timur. this is consistent with the results of the n-gain test in the experimental group which has an average of 31.97 and the control group has an average of 12.52 therefore, the experimental group has a medium value and the control group shows a low value. n-gain test data showed that the experimental group learning was more effective than the control group. learning outcomes between the experimental group and the control group showed a difference, the control group had an average pre-test value of 60 and an average post-test of 65. the experimental group had an average score of 61.82 and the post-test -test 74.09. the experimental group had higher pre-test and post-test scores compared to the control group, therefore ha was accepted while ho was rejected, this shows that the use of jigsaw learning strategies in the experimental group was effective in increasing students' knowledge and understanding of earth material as the space of life. keywords: jigsaw strategy, geography, effectiveness, learning process corresponding author: siti hadiyati nur hafida, department of geography and environment, universiti pendidikan sultan idris, malaysia e-mail: hafida.siti5@gmail.com 1. introduction increased understanding of a material have an obstacles, one of which is related to the learning methods used by teachers. learning methods can improve learning outcomes in all beginning ability categories (irawan, 2016; widodo, 2015). when the learning process takes place in the classroom, there are some difficulties and problems that can make the learning process to be less effective which can affect to the student's learning outcomes. zaduqisti (2014) states that the learning model is able to make students active in learning, so learning becomes more valuable, meaningful and can improve the learning competencies of students. successful education can be seen through student learning outcomes, which are generally indicated through grades. the quality and success of student learning are strongly influenced by the ability and accuracy of teachers in choosing and using the teaching methods. teacher learning model begins to be abandoned by changing to be more modern because the teacher learning indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2019) 47-55 48 the effectiveness of jigsaw strategy in geography subject of earth as living space material method make students less involved in learning activities. the student just sits, stay, listen, record and memorize all that teacher say. so these activities make students not participating in learning activities that tend to make them bored and lazy to learn (isjoni, 2007). the learning process is the process of developing knowledge through one's experiences and social interactions. these changes are usually relatively permanent and remain for a long time. active learning is a function of interaction between the individual and situation which is determined by indicators as the development of basic competencies. andriani (2013) reveals that one of the factors that caused less learning competency was the learning model such as, teachercentered. from this model, students does not have access to learn independently. cooperative learning is a learning model that prioritizes cooperation to achieve learning goals. cooperative learning makes the students to be more active in the learning process, students must cooperate in their activities, and enhance the students selfesteem (hoerunnisa & suherdi, 2017). type of learning by divided students to be small group collaboratively, whose members consist of four to six people, with a heterogeneous group structure (garcia, abrego & robert, 2017; majid, 2013). adam (2013) states that cooperative learning is a methodology that uses various learning activities to enhance students' understanding of a subject using a structured approach that involves some steps that require students to create, analyze, and apply concepts. if the environment and input of students is good so the learning outcomes also be good and vice versa. if the environmental input and students are less so the learning outcomes also less or not good (huang, 2008; darmawan & suparman, 2019). jigsaw is a cooperative learning strategy that encourages each student to deepen a learning material through the 'home group' method (hoerunnisa & suherdi, 2017; azmin, 2016). students compose groups with a certain number, each group representative will meet, they as 'expert groups' and after mastering a learning material, the representatives will explain it to their group members (sabbah, 2016). cooperative learning jigsaw strategy is cooperative learning in which students learn and they make small groups of 4-6 heterogeneous people and work together on positive interdependence and they are responsible for completing parts of the subject matter that must be learned and conveying the material to group members others (ritonga, m; ruslan, d; alesyanti, 2017). usually, jigsaw strategy set up with five students (hoerunnisa & suherdi, 2017). isjoni (2009) states that jigsaw is one type of cooperative learning that encourages learners more active and helps in mastering learning material to achieve the best results. according to rusman (2013), jigsaw strategy is also known as cooperative by experts because members of each group are faced with different problems, but the problems topic that faced by each group are the same, each messenger in a different group discusses the same material, we call it as experts team who has task in discussing the problems faced, then the results of the discussion are brought to the source group and delivered to members of the group. each student is responsible for one subtopic and students will request another subtopic through an oral report from the participant. therefore, students are responsible for reporting the same subtopic twice, once when they report to their group members, and second when discussing in an expert group (yoshida, 2018). jhonson in rusman (2013) conducted a study about jigsaw cooperative learning which the result showed that cooperative interactions have various positive effects on children's development, there are improving learning outcomes, improving memory, achieve high levels of reasoning motivation, encourage motivation to grow intrinsic (individual awareness), enhance heterogeneous human relations, enhance positive children's attitudes toward school, increase children's self-esteem, enhance positive social adjustment behavior, and improve life in mutual cooperation. jigsaw strategy has been carried out in vol. 2 (1) (2019) 47-55 ijolae | p-issn 2655-920x, e-issn 2656-2804 49 the effectiveness of jigsaw strategy in geography subject of earth as living space material various sciences, such as language, social science and even medical science (karacop, 2017). although each science has different classroom practices according to developments in their respective fields, however, the implementation of a jigsaw strategy has greatly influenced the students' understanding in each sciences. jigsaw strategy brings new changes in the health science curriculum, the jigsaw strategy allows each student to discuss with colleagues about some material in a short amount of time (walkers, 2015). jigsaw strategies can help students who have less capabilities to be assisted and mentored by students who have higher capabilities than him so, there is a positive interdependence, jigsaw also allows students to maintain the personal responsibility (hoerunnisa & suherdi, 2017; hamadneh, 2017; sabbah, 2016). futhermore, jigsaw strategy can increase the students motivation in learning, positive behavior, students achievement (marhamah & mulyadi, 2013) jigsaw strategy can help students to actively participate in class activities and enhance an active atmosphere in learning (mengduo & xiaoling, 2010). despite the many benefits of implementing a jigsaw strategy in the learning process however, implementation of a jigsaw strategy would be more appropriate given to material related to the theory, not formulas (sabbah, 2016). that is because, theory can be read by students themselves before learning in class begins so that students have basic knowledge before learning. in a jigsaw strategy, the teacher organizes learning activities more communicatively, but this does not mean allowing students to learn on their own. the teacher must still help students in their learning by becoming actively involved. the teacher's main role is to choose learning materials, arrange groups, explain the nature of cooperative group work, provide a conducive environment for this type of work, monitor group work, and assist students in working with these materials (mengduo & xiaoling, 2010). the material that will be used in cooperative learning jigsaw is the material of the earth as the space of life, this material is divided into several indicators, that is understanding the theory of the formation of earth, understanding the development of life on earth, understanding the impact of earth's rotation and revolution on earth's life, and understanding the dynamics of earth as a space of life. many learning materials related to the topic are suitable using jigsaw strategies. in addition, high school students are very easily bored during the learning process. high school students will prefer an active and dynamic learning process so that the absorption of learning material will be more effective and efficient. many types of learning strategies however, jigsaw strategies will divide students in the same group members with different backgrounds. jigsaw strategy encourages teachers to pay attention to the schema or background of the students experience and help students to be more active so the learning material becomes more meaningful. students work together with other students in an environment of mutual cooperation and have many opportunities to process information and improve communication skills (slavin, 2008). based on the observations, most of the teachers at ma (madrasah aliyah/ islamic senior high school) of muhammadiyah in gantung, east belitung still use the teachercentered method in the learning process. the result of the observation show that the students have less motivation in understanding the subject matter, that is caused by the learning strategies that used by the teachers that make students bored. according to the problems that discuss above, this study aims to find out the influence of jigsaw strategy on earth as life space material for students of class x ma muhammadiyah gantung in the academic year 2018/2019. 2. method this research is a quasi-experimental research that using pretest-posttest design. experimental research can be defined as a systematic method for building relationships that contain causal-effect relationship ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2019) 47-55 50 the effectiveness of jigsaw strategy in geography subject of earth as living space material (sukardi, 2011). furthermore, the experimental method is a research method used to look for the effect of certain treatments on others under controlled conditions (sugiyono, 2011). the research began by giving pretest, treatments, and posttest to determine the impacts of jigsaw technique (haerunnisa & suherdi, 2017) on earth’s material as life space. this research involved two groups; experimental group and control group. the experimental group received treatment using a jigsaw strategy while the control group used a teacher-centered strategy. total students of class x in ma muhammadiyah gantung is 22 student, and divide into 2 class, that is xa and xb. so, this research used all students to do the quasi-experimental research. xa to be experimental group that used jigsaw strategy and xb is control group that used teachercentered strategy. the data analysis using normality test, paired t-test, and n-gain test. normality test that using in this research is kolmogorovsmirnov test, this test is to know difference between pretest and posttest whether it normality distribution or not. the basis for decision making is if the value of sig. or probability value < 0.05, then the data are not normally distributed and if the sig. or probability value > 0.05 then the data is normally distributed. paired t-test is used to determine whether there is influence or not from abnormally distributed data in pairs (pre test and post test) and to find out the research hypothesis. the basis of decision making, if the probability is <0.05 then ha (hypothesis alternative) is accepted, whereas if the probability is> 0.05 then ho (hypothesis null) is accepted. n-gain test used to determine the effectiveness of jigsaw strategy using the hake formula (meltzer, 2002). the gain test formula in hake (meltzer, 2002; archambault, 2008) is: table 1. the effectiveness category of n-gain according to hake percentage (%) category g > 70 high 30 < g ≤ 70 medium g ≤ 30 low source: meltzer, 2002 3. result and discussion the topic that discussed in this research is integrated geography with earth as life space. the jigsaw strategy was conducted in the experimental group by dividing 11 students into 4 groups and each group consisted of 3 to 2 students and each group is given one material indicator that they had to learn and understand. group 1 must to learn about the theory of planetary formation, groups 2 with material indicators that is the development of life on earth, group 3 is the impact of earth's rotation and revolution on earth's life, and the last group learn about the dynamics of earth as living space. members from different teams with the same topic meet for discussion (expert teams) and helping one another on the learning topics assigned to them. then the learners return to the original team/ group to explain the other group members about what they have learned before at the expert team meeting. in the jigsaw cooperative learning model, there are origin and expert groups. the origin group is the main group of learners with diverse abilities, origins, and family backgrounds. the origin/source group is a combination of several experts. expert groups are groups that consisting of members from different origin groups who are assigned to study and explore a particular topic, complete tasks related to the topic and must be explained to other members of origin group. the relationship between the vol. 2 (1) (2019) 47-55 ijolae | p-issn 2655-920x, e-issn 2656-2804 51 the effectiveness of jigsaw strategy in geography subject of earth as living space material original group and the expert group is described in figure 1. figure 1. jigsaw group ilustration source: sahin, a. 2010 the study was conducted by giving pretest questions to students related to the themes. pretest results are used to determine the initial abilities of students. after conducting the pretest, the researcher gave special treatment to the experimental class using a jigsaw strategy. figure 2 is a documentation of the jigsaw strategy in xa. figure 2. implementation of jigsaw strategy data normality test is conducted using spss 16.0 software on the basic of taking decision, if the sig. or probability value <0.05, then the data are not normally distributed and if the sig. or probability value > 0.05 then the data is normally distributed. a. normality test of control group figure 3 bellow shows that the pretest and posttest results in the control group have normally distributed data, because each pretest and posttest value is > 0.05. pretest has a value of sig. 0.621 and posttest 0.329 so, the data are normally distributed. figure 3. normality data test of control group origin/source group experts group ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2019) 47-55 52 the effectiveness of jigsaw strategy in geography subject of earth as living space material b. normality test of experimental group from figure 4, can be seen that in experimental group also have normally distributed data. in pretest of experimental group have sig 0,653 and posttest is 0,843, all sig value is > 0,05 so, the data was normally distributed. figure 4. normality data test of expereimental group c. control – experimental group the n-gain test is used to determine the effectiveness of jigsaw strategy implementation. the n-gain test measured difference scores between pre-test and posttest. n-gain test of the experimental group had an average of 31.97 and the control group had an average of 12.52. the n-gain test calculation data shows that the experimental group had a medium value and the control group shows a low value. n-gain test data showed that the experimental group learning was more effective than the control group. t test (t-test) is calculated using the paired samples of t test method. the result of t test analysis on the pre-test and post-test values are accepted if the value of h0 > 0.05 and h0 will reject if the significant value <0.05. the following results of the t test in this study: figure 5. t test of experimental group based on figure 5, the experimental class had a sig (2tailed) value of 0,000 or <0.05. this means that ha is accepted while ho is rejected, showing that the implementation of jigsaw learning strategies in the experimental group is effective. from jigsaw strategy, students can develop their own learning material than the students that used teacher-centered strategy. students can help each other to improve better understanding of an aspects, other than that, students learn the importance of finding additional information related to their own learning material. if students do not search the additional information, students will difficult to understand the learning material. the following results are the average pre-test and post-test scores of the control group and the experimental group. figure 6 bellow shows that the control group and the experimental group both experienced an increase in learning outcomes. the control group had an average pre-test value of 60 and an average post-test of 65, resulting in an average increase of 5 in the control class. the experimental group had an average pre-test value of 61.82 and an average post-test of 74.09 so, there was an increase of 12.27 in the experimental group. the experimental group had higher pre-test and post-test scores than the control class. vol. 2 (1) (2019) 47-55 ijolae | p-issn 2655-920x, e-issn 2656-2804 53 the effectiveness of jigsaw strategy in geography subject of earth as living space material figure 6. pre-test and post-test score of the control group and experimental group comparison between pretest and posttest in the control and experiment group shows that the experimental group has increased values higher than the control class. thus, the use of a jigsaw strategy effectively increases students' knowledge and understanding in the material of the earth as a space of life. 4. conclusion the jigsaw strategy is more effective in achieving learning objectives on earth material as a living space compared to the teacher-center strategy. this is proven by using a jigsaw strategy so that students in the experimental group can increase the average score to reach 74.09, an increase of 12.27 compared to the pretest score. the n-gain test test in the experimental group had an average of 31.97 and the 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(2010). problem-based learning (konsep ideal model pembelajaran untuk peningkatan prestasi belajar dan motivasi berprestasi). forum tarbiyah, 8(2), 181–191. https://doi.org/10.4049/jimmunol.168.1 2.6189 microsoft word 6. layout haiyudi.doc indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 142-152 142 challenges, strategies, and solutions of teaching bahasa indonesia in covid-19 crises: case in khon kaen university challenges, strategies, and solutions of teaching bahasa indonesia in covid-19 crises: case in khon kaen university haiyudi1, sitthipon art-in2 1-2faculty of education, khon kaen university, thailand doi: 10.23917/ijolae.v3i2.12369 received: october 1st, 2020. revised: december 2nd, 2020. accepted: december 21st, 2020. available online: january 11st, 2021. published regularly: may 1st, 2021. abstract the purpose of this study is to identify the challenges experienced in teaching and learning bahasa indonesia for foreigners during covid-19 as well as to find out the strategies and solutions undertaken during online learning. the method in this research is descriptive qualitative using case study approach in bahasa indonesia course at khon kaen university. the subjects in this study were 3 teachers and 2 students of bahasa indonesia class. the finding shows some challenges of learning bahasa indonesia such as barriers in communication, the low ability of self-regulated learning owned by students, and the lack of control over the morals and behavior of students during distance learning. while, the solutions offered are still technologybased learning, making short videos as learning material to improve emotional relationships between students and teachers, reducing the level of difficulty and prioritize meaningful learning, and conducting multi-literacy learning. on the other hand, the techniques used are producing teachers' labs, conduct selfassessment as a reflection of self-regulated learning, and involving parents as substitutes for instructors in controlling values and morals. self-regulated learning, as well as parental involvement, are extremely needed. keywords: teaching challenges, teaching strategies, covid-19 pandemic corresponding author: haiyudi, faculty of education, khon kaen university, thailand email: haiyudi@gmail.com 1. introduction coronavirus disease 2019 (covid-19) globally started out breaking since the end of 2019. almost all countries experienced the covid-19 outbreak, including thailand. speculation about the origins of the covid19 case that emerged has been well known globally. one of them was reported that this virus is originated from wuhan, china (who, 2020). various policies emerged to stop the spread of this virus. each country chooses and implements a different strategy. full quarantine, partial lockdown, social distancing, and physical distancing are the popular steps taken by many countries. with the implementation of the policy, almost all aspects experienced a crisis. the education aspect is one of the sectors that is affected by these policies. basic and higher education in all countries even experiences severe disruption because it is affected by the policies adopted by the thai government to prevent the country from the covid-19 outbreak. due to the widespread of covid-19, thailand decided to implement some policies known as lockdown, social distancing, physical distancing, and taking emergency decree until august 31st (bangkok post, 2020). it is a form of adherence to who's indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 143-153 143 challenges, strategies, and solutions of teaching bahasa indonesia in covid-19 crises: case in khon kaen university recommendations. greenstone & nigam (2020) said that social distancing can distance and even save people in quite a large amount, which is about one million people. in line with this policy, the thai government closed various crowded places where are expected to be placed for the spread of the virus. shopping places, sports venues including educational institutions were closed. khon kaen university is one of many educational institutions closed to stop the spread of the virus. this happened similarly in many educational institutions outside of thailand which were closed due to the spread of covid-19. all learning that was previously done conventionally, however, must be transformed into virtual. learning from home was the policy taken since march 2020. long distance learning or online learning was adopted by the thai government with various consequences. weaknesses and strengths of online learning are specifically very complex. the need for an internet quota is one of the various problems recognized by many parties. besides the lack of motivation to learn due to the absence of two-way communication becomes one of the problems caused by online learning. however, online learning also has various advantages. one of them is space and time flexibility. students can do the learning process anytime and anywhere. besides, they can repeat the learning obtained whenever and wherever they are (hidayat, dasrun & noeraida, 2020). this happened in all educational institutions around many countries including thailand. this policy is a crisis management effort that occurs in many sectors. as smith (2005) explains that crisis management is a treatment that must be done because of the issues that occur out of control. current conditions are conditions beyond control (who, 2020), so critical management must be taken, one of which is by conducting online learning. in teaching and learning bahasa indonesia, which is also a foreign language for thai students, it is quite possible that online learning will become an additional problem. language and semantic barriers in learning have been becoming problems since online learning has not been implemented. silva (1993) gives several ideas in brown (2007) related to minimizing problems that arise during foreign language learning. first, the teacher must use an approach that is very attractive to students. both teachers must understand the socio-culture and language between native language speakers and foreign languages (which are learned). this is intended to facilitate the language of instruction in the classroom. third, the level of complexity of the assessment will differ between the teaching of native speakers and foreign languages. the indicators used should not be the same. this is because of the limitations possessed by students regarding foreign languages they learned. if so, the approach used in teaching foreign languages during this pandemic must be well thought out. furthermore, sociocultural and linguistic understanding should be easily carried out through two-way communication (lenunberg, 2010). however online learning makes it running slow. the purpose of this study is to identify the problems that arise because of the online learning undergone by the thai government. moreover, this research is also to find out the strategies and solutions offered in teaching and learning bahasa indonesia at khon kaen university. however, learning foreign language processes will be precisely different from learning a language that belongs to ones' mother tongue (brown, 2007). it will bring another sub-problem to appear. besides, learning innovation under the instruction of a university must have its weaknesses and strengths. but, it should indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 142-152 144 challenges, strategies, and solutions of teaching bahasa indonesia in covid-19 crises: case in khon kaen university meet the proposed students' improvement as the goal of meaningful learning is a process to change students' attitudes towards better (cohen, hersh, 1972). similarly, hanafi, adu, and muzakkir (2018) define learning as one of the processes of managing a particular environment to change behavior towards better and responding well to certain situations. in learning bahasa indonesia, which is a foreign language, this online learning will be an extra challenge for teachers. therefore, it seems very necessary to know and identify problems that arise in learning indonesian during online learning as well as the solution and strategies to support the learning process. on the other hand, a learning strategy is very important to learn and set. as it is so, the teacher is an important element in determining learning strategies. o'malley & chamot (1990) says that learning strategies are certain thoughts used to understand and access new knowledge. in the context of learning in schools, learning strategies are the efforts of teachers based on creative ideas that aim to help the learning process of students. therefore, it is emerged to identify how teaching and learning of bahasa indonesia at khon kaen university during this covid-19 pandemic. while it's also prominent to know how universities in thailand respond to the online learning process so that it can be used as a comparison in teaching bahasa indonesia in khon kaen university to others. therefore, this study is hoped to be a model of the teaching and learning of bahasa indonesia during covid-19 pandemic. 2. method this research belongs to a qualitative descriptive study. more specifically, this study uses a case study approach that aims to examine the question of why and how a phenomenon occurs (prihatsanti, suryanto, hendriani, 2018). this research was conducted at khon kaen university, under the asean language center located at the faculty of humanity and social science. the participants of this study were 3 teachers and 2 students of bahasa indonesia under bahasa indonesia class in khon kaen university where the case study take place. furthermore, this research was conducted in july 2020. the data collecting method was semistructured interviews conducted with teachers of bahasa indonesia as well as two students who are currently studying bahasa indonesia. therefore, the data collecting instruments were the interview questions addressed to the respondents related to the challenges, strategies, and solutions of teaching bahasa indonesia. hence, to the validity of the study, researchers conducted a crosscheck on the data provided by conducting interviews with 2 students of bahasa indonesia which is familiarly known as the triangulation process. thus, data analysis was carried out through several stages. the first stage is data collection from the respondents by interviewing, data reduction based on the script of the obtained data after the interviewing process. after that, the data presented in which a table is used to present. right after, data conclusion is the last step of this study which will be presented by the same report of data presentation (miles & huberman, 2009). 3. result and discussion a. result the interview result of this study refers to qualitative data. thus the data will be presented into a descriptive table to be easily read. the table 1 is describing the study group of this research and the response toward topics can be furtherly seen through table 2. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 143-153 145 challenges, strategies, and solutions of teaching bahasa indonesia in covid-19 crises: case in khon kaen university table 1 the detail of participants of the study participants nationality teacher 1 indonesia teacher 2 indonesia teacher 3 indonesia student 1 thailand student 2 thailand table 2 descriptive table of the challenges, strategies, and solutions challenges strategies solutions a. the face to face class cannot be established. b. teaching a foreign language using another foreign language c. reducing the intensiveness of training. d. the low level of selfregulated learning (srl) in terms of bahasa indonesia. e. there is no control over the attitude and moral. a. ensuring students can access all the required technology and devices. b. strengthening parental involvement to maintain students’ attitudes. c. using teachers’ lab to produce the pre-recording video of teaching d. self-assessment done by students. a. maximizing the use of technology to support the teaching and learning b. using short video recording to gain students response to learning c. simplifying the level of difficulties. d. conducting multi-literacy learning as an effort to do selfregulated learning. from the presented table above, the challenges experienced in learning bahasa indonesia during this remote or online learning are not in the form of technological challenges. in general, the challenges obtained are the challenges of learning systems that are the nature of communication in a foreign language. additionally, the strategies and solutions undertaken are related to the equality of technology and devises access, parental assessment, employing pre-recording, and students' self-assessment. previously, negotiations were expected to reach an agreement on using a technology-based learning platform. this is because of the emergence of many platforms that can be used so that it confuses if it does not focus on a particular platform. besides, the negotiation also aims to ensure that all students can access the same technology to support distance learning. self-regulated learning is also an attempt to overcome the weakness of parental involvement. however, parental involvement in the child's learning process is a must. on the other sides, the solution offered in the teaching and learning of bahasa indonesia is about maximizing the use of technology to support the teaching and learning, using short video recording to gain students response to learning, simplifying the level of difficulties, and also conducting multi-literacy learning as an effort to do selfregulated learning. those kinds of solutions are offered to the teaching and learning process of bahasa indonesia at khon kaen university. b. discussion 1) challenges experienced during online learning of bahasa indonesia the problems arising from covid-19 seem to be a great challenge. education is one of many sectors affected by this indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 142-152 146 challenges, strategies, and solutions of teaching bahasa indonesia in covid-19 crises: case in khon kaen university pandemic, while, thailand is just one of many countries that decided to take immediate action. the policy undertaken by the thai government to close schools has been started on 18 march 2020 (kompas, 2020). by the closure of schools and universities, thailand automatically commanded online learning in the teaching and learning process. this pandemic demands every school and institution have a course based on technological preparation. in thailand, information and communication technology (ict) has been categorized very well as the thai government had implemented one tablet per child (otpc) or one tablet child (yunardi, 2014). therefore, to university students, ict is not categorized as a fundamental problem anymore. problems that arise precisely are the existence of new challenges to teaching methods and strategies in addressing this situation. this is because of the difference between thai and bahasa indonesia which are specifically recognized as semantics and socio-language barriers in education. based on interviews conducted with three teachers, andi retno then initialed as teacher 1, uyun nurun then initialed as teacher 2, and abil d then initialed as teacher 3, several problems can be concluded. however, overall the perceived problem is a problem in the effectiveness of communication in learning (fatma, f., prayitno, h. j., jamaludin, n., jha, g. k., & badri, t. i.; 2019). however, communication barriers in the form of semantics barriers which belong to language barriers (lenunberg, 2010). as foreign language learning, the problem of semantic barriers is something to think about, because the process of delivering and receiving ideas will take longer than expected (brown, 2007). this is reinforced by the difference in communicating language in which english is often used. for more details, here are the responses of some teachers of bahasa indonesia regarding the challenges of the teaching and learning process of bahasa indonesia. first, the teaching system during this pandemic poses a challenge that is not establishing face-to-face action as in the classroom. according to teacher 2, teaching foreign languages by using other foreign languages is much more ineffective, thus it will be getting worst when it is done remotely. the need to establish an emotional relationship between teachers and students is much more needed so that learning becomes easier. similar to other languages, bahasa indonesia also has four skills namely listening, speaking, reading, and writing. these skills will be very difficult to practice when conducting remotely. then, some challenges due to communication barriers cannot be denied anymore. communication barriers that often occur are delays in processing the instructions intended by the teacher. besides, the problem that comes from the teacher is the lack of ability to speak thai, so the instructions delivered are less than optimal for students to understand. second, as language is learning that must be trained, online learning in bahasa indonesia will reduce the intensiveness of practice especially for those students who are still at the basic level. language skills that must still be guided are very difficult to through online. as teacher 1 said that every semester, students will be offered a target about drilling new vocabularies at the end of a class that they must use in learning. indirectly, online learning will reduce the target because no one will control the activity regularly. third, self-regulated learning (srl) ability which is almost certainly still at a low indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 143-153 147 challenges, strategies, and solutions of teaching bahasa indonesia in covid-19 crises: case in khon kaen university level is becoming a particular challenge for students of bahasa indonesia. however, this ability must be had by university students to adapt to the various kind of learning, including distance learning (carter, rice, yang & haidee, 2020). on the other side, this ability is to have self-control over the target of learning, evaluation, and ability measurement (winne & hadwin, 2010). according to teacher 3, students are still not able to set their targets, evaluate, and measure their abilities. this is also emphasized by the lack of enthusiasm in learning foreign languages of thai students. therefore, it is felt to be very ineffective when conducting online learning. it is because of their motivation to learn bahasa indonesia will also indirectly be reduced. additionally, as students, some of them still live in an apartment or boarding house during this pandemic due. however, some are also returning home. however, parental involvement in online learning will not be effectively done. therefore, if the student's self-regulated learning ability is categorized at a low level, this will be another challenge in learning bahasa indonesia. fourth, there is no control over the morals and behavior of students during learning. the ultimate goal of learning is a change in behavior in a better direction. according to teacher 3, the existence of moral and behavioral changes is not only intended for high school students, but it is very important for university students. behavior towards foreign language learning will be different from other learning. in this pandemic era, it is very difficult to control it as no interaction that demands to control behavior during learning bahasa indonesia. however, they already have good behavior towards learning, but this kind of control must be done continuously. meanwhile, student 1 and student 2 stated that teaching and learning without direct interaction such as activity in the classroom are reducing the intention of learning very much. on the other hand, the emotional relationship between teachers and students has been being good since conventional learning conducted. it feels like being taught by friends. however, this pandemic chance it's an emotional relationship. overall, the problems experienced by the bahasa indonesia course were not related to technical problems, rather than the limitations of the communication language, the low ability of self-regulated learning, especially in learning indonesian which is also a foreign language for them. the third is the problem of controlling student attitudes. however, student attitudes are one of the domains that must be assessed (kemendikbud, 2017), because students must still get a fair assessment both inside and outside the classroom (james, 2015). 2) strategies used during online learning learning strategies are something that must be changed during online learning. it affects the solutions undertaken in the bahasa indonesia course. shortly, this strategy is adjusted to the limited circumstances of space (distance learning). in learning bahasa indonesia during this covid-19 pandemics, the thai government adopted an online learning policy to be implemented in university. therefore, the role of technology is very important. however, due to several technologies improved these days, the instructors are expected to be selective in choosing technological platforms and strategies to be adopted in teaching and learning bahasa indonesia. it is hoped that the teaching indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 142-152 148 challenges, strategies, and solutions of teaching bahasa indonesia in covid-19 crises: case in khon kaen university matter will meet the target easily. it is about selecting the proper intermediary technologies to be used. there will be confusion in applying the technology in the learning and adaptation process once implemented together at the same time. the following are some strategies and technologies used during distance learning in bahasa indonesia. first, the institution ensures students can access technology easily. however, with the high average use of supporting technology, its access is not becoming a problem for thai students. however, it is not all can access technology easily. therefore, the thai government through educational institutions has collaborated with several providers to provide free internet access to regions that still do not have access before. this process is carried out to ensure that the long-distance or online learning policy adopted by the thai government can run well. in learning bahasa indonesia, the teacher also ensures the same thing. even before started, negotiation is done due to the learning platform that will be used. it is hoped that there is no one getting harmed in the bahasa indonesia learning process. secondly, the thai government is also strengthening the involvement of parents in the process of children's learning from basic education to tertiary institutions as well as the university. it is a proposed way to control students' affective domain outside of the classroom (qadafi, 2020; borup, chambers, & stimson, 2019). teacher 1 said that parental involvement is intended as a substitute for the role of the teacher in instilling morals and attitudes. as university students, some of them can no longer be supervised by parents, therefore they are required to have self-regulated learning to determine, adapt, and evaluate their abilities. in learning bahasa indonesia, this becomes a challenge as the communication languages are not either thai or bahasa indonesia. it is because of the limited abilities possessed by teachers in mastering thai. on the other hand, students still have a limited ability to communicate using indonesian daily. so english is the language of choice. as a result, limited parental involvement in the student educational process will become a weakness in the online learning system. so, no excuse for parents not to be involved in their children's education. third, in facilitating students' speaking skills, instructors are required to have unlimited creativity. teacher 3 said that teachers' laboratory is a step taken to establish an emotional relationship among teachers and students. this is expected to be a media liaison between teachers and students by not increasing distance (madjar, kaplan & weinstock, 2011). for instance, videos related to learning are better produced by the instructor. such as learning videos to stimulate students' speaking skills in bahasa indonesia is better made by the instructor. furthermore, students can make a similar video as a form of speaking practice. in general, teachers can use videos sourced from other media such as youtube, facebook, and others. however, the emotional relationship that is intertwined will not be as good as if the video is directly made and rolled by the teacher. therefore, the term teacher's laboratory is used to create contextual teaching material and intended to increase emotional relationships among students and teachers. fourth, self-assessment is a strategy used in learning bahasa indonesia during this pandemic era. this is a form of reciprocity or reflection of self-regulated learning ability owned by students. besides, self-assessment is an effort of doing assessments in case that is not possible for teachers to do. therefore, in situations of indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 143-153 149 challenges, strategies, and solutions of teaching bahasa indonesia in covid-19 crises: case in khon kaen university online learning, self-assessment is very crucial to do, said teacher 2. while student 1 and student 2 said that teachers' creativity will change all of the negative impacts of online learning previously predicted. the teacher should produce interactive activities during teaching and learning. to sum up, those four findings can be concluded that technology-based learning is something that cannot be avoided since the instruction of conducting online learning is exist. therefore, in bahasa indonesia, negotiating and making an agreement related to the platform that will be used during long-distance or online learning is much more needed. in the other techniques, the teaching laboratory which is expected to make an emotional connection between teachers and students is well established as well as continued to have endeavored. on the other hand, as a form of reflection of self-regulated learning, students need to make an assessment of themselves or self-assessment. 3) solutions offered in bahasa indonesia course during online learning in a school scope of learning, the teacher is the curriculum maker in the smallest environment (art-in, 2018). therefore, the learning process should be flexible. as the ultimate goal is a change in student behavior for the better, the teacher must know what and how are the needs assessment expected of students. in learning bahasa indonesia, the teacher group has determined the needs of students who are aligned with a curriculum that has been previously designed. however, several proposed solutions are carried out during the online learning of bahasa indonesia. first, the use of technological-based learning platforms that can not be avoided seems to be true. therefore, inevitably technology through various platforms will be widely used. according to teacher 1, technology-based learning is now a must. ict literacy is a skill that must be had by students in this industrial revolution 4.0 era. it is in line with the skills expected in the 21st century skill that students do have to master information and communication technology. in learning bahasa indonesia, the technology used is e-learning platforms, such as e-learning which was previously initiated by khon kaen university. furthermore, other platforms such as google classroom, quiz, edmundo, and several other social media such as facebook, line, and youtube are also involved. learning resources that are easy to find also provide practical solutions. however, still, students must have good self-regulated learning abilities in utilizing this distance learning. second, short pre-recording video production to support the learning process of bahasa indonesian belongs to other provided solutions. it is done to improve interactive online learning. in language learning, speaking skills become the priority of communication. apart from that, the emotional connection process between lecturers and students must be well maintained. one way is to use a video conference platform (carter, rice yang & haidee, 2020). as teacher 2 said that through the short video which is containing the topic set by the teacher of bahasa indonesia, students are expected to be able to produce similar videos according to the instructions given by the instructor. on the other hand, it will increase students' motivation on learning bahasa indonesia. however, it is supposed to be a medium for improving the speaking skill of bahasa indonesia. third, instructors are required to simplify the level of difficulty of teaching. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 142-152 150 challenges, strategies, and solutions of teaching bahasa indonesia in covid-19 crises: case in khon kaen university teacher 3 said that during the learning process of bahasa indonesia, the level of difficulty of the material will affect students' interest in learning. however, interesting teaching technique by teachers is highly recommended. this is done to maximize student participation. however, student participation during distance learning is very much decreased. therefore, to maximize student participation, teachers are expected to simplify the material but prefer to maximize meaningful learning. fourth, multi-literacy learning is expected to do during this pandemic. teacher 2 stated that students must set themselves to learn from the sources coming from the nearest environment. this is still related to selfregulated learning skills students must have. on the other hand, teachers must adjust and not require them to learn using various sources that are unreachable. but instead, students have the right to learn from various sources both based on technology, and the nature around them. multi-literacy learning is naturally coming from what they have. besides, student 1 and student 2 stated that technology assist will help teach and learn very much. however, when it is done by all lecturers, students will get dizzy easily. task-dominated learning will automatically be done. however, technology is just a tool, it cannot change the emotional relationship between teachers and students. in general, the perceived solutions taken in the bahasa indonesia course refer to solutions related to teaching methods and strategies. while the use of technology is something that cannot be avoided anymore. additionally, the undertaken solutions are also adjusted to the difficulties and circumstances of foreign language learners as it is different from learning their first language. lastly, self-regulated learning is much needed to face teaching and learning during distance learning. 4. conclusion as a foreign language, bahasa indonesia has its difficulties in the learning process for foreign students such as thai students. therefore, as the purpose of this study, indonesian language teachers identified several problems that arose to furtherly formulate learning solutions and strategies. the problem concluded is in the form of semantic barriers, communication barriers between teachers and students when this pandemic becomes an additional problem. besides learning by using a platform, not doing face to face directly, becomes a problem in learning a foreign language. especially for students who still need guidance because their level of understanding is still low. the low ability of students' self-regulated learning towards learning bahasa indonesia is an additional challenge where they should be able to formulate learning, adapt needs, and evaluate independently. in this case, there needs to be an external role such as the involvement of parents in overseeing the learning process. on the other hand, the solution offered during this distance learning is to keep using a technology-based platform that can support the process of distance learning by doing negotiation and prior agreement. next is to make a short video as teaching material. this is expected to increase student motivation in learning indonesian. then, a simplification of the difficulty level of teaching materials will be carried out. this solution was taken to increase participation and reduce existing burdens while remaining guided by meaningful learning. the final thing is multiple literacy learning. the instructor does not require students to conduct learning through unreachable sources. students have indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 143-153 151 challenges, strategies, and solutions of teaching bahasa indonesia in covid-19 crises: case in khon kaen university the right to determine learning resources following abilities and capacities that do not burden them and their families. for example, learning that is based on the environment. in the meantime, several strategies adopted in strengthening the involvement of students in learning bahasa indonesia also prioritize the principle of compromise and negotiation. the first step taken is to ensure that students can access technology easily. furthermore, parent involvement is expected to remain a priority, especially in monitoring and monitoring attitudes and values. this is a very important foundation in education. next, is the student asked to do a selfassessment. this is expected to be a reflection of self-regulated learning which is predicted to be the main key for students during distance learning. the research conclusion is presented briefly, narrative, and conceptual which describes the research findings and their impacts. 5. references art-in, sittiphon. 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(2018). menggunakan studi kasus sebagai metode imliah dalam psikologi. buletin psikologi, 26 (2), 126-136. doi:10.22146/buletinpsikologi.38895 qadafi, muammar. (2020). pembelajaran bahasa inggris pada anak di sangkhom islam wittaya school saat pandemi covid-19. jurnal pedikan anak usia dini, 5 (1), 422-430. doi10.31004/obsesi.v5i1.591 rice, m., oritz, k., curry, t. and petropoulos, r. (2019). a case study of a foster parent working to support a child with multiple disabilities in a full-time virtual school. journal of online learning research, vol. 5 no. 2, pp. 145-168 smith, r. d. (2005). strategic planning for public relations. new jersey: laurence erlbaum associates publishers. unesco (2020), covid-19 impact on education. retrieved july 20th, 2020 from: https://en.unesco.org/covid19/educationr esponse who. 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(2012). working memory: theories, models, and controversies. annual review of psychology, 63, 1–29. http://doi.org/10.1146/annurevpsych120710-100422. microsoft word 4. ijirana 13563-42543-2-ed 15 08 2021-jm (revisi agust21).docx indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 194-206 194 longitudinal study of metacognitive skills and external representation of students in the context of problem-solving longitudinal study of metacognitive skills and external representation of students in the context of problem-solving ijirana1, jusman mansyur2, muh. rizal3, sitti aminah4 1-4faculty of teacher training and education, universitas tadulako, indonesia doi: 10.23917/ijolae.v3i3.13563 received: february 16th, 2021. revised: april 20th, 2021. accepted: may 28th, 2021 available online: august 18th, 2021. published regularly: september 1st, 2021 abstract this study aims to longitudinally describe the metacognitive skills and external representation in the context of problem-solving at chemistry education, tadulako university. the qualitative study respondents were selected from a number of first year students for two consecutive semesters. two respondents were selected based on results of selection using a metacognitive skills assessment questionnaire (mcai) and we categorized as high and medium. three problems were resolved by respondents at intervals of one to two weeks in each semester through a one-on-one thinking-aloud and it was followed by a semi-structured interview. data collection was recorded using a video camera. metacognitive skills and external representation data from the odd and even semesters were deeply analyzed. this analysis technique was carried out by examining the results of problem solving and semi-structured interviews in detail and matching them with the indicators of metacognitive skills and external representation used by both respondents. the data analysis results showed that the thinking ability of respondents with high metacognitive skills in problem solving, experienced developments over time along with the development of their cognitive regulation and external representation. on the other hand, respondents with intermediate metacognitive skills during problem solving, were relatively the same for two consecutive semesters. therefore, teachers need to consider the use of learning strategies by taking into account the number of students who have dominant characteristics in classroom learning, in terms of metacognitive skills and external representation. keywords: context of problem-solving, external representation, longitudinal study, metacognitive skills, oneon-one thinking aloud, problem solving corresponding author: ijirana, faculty of teacher training and education, universitas tadulako, indonesia email: ijiranarizal.untad@gmail.com 1. introduction problem-solving is an activity carried out by someone who is directed at achieving goals using a method or strategy and requires proper mental representation (metallidou, 2009). a person’s problem-solving capabilities achievement can be measured from four components, namely; resources, heuristics, control, and belief (yen & lee, 2011). these capabilities are strongly influenced by the understanding of materials and a person’s metacognitive skills to find solutions to problems (ijirana & supriyadi, 2018) that will provide new knowledge, skills, and other components on the person (fischer & neubert, 2015). however, the incomplete use of metacognitive skills (only using planning skills, not using monitoring and evaluation), will cause a potential for failure in problem-solving (ijirana & supriadi, 2018). therefore, there are two aspects that influence problem-solving, namely the use of complete metacognitive indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 194-206 195 longitudinal study of metacognitive skills and external representation of students in the context of problem-solving skills and external representation. that is why it is necessary to investigate the use of these two thinking skills in the context of problem solving. some findings from study on metacognitive skills in the context of problem-solving states that regulation of metacognition and monitoring of proper thinking can increase success in problem-solving, including analytical and technical problems (rickey & stacy, 2000; shubber, udin, & minghat, 2015). this metacognitive skill has become the basic approach and strategy of students to achieve goals, organize, monitor, and modify operations in problem-solving (metallidou, 2009). other results also discovered that awareness of cognition, planning, monitoring, and selfchecking, as well as self-assessment (self-appraisal), is a metacognitive strategy often used by students (haidar & naqabi, 2008) as well as self-management (demirel, aşkın, & yağcı, 2015). that is why metacognitive skills contribute to student academic success. the use of an external representation system regarding the use of diagrams in problemsolving showed that some teachers and students tended to separate diagram formulation steps from interpretation and variables identification step so that they cannot attain sufficient results (mansyur, 2015). problem-solving with different mental representation formats can be solved by students by compiling categories of mental representations (ibrahim & rebello, 2013) which can be stated externally (metallidou, 2009). external representation functions to promote investigation, conduct reflection of alternative perspectives, solutions, and criticism, as well as facilitating the development of knowledge (van bruggen, kirschner, & jochems, 2002). cox and jones (2011) found that the external representation and visual thinking has the potential to create ideas and make complex issues more accessible, make the organization of knowledge and its synthesis easier when studying basic chemistry, organic chemistry and biochemistry. furthermore, the reasoning of students was more varied in certain moments and that such variability shows a productive thought process as a representation in studying electric fields in physics (cao & brizuela, 2016). in line with this, ningsih et al. (2013) found that physics teachers dominantly displayed representation in verbal and algebraic formats, yet when presenting concepts, and they did not emphasize the importance of diagrams. even more generally found that representation in learning science not only improves problem-solving abilities, but can also increase retention of related knowledge and facilitate the integration of new knowledge with prior knowledge (cook, 2006). therefore, in this study, the emphasis was placed on the aspect of metacognitive skills and external representation of the chemistry education students. the study was carried out longitudinally in the context of problem-solving, because this aspect is one of the indicators of the success of chemistry education students in problem solving and problem solving is needed in studying chemistry. the study will also provide an overview of increased knowledge retention and integration of new knowledge from previous knowledge possessed by students at different times. 2. method the study used a qualitative method focusing on the investigation of metacognitive skills and external representations in the context of problem-solving of chemistry education students. we longitudinally investigated the development of the aspects in two consecutive semesters. description of metacognitive skills and external representation obtained from the students with different metacognitive skills was based on the results of the indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 194-206 196 longitudinal study of metacognitive skills and external representation of students in the context of problem-solving screening through a questionnaire developed by cooper and sandi-urena (2009). data collection began with the screening of students registered in the chemistry education of tadulako university, even semester of academic year 2018/2019, with different metacognitive skills. as many as 97 students were given the metacognitive skills assessment questionnaire (mcai). two students who were respondents in this stu-dy with a self-assessment category having high and intermediate metacognitive skills. the two respondentes were coded r1kmt and r2kms. these respondents were drawn from a number of students who rated themselves as carrying out metacognitive skills during problem-solving with a score of > 80% in the high category and between 60-79% in the intermediate category (adapted from demirel, aşkın & yağcı, 2015). the respondents solved two problems in a one-on-one thinking-aloud setting. the second problem was resolved one week to two weeks after the first problem was resolved. respondents who solved problems using the same method were then interviewed at different times. the same process was repeated on the same respondents using a similar problem. problem-solving and interview activities were recorded using a video camera. categorization and coding of the problem-solving and interview results were done for two aspects. the first categorization and coding were for the use of metacognitive skills. this coding involves the respondent's activities, such as; planning, monitoring, and evaluating. the planning includes activities such as; reading, translating, setting goals, formulating problems, and making plans. the monitoring includes problem-solving activities, namely; reviewing or rereading problems, checking answers, and pausing while looking at the paper or the answer in front of the student in question. evaluating includes the activity of following the correct way to discover the answer whether (right or wrong) and involves taking several types of steps to check the correctness of the answers (final or intermediate answers), and or the respondent decided immediately that the answer is wrong and started working again. this evaluation also includes reflection, namely whether the answers obtained makes sense or is as expected. the second categorization and coding were for the used of the representation. the coding involved respondents' activities in making external representations during problem-solving. the representations can be in the form of pictures, symbols, statements, formulas, and mathematical language (kohl & finkelstein (2005). 3. result and discussion in the following we will present the results of one-on-one thinking aloud and interviews in the even and odd semester. a. r1kmt the results of the study of thinkingaloud r1kmt towards solving the problem in terms of metacognitive skills and external representation in different semesters are given in table 1table 3. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 194-206 197 longitudinal study of metacognitive skills and external representation of students in the context of problem-solving table 1. results of thinking-aloud r1kmt during odd and even semesters when carrying out problem-solving planning. respondent even semester odd semester r1kmt in the first minute the respondent read the problem by emphasizing certain words in the statement of the problem. in the first minute the respondent read the problem by emphasizing certain words in the statement of the problem. (1) the data needed to solve this problem is the first atomic number of sulfur 16 with oxygen 8 atomic number of. (1) the first step to be taken is to collect all known data, namely 1) the compound molecular mass = 30.026 grams/mol; 2) this compound is made from burning methanol in a catalytic reactor; 3) using a silver catalyst; 4) the use of compounds as cosmetic preservatives, nail hardener, fly and insect repellent and materials for making urea fertilizer. (2) the first objective to be achieved is how the two atoms are bound and the process is formed and determine the shape of the molecule. (2) then step 2 looks for what was asked (the respondent reread the problem). here what is asked is the name of the compound and its molecular shape. to find out the molecular shape of a compound, look for its constituent elements, which is where it is (reread problem) when the data in table 1 is viewed from the metacognitive skills perspective and external representations, it can be described that: (1) it seems that r1kmt at different times and a relatively long time has always been consistent in solving the problem, namely used metacognitive skills in making plans. a different matter occurred when the respondent translated the problem further statement thoroughly in the odd semester compared to the previous semester, because she wrote in detail all the data in the problem statement that supports the achievement of the goal. in addition, the respondent at this stage also began writing down her problem-solving strategies step by step; (2) in both periods she also remained consistent in stating the objectives to be achieved in problem-solving but, in the odd semester of this respondent had begun to make plans for the achievement of the objectives and even had carried out monitoring by re-reading the problem statement. this shows an increase of the respondent’s prudence in making a decision from time to time; and (3) the respondent did not perform external representation both in the even or odd semester during the planning stage. based on these findings, it can be said that the habit of doing good planning will increase one's awareness of thinking to solve problems according to targeted goals so that in solving problem one will be more careful in planning. this finding is in line with other research findings, namely that someone who chooses the right strategy and uses known information from the problem in doing the task will lead to the right performance for someone (demirel, aşkınb & yağcı, 2015; silwana, subanji, manyunu & rashahan, 2021). that good planning and monitoring is very important to help students plan how to settle problems, manage the problem-solving process and ensure that it is on the right track (berciter, 2002). this finding also reinforces previous findings that the planning strategies identified in students in solving problems are planning, setting goals, and priorities (yang & bai, 2019). data description in the problem-solving and external representation in table 2 are: (1) in the even semester the respondents began arranging problem-solving strategy indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 194-206 198 longitudinal study of metacognitive skills and external representation of students in the context of problem-solving while in the odd semester the respondent continued her problem-solving strategies because it had been started in the previous stage of thinking. an interesting thing here is that the respondent conducted assimilation thinking activities several times by stating that "combustion reaction means involving oxygen". this showed that respondent matched the knowledge of the information received with the knowledge she had. the next assimilation activity is to write down the formula for the methanol molecule (ch3oh) after pausing for a moment to recall the knowledge she had about methanol. representation of methanol into the form of a chemical symbol was done by the respondent to make it easier to write reaction equation and predict the products produced. another thing that was shown by the respondent was the ability to represent the results of her thoughts in the form of a reaction equation as described in figure 1. figure 1. r1kmt’s answer sheet for reaction equation the next assimilation process at this stage is the assertion that the silver catalyst used only accelerates the reaction and does not affect the outcome of the reaction. table 2. results of thinking-aloud by r1kmt in even semester and odd semester when formulating a strategy and monitoring respondent even semester odd semester r1kmt (1) the strategy used in solving this problem is that we first look for the valence electrons of each atom (the respondent writes) (1) the next step is to make a reaction that occurs where a combustion reaction occurs. the combustion reaction involving oxygen and in this matter the methanol or hydrocarbons combustion in a catalytic reactor. so the methanol (the respondent thought for a while then wrote) ch3oh; and its reaction. oh... here there is the use of catalysts and here are the by products of water. thus the amount of c and h on the left and right of the number is the same, namely the number c is 2 and h = 8 and o = 4. the silver catalyst here serves to accelerate the reaction rate and is not found in the reaction result. (2) to determine electron valence, the first thing to do is to make an electron configuration, the second, make the lewis structure. the sulfur has an atomic number 16 so its electrons are on the skin; klm has an electron number of 2 8 6 each. next o8 = 2 6 (silent respondent) so s16 is valence electron 6 and o is valence electron 6. so the lewis sructure (2) after that, the next step, fourth (the respondent is silent and writes) after obtaining the reaction results, the molecular shape can be determined. let’s say this is compound data, the compound obtained was ch2o so 6 was the atom number of c, h was 1, and o was 8. so the configuration of the electron to c is 2 and 4 and o = 2 and 6. so it can be concluded where c is the central atom with h and o, which surrounds the central atom. so the lewis structure: indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 194-206 199 longitudinal study of metacognitive skills and external representation of students in the context of problem-solving respondent even semester odd semester (3) determine peb and pei to determine molecular shape. so this is o to be stable it binds electrons from s and this s also binds electrons from o to stabilize it so this is the shape so this is (hum) the peb, the pair of free electrons is zero while the bound pair of electrons is 3. so the molecular shape is ax3 (trigonal planar). (respondent rereads written answers) so it can be seen that the compound intended for the problem is formaldehyde or commonly called formalin in the form of trigonal molecular planar. so according to the vsper theory the molecular form above is trigonal planar with 2 pairs of free electrons on the atom that surrounds the central atom and electron pair with 4 bondings. next, in the next stage the respondent used the concept of equalizing the reaction equation by counting the number of elements involved in the reaction as in figure 2. figure 2 r1kmt’s answer sheet for the concept of equalizing a reaction in the interview session, the respondent ensured that this reaction product was correct and one way to do that was to test the type and number of elements involved in the reaction. the activity shows that the respondent conducted regulation of cognition through monitoring while evaluating problem-solving to ensure the correctness of the results. (2) it seems that the process of thinking and representation carried out by the respondent are the same for even or odd semester. the respondents rearranged the plan with the same steps to write the lewis molecular structure in which form was to be determined. the activity was started by making electron configurations in the form of images. a different manner was carried out by the respondent in the odd semester when she was going to make a molecular structure. there was a lack of confidence of the respondent when she was to describe the molecular structure of formaldehyde where the respondent paused for a moment then crossed it out and made a new molecular structure. this shows that the respondent continuously monitored her problemsolving process; and (3) different representations were made in the even semester, namely from the representation of molecular shapes to the next picture form, then to a mathematical equation form, and finally in the form of mathematical statements (figure 3). figure 3. r1kmt’s external representation sequence in the even semester in contrast to the odd semester, representation of the shape of the molecule was expressed as a mathematical statement from a picture form as shown in figure 4. figure 4. r1kmt’s external representation sequence in the even semester the respondent’s confidence toward this result shows in the interview result that if the geometric form was like this, then it is a indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 194-206 200 longitudinal study of metacognitive skills and external representation of students in the context of problem-solving trigonal planar. this indicates that there was an increase in the respondent's ability to predict molecular shapes based on the number of bonding electrons and free electron pairs of the compound in the lewis structure. thus, student with high metacognitive skills will increasingly develop their knowledge along with the development of cognitive regulation. in contrast to the findings of yanti, amin, and sulaiman (2018) who found that students who have multiple intelligences, in presenting information, preparing plans, and implementing plans in problem-solving, use the same representation whereas when evaluating results, using various forms of representation. table 3. results of thinking-aloud by r1kmt in even semester and odd semester when evaluating problem-solving result respondent code even semester odd semester r1kmt so the molecule formed is ax3 because the peb of the central atom is missing. (read the questions then write) this answer can be strengthened by the information that is known in the problem, which is the use of the compound in question, namely as a preservative of cosmetic products, nail hardener, fly and insect repellent, as well as making urea fertilizer. where all of the above statements refer to formaldehyde compounds and where the formaldehyde molecular mass is also known to be 30.026 grams/ mol. the data in table 3 shows that the last step undertaken by respondent in the two periods was evaluating results. evaluation skills performed by the respondent in the odd semester shows a more developed thought process compared to the even semester. in the odd semester respondent evaluated results using logical thinking skills, namely connecting formaldehyde molecules formula with relative molecular mass and its properties. this indicates that a person who is accustomed to organizing his/ her thinking to solve problems will increase his/ her awareness to convince himself/ herself in making decisions, so that mistakes in solving problems will increasingly diminish. this is in line with the findings of rahman et. al. (2010a) which stated that evaluation skills will allow students to reduce the mistakes made in the process of problem-solving. the same applies with the findings veenam and spaans (2005) which stated that metacognitive skills occur together, but it is not entirely dependent on the intellectual ability because metacognitive skills exceed intelligence as a predictor of learning performance. b. r2kms the results of the study of thinkingaloud and interview in r2kms toward solving a given problem in terms of metacognitive skills perspective and external representation in different semesters are given in table 4 table 6. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 194-206 201 longitudinal study of metacognitive skills and external representation of students in the context of problem-solving table 4. results of thinking-aloud by r2kms in even and odd semester when conducting planning, and monitoring respondent code even semester odd semester r2kms respondent read the problem slowly respondents read the problem slowly (1) in solving the first problem, namely knowing the atomic number of iron is 26 and the atomic number of oxygen is 8. (1) the first compound formed is obtained by burning methanol, so what we need to know is the molecular formula of methanol, which is ch3oh. after that we make the combustion reaction of methanol using a silver catalyst or argentum. now the reaction is like this, then equated before combustion and after combustion (2) the purpose of solving this problem determines the process of forming compounds from iron that bind with oxygen and determining the compound formula in this problem it is stated that in addition to the compounds produced, water was also produced (reread the problem) well the combustion reaction of methanol, to me, produces carbon dioxide gas and water from the perspective of metacognitive skills, and external representations, the data in table 4 can be described as follows: (1) it seems that r2kms at different times and relatively long periods of time is less consistent in solving problems. respondent in the even semester did the planning by translating the problem and stating the objectives to be achieved systematically, while in the odd semester the respondent translated the problem without stating the goal, yet she immediately formulated a strategy to solve the problem. respondent revealed the solution to his/her problem directly by stating that the compound obtained from burning methanol is carbon dioxide gas after writing down the reaction equation; (2) it appears that respondent in this odd semester carried out assimilation thinking activities by linking new information received with the knowledge they already have. this is done by translating the word ‘combustion’ by presenting chemical reaction with the addition of oxygen. in addition, decision making about the compounds produced is done through equalizing the reaction equation; (3) other activities of respondent at this stage was monitoring when performing reaction equalization by repeatedly make an improvement through crossing out mistakes which is shown in figure 5; and (4) decision making by the respondent without an evaluation caused the respondent to has a chance of failing in solving problems. it is identified by the methanol combustion reaction results obtained, namely carbon dioxide. figure 5. r2kms’s answer sheet in monitoring on reaction equation equalization in odd semester the result of the interview showed the respondent stated that all combustion reactions must be the result of carbon dioxide. this certainly cannot be denied when methanol is completely combusted allowing carbon dioxide to be produced. but in this problem, the compound in question has a relative molecular mass of 30.026 g/mol and functions as a preservative, a fly repellent, and as a material for making urea fertilizer. if the respondent reread the problem statement and re-examined the results, this would not have happened because carbon dioxide does not have indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 194-206 202 longitudinal study of metacognitive skills and external representation of students in the context of problem-solving these characteristics (a relative molecular mass of 44 g/ mol). therefore, evaluation skills are needed in problem-solving. the data in table 5 shows that; (1) problem-solving style that is done by respondents both in the even semester and odd semester both go through strategy development. in both of these time periods, the respondent showed a consistent problem-solving manner by showing the same representation, namely the picture representation into a statement, alternating between them; and (2) what was interesting about how students carried out problem-solving in the even semester was that they carried out monitoring against the problem-solving process that was still inconclusive, as shown in figure 6. it was different in the odd semester, the respondent was very sure of the answer by giving scientific explanations in each part of the solution. this finding is in line with the findings of fitrianna, dinia, mayasari, dan nurhafifah (2018) that students with high mathematical abilities have been able to present data/information from one representation into diagrams, graphs, or tables and solve problems using words or written text. the data in table 6 shows that the results evaluation technique carried out by r2kms did not change from time to time. respondent did not try to assess the problem statement when making a decision and did not re-monitor the problem-solving process, so they (she) did not realize that the molecular mass of co2 was not 30.026 grams/mol. this was evident when the interview was conducted because the respondent did not try to think that the truth of the results could be tested with the relative molecular mass of carbon dioxide or its properties. therefore, in addition to getting used to thinking how to think about the task being carried out, insight or mastery of concepts related to the problem being solved was also required. these results indicate the need to follow up on the findings of rahman, et. al. (2010b) stated that teachers need to be awere of the importance of promoting metacognitive development in the classroom. ijirana (2017) stated that metacognitive skills are an important part of learning for chemistry education students, because according to setiawan, arisanty, hastuti, and rahman, (2020) greatly contribute to improving learning outcomes. masari and anghel (2012) found that it plays an important role in learning success and is closely related to authentic assessment and holistic learning. therefore, attention of teachers is required in designing learning strategies by paying attention to students in the intermediate metacognitive skills category, because this category always dominates in the classroom (demirel, aşkın, & yağcı, 2015; altındağ, 2008; temel, özgür, şen & yılmaz, 2012; kiremitçi, 2013; jaafar & ayub, 2010; duran, 2011). figure 6. r2kms’s answer sheet in monitoring on reaction equation equalization in even semester indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 194-206 203 longitudinal study of metacognitive skills and external representation of students in the context of problem-solving table 5. results of thinking-aloud in r2kms of even semester and odd semesterwhen doing planning, monitoring, and troubleshooting respondent code even semester odd semester r2kms (1) the first step to do is determine the valence electrons of the two elements by using electron configurations. electron configurations of iron and oxygen. iron or fe with atomic number 26 and oxygen with atomic number 8 (looking back at the answer written) oxygen with electron shell configuration 2 6 requires 2 electrons to achieve stability. if these 2 elements bind, then fe will release 3 electrons so that fe becomes fe +3, while o captures 2 electrons to o -2. the load contained in each element is not the same number so it needs to be equalized. (1) to determine the molecular shape of co2 we first look for the valence electrons of each binding element and determine the atom used as its central atom. valence electrons can be obtained from the electron configurations of each element: carbon, the valence electron 4 while oxygen has a valence electron 6, which means that c is able to bind to 4 other atoms and valence electron from oxygen is 6 so that oxygen requires 2 electrons to achieve stability. so the results obtained are fe2o3. now for co2 gas that is used as a central atom namely, c, or carbon with 4 valence electrons binding to o which has 6 valence electrons. the bonds between the co2 has 2 pairs of bonding electrons or 2 domains. before we determine the molecular shape of a compound we need to pay attention to its free electron pairs, bonding electron pairs and its electron pairs, so we can determine the molecular shape of a compound. now here 2 pei (with body movements), by making lewis structure from the co2 we can indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 194-206 204 longitudinal study of metacognitive skills and external representation of students in the context of problem-solving respondent code even semester odd semester determine the shape of the molecule. in my opinion the molecular shape of the co2 is linear. because the central atom does not have all the free electron pairs, all electron pairs have been used to bind to oxygen so that the resulting molecular form is linear. table 6. results of thinking-aloud r2kms of even semester and odd semester when evaluating results. respondent code even semester odd semester r2kms yes, i'm sure my answer is correct because oxygen requires (writes) 2 electrons and fe releases 3 electrons so that fe2o3 can form compounds that have stable valence electrons or the result of these two elements is equal to zero. the shape of the molecule produced is linear because there is no repulsion between the free electron pair and the bonding electron pair so, i am sure, sure that the molecular shape of co2 is linear. 4. conclusion chemistry education students who are considered to have high metacognitive skills when solving a problem carry out three activities of thinking, namely planning, monitoring, and evaluation, and also consistently created external representation in both separate semesters. thinking activities in problem-solving planning in the odd semester were more meticulous than the previous semester (even). in fact, even in this thinking activity, the students had been monitoring the planning process to reduce their mistakes. in addition, the knowledge possessed by students in this category had been growing over time as demonstrated by their ability to relate new information to the knowledge they have, to link between concepts, and supported by their ability to represent that knowledge externally. the same applies to their ability to evaluate results, the student was used to regulating their own thinking in solving problems so as to increase her awareness to convince herself in decision making. chemistry education student who were categorized as having intermediate metacognitive skills when problem-solving only conducted thinking activities in planning and monitoring consistently, but not in evaluating activities. his/her knowledge and ability to construct external representations also developed, but did not sufficiently to guarantee her success in problem-solving. that is why student in this category has a great chance of failing in solving a problem. 5. references altındağ, m. 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(2019). the use of metacognitive strategies by chinese phd students of social sciences in australian universities. international journal of educational research, 97, 43-52. yanti, y. r., amin, s. m., & sulaiman, r. (2018). representation of students in solving simultaneous linear equation problems based on multiple intelligence. in journal of physics: conference series, 947 (1), p. 012038). iop publishing. yen, j. c., & lee, c. y. (2011). exploring problem solving patterns and their impact on learning achievement in a blended learning environment. computers & education, 56(1), 138-145. microsoft word yosep_9981-27488-1-ed.docx vol. 2 (2) (2020) 100-108 ijolae | p-issn 2655-920x, e-issn 2656-2804 100 the effects of problem posing learning model on students’ learning achievement and motivation the effects of problem posing learning model on students’ learning achievement and motivation agatha puri christidamayani1, yosep dwi kristanto2 1,2 faculty of teacher training and education, universitas sanata dharma, indonesia doi: 10.23917/ijolae.v2i2.9981 received: january 20th, 2020. revised: january 30th, 2020. accepted: february 6th, 2020 available online: february 8th, 2020. published regularly: july 1st, 2020 abstract posing high-quality problems is a critical skill to be possessed by students in learning mathematics. however, it is still limited in literature in answering whether problem posing learning model effective in improving students’ learning achievement and motivation. therefore, the present study aims to investigate the effect of problem posing learning model in the topics of cube and cuboid on students’ learning achievement and motivation. this study employs quasi experimental design with 20 students in experimental group and 24 students in control group. the study found that the problem posing learning model has insignificant effect on the students’ learning achievement but has a positive and significant effect of the learning model on the students’ learning motivation. further analysis showed that the learning model also has a significant and positive effect on every aspect of students learning motivation, namely students’ interests, enthusiasm, diligence, collaboration, and self-control. keywords: quasi experimental design, problem posing, learning achievement, learning model, learning motivation corresponding author: yosep dwi kristanto, faculty of teacher training and education, universitas sanata dharma, indonesia email: yosepdwikristanto@usd.ac.id 1. introduction posing high-quality problems is critical skill to be possessed by students in learning mathematics. engaging students in formulating problems is considered as an effective effort to improve students learning (cai & jiang, 2017). furthermore, formulating problems is an important step in scientific investigation. as einstein stated, “the formulation of a problem is often more essential than its solution” (einstein & infeld, 1938). moreover, socrates has shared a learning method in which the students actively engage in posing problems critically (singer, ellerton, & cai, 2013). recognizing the importance of the ability to pose problems for students, recently researchers give an emphasize that students need to have more active role in their learning by means of posing problems during the problem posing activities (kalmpourtzis, 2019; putra, herman, & sumarmo, 2020; ye, chang, & lai, 2019). various definitions of problem posing are found in the literature. based on widely cited definition by silver (1994), problem posing includes the process of new problems generation and process of re-formulating existing problem. in more detail, hobri (2008) define problem posing as (a) simple formulation of questions or re-formulation of existing problems with some changes so that they are simpler and can be mastered; (b) formulation of questions relating to the conditions of the indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (2) (2020) 100-108 101 the effects of problem posing learning model on students’ learning achievement and motivation questions that have been solved to find alternative solutions; (c) formulation of the problem from the information or situation available, whether done before, when, or after solving the problem. other definitions of problem posing have appeared in cai and hwang (2019). problem posing learning model provides benefits for students. upu (2003) explained that problems posing is one approach that can increase active student involvement in the mathematics learning process. proposing a problem can be useful in bringing together a number of learning goals, both in group and individual learning setting. furthermore, cai, hwang, jiang, & silber (2015) posit that problem-posing activities can improve students’ learning achievement, reasoning and communication skills, and capture their motivation. to sum up, literature give an insight that the problem posing learning model has a potential in improving students’ learning achievement and motivation, even though it still limited. therefore, the research questions of the present study are as follows: (1) does problem-posing learning model have an effect on the students’ learning achievement? (2) does problem-posing learning model have an effect on the students’ learning motivation? in problem posing setting, students need to generate new problems or re-formulate the existing problems. to this end, students require to reflect on their prior knowledge and understanding and connect them by using problem posing activities (moses, bjork, & goldenberg, 1990). this cognitively demanding process results in a deeper understanding on mathematical concepts. therefore, our first hypothesis is: hypothesis 1: problem-posing learning model have a positive effect on the students’ learning achievement. problem posing learning model facilitates students to have an active role in the learning process. this active involvement in their own learning will make the students more confidence and have positive attitudes (guvercin, cilavdaroglu, & savas, 2014), and in turn, their motivation levels increase. hence, our second hypothesis is: hypothesis 2: problem-posing learning model have a positive effect on the students’ learning motivation. 2. method a. research design the present study employed pre-test post-test control group design, which is one type of quasi-experimental designs, in investigating the effects of the independent variable (i.e. with and without problem-posing model) on dependent variables (i.e. students’ learning achievement and motivation). with this research design, the causal relationship between independent and dependent variables can be determined since the data are observed under the control of researcher. this study consisted of three meetings in mathematics lesson in the topic of cube and cuboid. b. subjects the subjects in the present study were 44 eight-grade students of st. vincentius pangudi luhur middle school, yogyakarta. they were randomly assigned to the experimental and control group. as a result, the experimental group included 20 students whereas the control group consisted 24 students. c. data collection tools in determining the effects of problem posing learning model on students’ learning achievement and motivation, first, we ensured the implementation of problem posing model in the experimental group and vice versa in the control group by using observation sheets. vol. 2 (2) (2020) 100-108 ijolae | p-issn 2655-920x, e-issn 2656-2804 102 the effects of problem posing learning model on students’ learning achievement and motivation the observation sheets were developed based on the lesson plans for each group. the lesson plans in problem posing (experimental) group have five key phases, namely informing learning goals, groups formation, presenting problems, posing problems, and solving the problems. the observation on learning implementation was conducted by 2 independent observers. the learning achievement test was used to measure the students’ learning achievement (see, christidamayani, 2019). this test which consisted five items at the levels of knowledge, understanding, and application was validated by two experts. the revision was made based on the comments from the experts. in measuring students’ learning motivation, the learning motivation questionnaire was developed. the questionnaire consisted five aspects, namely students’ interest, enthusiasm, diligence in reviewing materials, identity, as well as collaboration and self-control. these aspects were adopted from brown (as cited by imron, 1996). the questionnaire has been validated by two experts and revised based on their comments. the cronbach’s alpha reliability coefficient of the questionnaire was 0.881. d. data analysis the data of the learning implementation were presented as proportion for each learning phase. the data of students’ learning achievement and motivation were tested by the kolmogorov-smirnov test in determining their normality. the statistical analyses conducted in this study were independent sample t-test and mann-whitney u test. the data analyses were conducted through spss statistics 23 and minitab 19. the normality test by the kolmogorovsmirnov test on students’ learning achievement pre-test, students’ motivation preand post-questionnaire showed that the data were normally distributed. however, the same test was conducted on students’ learning achievement post-test and resulted that the data did not normally distributed. the normality test also has been conducted on five aspects of students’ learning motivation before and after the implementation. these resulted that all scores were normally distributed except aspect 1 before the implementation for both experimental and control groups, aspect 2 before and after for experimental groups, and aspect 3 after the implementation for experimental group. 3. result and discussion the results of data analyses on learning implementation, students’ learning achievement and motivation are described in the following subsections. a. results regarding the learning implementation results of learning implementation in both experimental and control groups are showed in table 1. based on the table 1, it is found that the learning implementation proportion for each phase is no less than 83%. these results are prerequisites for the further analysis on students’ learning achievement and motivation. since the proportion of the learning implementation is high, the next analyses can be conducted. table 1. proportion of learning implementation in each phase proportion of learning implementation opening core closure control group meeting i 100% 94% 83% meeting ii 100% 100% 100% ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (2) (2020) 100-108 103 the effects of problem posing learning model on students’ learning achievement and motivation proportion of learning implementation opening core closure meeting iii 100% 100% 100% experimental group meeting i 100% 83% 88% meeting ii 100% 100% 100% meeting iii 93% 100% 100% b. results on students’ learning achievement results of two-tailed independent sample t-test (equal variances not assumed) on students’ learning achievement pre-test scores were given in the table 2. according to table 2, there were no significant difference between students’ learning achievement pre-tests scores in experimental and control group. therefore, it comes to conclusion that the students’ learning achievement in experimental and control groups were equal at the beginning of the present study. table 2. results of t-test on students’ learning achievement pre-test scores group/test n m sd t p experimental group pre-test 20 54.20 14.48 0.674 0.504 control group pre-test 24 57.42 17.17 table 3 showed the results of one-tailed mann-whitney u test on students’ achievement post-tests scores. based on the table 3, it can be said that students’ learning achievement in experimental group is not significantly higher than in control group. therefore, although the problem posing learning model seems to have a positive effect on the student learning achievement, but the effect is not significant. this result does not support hypothesis 1. table 3. results of mann-whitney u test on students’ learning achievement post-test scores group/test n m sd u p experimental group pre-test 20 84.10 11.65 531.00 0.420 control group pre-test 24 79.96 17.78 c. results of students’ learning motivation the two-tailed independent samples ttest of students’ learning motivation scale before the implementation and the one-tailed independent samples t-test of the corresponding scale after the implementation were given in the table 4. based on table 4, there were no significant difference between the students’ learning motivation in experimental and control groups before the implementation. therefore, the students came with equal motivation at the beginning of the study. furthermore, it can be concluded from table 4 that students’ learning motivation in experimental group was significantly higher than the students in control group after the implementation. therefore, the problem posing model has a significant positive effect on students’ learning motivation. this result support hypothesis 2. vol. 2 (2) (2020) 100-108 ijolae | p-issn 2655-920x, e-issn 2656-2804 104 the effects of problem posing learning model on students’ learning achievement and motivation table 4. results of t-test on students’ learning motivation before and after the implementation group/test n m sd t p before the implementation experimental group 20 83.25 19.90 1.427 0.162a control group 24 91.33 17.16 after the implementation experimental group 20 104.40 13.53 2.980 0.003b control group 24 89.25 20.02 to explore the effect of problem posing model on students’ learning motivation in more detail, table 5 shows the results of twotailed t-test and mann-whitney u test on students’ learning motivation scale before the implementation. table 5. results of t-test and mann-whitney u test for each aspect of students’ learning motivation before the implementation aspect/group m sd t u p aspect 1 experimental group 18.70 4.46 0.586 0.561 control group 17.96 3.82 aspect 2 experimental group 15.85 3.91 632.50 0.030 control group 19.08 5.09 aspect 3 experimental group 14.55 5.63 –1.027 0.311 control group 16.21 4.95 aspect 4 experimental group 14.40 6.18 –1.211 0.233 control group 16.54 5.40 aspect 5 experimental group 19.75 3.78 –1.609 0.116 control group 21.54 3.55 according to the table 5, there were no significant difference between students’ learning motivation scale before the implementation in experimental and control groups for aspect 1, 3, 4, and 5. however, there were significant difference for aspect 2. therefore, students had equal interest, diligence, identity, collaboration, and selfcontrol at the beginning of the study, but with different enthusiasm. table 6 gives the results of one-tailed independent samples t-test and mann-whitney u test of students’ learning motivation scale after the implementation for aspect 1, 3, 4, and 5. based on the table 6, it can be concluded that the students’ motivation on aspect 1, 3, 4, and 5 in experimental group were significantly higher than the students’ in control group. thus, the problem posing model has a significant and positive effect on students’ interest, diligence, identity, collaboration, and self-control. ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (2) (2020) 100-108 105 the effects of problem posing learning model on students’ learning achievement and motivation table 6. results of t-test and mann-whitney u test for each aspect of students’ learning motivation after the implementation aspect/group m sd t u p aspect 1 experimental group 20.60 2.70 435.50 0.007 control group 18.29 3.86 aspect 2 experimental group 20.00 3.81 459.50 0.029 control group 17.08 5.57 aspect 3 experimental group 19.55 4.29 445.50 0.013 control group 15.67 5.51 aspect 4 experimental group 20.10 4.27 2.217 0.016 control group 17.42 4.27 aspect 5 experimental group 24.15 2.54 2.518 0.009 control group 20.79 5.91 further analysis conducted on aspect 2 of students’ motivation. by utilizing one tailed mann-whitney u test on before-implementation scale, it was resulted u = 632.5 and p = 0.015. therefore, the students’ enthusiasm before the implementation in control group were significantly higher than students’ in experimental group. the one-tailed mann-whitney u test was also conducted on the corresponding after-implementation scale, resulting in u = 459.5 and p = 0.029. thus, the students’ enthusiasm in experimental group were significantly higher than students’ in control group after the implementation. the illustration of these results is showed in figure 1. figure 1 shows a cross-over pattern. that is, students’ enthusiasm in experimental group starting out significantly lower than the control group and ending up above them. this is the evidence that the problem posing learning approach effective in improving students’ enthusiasm. figure 1. means graph of students’ enthusiasm vol. 2 (2) (2020) 100-108 ijolae | p-issn 2655-920x, e-issn 2656-2804 106 the effects of problem posing learning model on students’ learning achievement and motivation in the present study we investigate the effects of problem posing learning model on students’ learning achievement and motivation. the results indicate that the problem posing learning model does not have any statistically significant positive effect on students’ learning achievement, but it does on students’ motivation. the students in problem posing group had higher motivation score than their non-problem posing peers. one possible explanation on why the problem posing in the present study does not have significant positive effect on students’ achievement is the lack of students’ experience on problem posing learning model. it is also one of main challenges in implementing problem posing learning model (hsiao, hung, lan, & jeng, 2013). furthermore, yu, liu, and chan (2005) added that the posing problems were difficult task for the low-achiever students. with regard to these challenges, support is needed for students in problem posing learning environment. our finding on the positive effect of problem posing on students’ motivation is in line with other studies (irvine, 2017). on top of the problem posing’s positive effect on students’ motivation, it also has a same effect on all aspects of motivation, namely interest, enthusiasm, diligence, identity, collaboration, and self-control. based on this finding and the importance of motivation on students’ learning (linnen-brink, 2007; tella, 2007; wijayanti, 2019), the problem posing learning model is a promising strategy to facilitate students’ learning. finally, the present study findings give an insight for teachers or instructors in implementing problem posing learning model. the teachers who interested in implementing problem posing learning model should pay attention to learning components that affect its effectiveness. as mentioned before, support should be provided to the students, especially for inexperienced and low-achiever students. teachers also may structure the problem posing learning model with innovative teaching strategies and technologies, e.g. worked example (hsiao, hung, lan, & jeng, 2013), worksheet scaffold (choo, rotgans, yew, & schmidt, 2011), game-based problem-solving (chang, wu, weng, & sung, 2012), “what if not?” strategy (brown & walter, 1983; lavy & bershadsky, 2003), and desmos mathematically rich activities (kristanto, 2019). 4. conclusion the present study gives a contribution in term of the problem posing’s effect on students’ learning. the evidence of its positive effect on students’ motivation in learning mathematics gives insight for mathematics teachers and educators in improving the effectiveness of mathematics teaching and learning. this study also shows the need for support for inexperienced and low-achiever students in the implementation of problem posing learning model. moreover, structuring problem posing process by adopting innovative strategies and technologies may make problem posing more effective in facilitating students’ learning. 5. references brown, s. i., & walter, m. i. (1983). the “what-if-not” strategy in action. in s. i. brown & m. i. water (eds.), the art of problem posing (pp. 65–105). philadelphia: franklin institute press. cai, j., & hwang, s. (2019). learning to teach through mathematical problem posing: theoretical considerations, methodology, and directions for future research. international journal of educational research. doi: 10.1016/j.ijer.2019.01.001 cai, j., & jiang, c. (2017). an analysis of problem-posing tasks in chinese and us elementary mathematics textbooks. international journal of science and mathematics education, 15(8), 1521–1540. ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (2) (2020) 100-108 107 the effects of problem posing learning model on students’ learning achievement and motivation cai, j., hwang, s., jiang, c. & silber, s. (2015). problem posing research in mathematics: some answered and unanswered questions. in f. m. singer, n. ellerton & j. cai (eds.), mathematical problem posing: from research to effective practice (pp. 3–34). new york, ny: springer. doi: 10.1007/978-1-46146258-3_1 chang, k. e., wu, l. j., weng, s. e., & sung, y. t. (2012). embedding game-based problem-solving phase into problem-posing system for mathematics learning. computers & education, 58(2), 775– 786. doi: 10.1016/j.compedu.2011.10.002 choo, s. s., rotgans, j. i., yew, e. h., & schmidt, h. g. (2011). effect of worksheet scaffolds on student learning in problembased learning. advances in health sciences education, 16(4), 517–528. doi: 10.1007/s10459-011-9288-1 christidamayani, a. p. 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(1996). belajar dan pembelajaran. jakarta: pustaka jaya. irvine, j. (2017). problem posing in consumer mathematics classes: not just for future mathematicians. the mathematics enthusiast, 14(1), 387–412. kalmpourtzis, g. (2019). connecting game design with problem posing skills in early childhood. british journal of educational technology, 50(2), 846–860. doi: 10.1111/bjet.12607 kristanto, y. d. (2019). creating interactive and mathematically rich activity with desmos. in learning mathematics joyfully and meaningfully. yogyakarta: seameo regional centre for qitep in mathematics. retrieved from http://people.usd.ac.id/~ydkristanto/?page_id=2075 lavy, i., & bershadsky, i. (2003). problem posing via “what if not?” strategy in solid geometry—a case study. the journal of mathematical behavior, 22(4), 369–387. doi: 10.1016/j.jmathb.2003.09.007 linnenbrink, e. a. (2007). the role of affect in student learning: a multi-dimensional approach to considering the interaction of affect, motivation, and engagement. in p. a. schutz and r. pekrun (eds.), emotion in education (pp. 107–124). burlington, ma: academic press. doi: 10.1016/b978-012372545-5/50008-3 moses, b., bjork, e., & goldenberg, e. p. (1990). beyond problem solving: problem posing. in t. j. cooney (ed.), teaching and learning mathematics in the 1990s (pp. 82–91). reston, va: national council of teachers of mathematics. putra, h. d., herman, t., & sumarmo, u. (2020). the impact of scientific approach and what-if-not strategy utilization towards student's mathematical problem posing ability. international journal of instruction, 13(1), 669–684. doi: 10.29333/iji.2020.13143a safi’isrofiyah, s., budiasih, e., & wonorahardjo, s. 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(2003). problem posing dan problem solving dalam pembelajaran matematika. bandung: pustaka ramadhan. wijayanti, f. a. (2019). korelasi antara minat dan motivasi belajar peserta didik dengan nilai rapot sisipan matematika sma di tiga sekolah yang berbeda (unpublished undergraduate thesis). universitas sanata dharma. ye, x. d., chang, y. h., & lai, c. l. (2019). an interactive problem-posing guiding approach to bridging and facilitating preand in-class learning for flipped classrooms. interactive learning environments, 27(8), 1075–1092. doi: 10.1080/10494820.2018.1495651 yu, f. y., liu, y. h., & chan, t. w. (2005). a web‐based learning system for question‐posing and peer assessment. innovations in education and teaching international, 42(4), 337-348. doi: 10.1080/14703290500062557 microsoft word 4. aryati.docx indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 40-47 40 strategies to cope with students’ discipline problems in senior high school strategies to cope with students’ discipline problems in senior high school aryati prasetyarini1, mauly halwat hikmat2, muhammad thoyibi3 1,2,3 faculty of teacher training and education, universitas muhammadiyah surakarta, indonesia doi: 10.23917/ijolae.v3i1.9474 received: december 9th, 2019. revised: march 6th, 2020. accepted: march 12th, 2020 available online: april 20th, 2020. published regularly: january 1st, 2021 abstract the article deals with the strategies implemented by teachers in facilitating the students to comply with the rules. the study aims at identifying the discipline problems faced by teachers and describing the strategies they employ to cope with the discipline problems. the study employed qualitative approach in which the researchers used questionnaire and interview to collect the data. the participants were high school teachers and students of 10 schools in central java, indonesia from various backgrounds: public, private, islam-based public, islam-affiliated private, islam-based dormitory. the interview script became the primary source for interpreting and analyzing data. the findings revealed that the most common discipline problems faced by the teachers were noisy classroom, wrong/incomplete attributes and unpunctuality. the strategies applied by the teachers to cope with the students were corrective, assertive, and preventive disciplines. the teachers should improve the quality in maintaining the classroom discipline by creating a conducive classroom and involving the students in setting the classroom rules, such as attendance, learning participation, students and teacher actions, and assessment. keywords: classroom, discipline problem, strategies corresponding author: aryati prasetyarini, teacher training and education faculty, universitas muhammadyah surakarta, indonesia email: aryati.prasetyarini@ums.ac.id 1. introduction maintaining students’ discipline in the classroom is an important aspect to create conducive classroom as students’ discipline problems affect learning (kambuga, 2017). teachers’ strategies to manage the discipline serve as motivation in learning (muller, katz, & dance, 1999), assistance to achieve goals, expectation and responsibility (woods, 1990), and influential factor to improve academic performance (gitome, katola, & nyabwari, 2013). being an influential factor to students’ success in learning, the teachers’ strategies to manage students discipline is discussed in this article. previous studies show that teachers’ styles and strategies to manage students’ misbehavior can affect their students either negatively or positively. the first study demonstrated that teachers who applied positive feedback to their students in the classroom developed supportive relationships to both students and teacher, while those who employed negative feedback developed conflictual relationships (pankonin & myers, 2017). a study by banfield, richmond, & mccroskey (2006) stated that learning would be affected negatively when teachers adopted punitive discipline strategies, which was confirmed by another study (sava, 2002), demonstrating that punitive discipline strategies resulted in more psychological and somatic complaints. indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 40-47 41 strategies to cope with students’ discipline problems in senior high school on the one hand, discipline strategies caused complicated teachers’ role in classroom as they were exposed to persistent behavior problems embodying a significant source of job stress and burnout (lewis, 1995). on the other hand, teachers’ feedback influenced the students’ outcomes, including their academic engagement and aspects of their self-perceptions (matheson & shriver, 2005; dobbs & david h. arnold, 2009). one of the strategies that teachers exercise to cope with the problem of the students’ discipline is positive discipline, a model of instruction that facilitates children to develop character, responsibility, self-control and obedience to rules (savage & savage, 2010) by emphasizing the positive points of behavior (nelsen & lott, 2012). the new model was developed based on the new discipline paradigm, in which school discipline was achieved through enhancing the connectedness of students to school, instead of by punishing and criminalizing students (dupper, 2010). discipline problems are context-bound, per under the existing rules and the criteria of violating them. the discipline problems in cameroon, for example, speaking pidgin english, chewing gum in class, examination malpractice, wearing dirty and wrong uniform, fighting, drug abuse, and drinking alcohol (ngwokabuenui, 2015). in kenya, indiscipline cases were such things as noise making, bullying, fighting, failing to complete assignments, drug abuse, sexual deviance, sneaking out of school, stealing other students’ property and general defiance of school authority and rules (ndaita, 2016). in indonesia, the cases belonging to disciplinary violations included incomplete attributes, various types of truant behavior, not doing assignments, going out of class, using e-cigarettes and fighting (fiara, nurhasanah, & bustamam, 2019). to maintain good classroom management and reduce discipline problems, a teacher ought to act as a leader rather than a boss in terms of engaging the students in decision-making, communicating clear expectations to students, and listening to the students. discipline strategies were commonly classified into three categories, namely: preventative discipline (i.e.: teachers explain clearly what behavior is expected), supportive discipline (i.e.: teachers give suggestions and options for correcting misbehavior), and corrective discipline (i.e.: teachers give consequences for misbehavior) (wahlig, 2020). 2. method the study used a qualitative approach and aimed at describing the participants’ perceptions of school discipline practices. qualitative research was conducted to find answers of how particular social situation developed and was experienced (denzin & lincoln, 2018). the participants were high school teachers and students of 10 schools in central java, indonesia. the participants were from schools with different backgrounds: public, private, islam-based public, islam-affiliated private, islam-based dormitory private. questionnaire was given to 30 students and 30 teachers. to maximize the results of the research, an interview was used to clarify the questionnaire they wrote. the interviews text and the questions became the primary source for interpreting and analyzing data. to be trustworthy, qualitative studies must satisfy the constructs of credibility, transferability, dependability, and confirmability (lincoln & guba, 1985). to ensure trustworthiness, the items in the questionnaire were discussed with teachers and students to determine if questions were appropriate. all interviews were transcribed. data was analyzed by using general qualitative analyses techniques. first level of indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 40-47 42 strategies to cope with students’ discipline problems in senior high school coding was conducted by a colleague who had a bachelor degree in psychology and teaching experiences. semantically similar words, phrases, and/or sentences that formed meaningful units in each conclusion at the raw response level were grouped whereas semantically different data were divided. further checking and second levels of coding and categorization were conducted by the first author, in which similar codes were grouped to reflect higher-order categories of theme. the coding and categorization were finalized with consensus among the coders and further checked by a colleague with a bachelor degree in psychology and professional counseling training. 3. result and discussion a. discipline problems faced by teachers based on the questionnaire and focus group discussion, it was found that discipline problems in the most senior high classrooms included (1) noise, (2) not listening or not paying attention in lessons, (3) coloring hair, (4) students sitting at the back row talking to their friends, (5) loitering, (6) (7) lateness, (8) not doing homework, (9) truancy, (10) eating, (11) not bringing workbooks, (12) using electronic device (games, music, etc.), (13) wearing unsuitable clothes for school, and (14) not joining morning assembly. out of the 14 discipline problems, noisy classroom, chatting/not paying attention to teachers and lateness were the most common problems faced by the teachers. the sample of the data was as follows. data 01/1 saya pernah dihukum karena telat masuk jam matematika 2 menit [i was punished because i was late for mathematics class for 2 minutes]. data 04/1 saya pernah, karena satu kelas saya ribut di jam pelajaran [i have, because the class was noisy]. data 06/1, 09/1, 11/1 saya dihukum karena saya terlambat. [i was punished because i came late to school]. data 07/1 saya pernah dihukum karena telat mengikuti upacara bendera hari senin. [i got punishment because i was late joining morning essembly]. data 08/1 ….karena saya waktu jam belajar dimulai saya masih di kantin. […because when the class began i was still at school canteen]. data 12/1 alasannya yaitu salah satu teman saya mengerjakan tugas selain mapel komputer akuntansi, sedangkan waktu itu mapel komputer akuntansi. [that one of my friends was doing assignment from different class, while we were in accounting computer class]. to compare, making noise, wrong/bad attribute, and unpunctuality were similar discipline problems found in many classrooms. ngwokabuenui (2015), for example, also mentioned wearing dirty and wrong uniform as the common indiscipline problems found in cameroon. he categorized the indiscipline problem as the cases related to poor habits. in addition, mehmet ali, et al. (2012) found making noise and dress as the common discipline problems found in classroom besides bad language, walking around in the classroom, interrupting and talking without permission problems in turkey. ndaita (2016) found that noise making was one of the problems faced by teachers in kenya. bataineh (2014) found at least 24 papers and reports reviewed regarding lateness behavior from 1991 to 2013. in contrast, doing task from the other class was the discipline problem which was not found in the previous findings. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 40-47 43 strategies to cope with students’ discipline problems in senior high school b. strategies to cope with the discipline problems the results of the investigation show that teachers applied three discipline strategies to cope with the discipline problems in the classroom as mentioned by wahlig (2020), namely preventative discipline, supportive discipline, and corrective discipline. 1) corrective discipline this kind of strategy refers to action applied to correct any behavior which might cause disruption. based on the findings, the teachers applied corporal punishment and rote discipline as the strategies to stop students doing the same mistakes. 2) corporal punishment corporal punishment was done in many schools in indonesia. this is done actually because of the unpunctuality. mostly, students were punished by compulsory cleaning: sebab saya dihukum adalah telat mengikuti upacara bendera hari senin. [i was punished for being late for the monday morning assembly]. menyapu ruang guru ,karena telat masuk sekolah. [sweeping the teacher's room, because i was late for school]. sudah.ketika itu saya tidak mengerjakan tugas dan guru menyuruh saya untuk berdiri di depan kelas sampai pelajaran selesai [i already did. when i was not doing the assignment and the teacher told me to stand in front of the class until the class ended]. saya pernah disuruh memungut sampah dan juga pernah disuruh menyanyikan lagu indonesia raya karena datang terlambat. selain itu juga mendapat poin negative, karena sekolah saya menerapkan system poin tersebut. [i was told to pick up trash and was also told to sing indonesia raya because i was late. it also got negative points, because my school implemented the point system]. pernah namun jarang. saya termasuk siswa yg cukup teladan di sekolah. saya pernah dihukum membersihkan toilet karena terlambat. namun hanya sekali [never but rarely. i am among students who are quite exemplary in school. i have been sentenced to clean toilets for being late. but only once]. pernah. saya tidak mengumpulkan tugas. saya dihukum untuk menulis kembali tugas tersebut [never. i did not collect the assignments. i was sentenced to rewrite the assignments] data 01/2 ya saya pernah dihukum. hukuman yang saya terima membereskan dan membersihkan kelasdi karenakan saya melanggar disiplin yaitu memakai sepatu bercorak putih yang seharusnya tidak boleh dipakai di sekolah. [yes, i have been punished before. the punishment that i received was tidying and cleaning the class. it was because i broke the rule; i wore white-patterned shoes that should not be worn at school]. data 02/2 pernah, saya harus membawa pot bunga karena telat masuk kelas [i had. i had to bring a flower pot because i was late joining the class]. data 03/2 saya dihukum untuk membersihkan area sekitar masjid. [i was punished to clean the area around the mosque]. data 04/2 ya, pernah. memungut sampah dan mencabut rumput liar yang ada disekolah. hukuman itu diberikan karena saya terlambat datang ke sekolah [yes, i have. picking up trash and uprooting wild weeds at school. the punishment was given because i was late for school]. similar strategies were also applied by teachers in sma 4 sungai raya. meyanti (2013) in her article entitled peran guru dalam penerapan disiplin siswa sma found that the teachers asked the students who break the school rules by cleaning toilets and floor, parking, carrying water, put the rubbish into indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 40-47 44 strategies to cope with students’ discipline problems in senior high school the bin, and watering plants. badi’ah (2016) mentioned pushing up 10 times and singing songs as the punishment applied by teachers in disciplining the students. the strategies of disciplining students through corporal punishment should not be done by teachers since they affect students’ mentality. akhtar & awan (2018) found that corporal punishment put negative impacts on the physical and mental development of the students. the punishment should not deprive the students’ rights to learn. asking the students to clean the school garden only lost the students’ time to learn a lesson. 3) rote learning rote discipline in this case is done by writing the verses of holy qur’an so that the students internalize the rules and the wrongdoings. the following is the data. data 01/2 pernah. menulis kata "astagfirullahaladzim saya terlambat" sebanyak 100 kali" dikarenakan saya terlambat sekolah ever once, i was punished for writing one of the verses of the koran because i was late for class write the word "astagfirullahaladzim i am late" 100 times " because i'm late for school pernah, mengaji satu ruku' , telat once, recite one ruku ', late 4) preventive discipline besides applying corporal punishment and corrective discipline, the teachers also applied preventive discipline. this was done by discussing the rules with the students at the beginning of every semester in the form of contract learning. when asking whether their teachers discussed the rules with them, all of the students said that their teachers did it in the beginning of each semester. this shows that the students had understood the consequence they received as they broke the school rules. data 10/3 menetapkan peraturan sekolah yang harus di patuhi dan ditaati oleh semua murid dan memberikan sanksi kepada murid yang melanggar peraturan tersebut. guru selalu menjelaskan peraturan-peraturan dan segala jenis sanksi yang akan didapatkan di awal semester, bahkan guru menjelaskan tentang peraturan dan sanksi 3 sampai 4 kali dalam satu tahun. [establishing school rules that must be obeyed and obeyed by all students and impose sanctions on students who violate these rules. teachers always explain the rules and all types of sanctions that will be obtained at the beginning of the semester, even teachers explain about rules and sanctions 3 to 4 times a year]. data 11/4 pernah,karena lupa tidak memasang bet kelas. hukuman yg saya terima berupa point. [once, because i forgot not to put the class bet. the penalty i received was in the form of points]. data 12/4 iya, sekolah saya juga sudah membagikan lembar peraturan saat awal masuk. dan juga menempel lembar peraturan tersebut di setiap dinding kelas. [yes, my school also distributed the copies of the rules on the first day of schooling. they also put a poster of the rules in every class]. 5) supportive discipline this strategy was applied to avoid harassment. the teacher did the following ways to apply this strategy. a) reprimanding three teachers applied this strategy by data 01/4b menegur dengan cara halus. [rebuke in a smooth manner]. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 40-47 45 strategies to cope with students’ discipline problems in senior high school b) applying credit points applying credit points was applied in indonesian schools to avoid corporal punishment. this was done by making agreement with the students and their parents about the number of points for everymisbehave. for example, if a school applied 100 points limit, students who collected 100 points of wrongdoing would be expelled from school. data 01/4a pernah, karena lupa tidak memasang bet kelas. hukuman yg saya terima berupa point [once, because i forgot not to put the class bet. the penalty i received was in the form of points]. data 02/4a mengingatkan agar datang tepat waktu, seragam sekolah dimasukkan dengan rapi, dan masih banyak lainnya. ya dijelaskansanksi2nya apabila poin sampai 100 orang tua akan dipanggil ke sekolah dan apabila 200 bisa dikeluarkan [reminding to arrive on time, school uniforms are neatly put, and many others. yes the sanctions are explained if points up to 100 parents will be called to school and if 200 can be issued] from the findings, it can be seen that teachers had tried to avoid punishment. they used preventive and assertive strategies to cope with students’ disciplining problems. however, since students repeatedly broke the school rules, the teachers used corporal punishment. there are several things which might explain the reasons. first, the students were not involved in setting the rule. the teachers only read and explained the rules. data 01/5 ya pada pertemuan awall semua tata tertib dibacakan yang bertujuan agar para siswa mengetahui apa hal yang seharusnya dilakukan dan mana yang seharusnya tidak boleh dilakukan. [yes, at the beginning of the meeting all the rules were read out in order the students know that things should be done and which should not be done]. when asking whether the students were involved in setting the rules, they said “no”. as stated by amoah, owusu-mensah, laryea, and gyamera (2015), teachers should cultivate the habit of involving students in rule setting to promote ownership of the rules and to encourage them to take more responsibility for their own behavior. it implies that the teachers should improve the students’ participation to avoid corporal punishment. the second, it is found that the students were punished because they were late to school and chatting with their friends. students might be late to attend a class because of many reasons. one of them could be lack of interest. chatting to their friends and noise were common negative behaviors showing that students did not pay attention to the lesson. to avoid the negative behavior, the teachers should create fun and conducive learning so that the students actively engaged the students to learn. “the more opportunities students have to respond in class, the more likely they are to learn well” (goss, sonnemann, & griffiths, 2017, p 23). 4. conclusion in conclusion, similar discipline problems often faced by teachers are noisy classrooms, wrong/incomplete attributes and unpunctuality. to cope with the discipline problems, teachers applied both positive and negative disciplines. the later applied by teachers, such as corporal punishment and rote discipline deprive the students’ rights to learning. teachers can prevent students from doing bad habits and avoid giving punishment by creating a conducive classroom and involving students in setting the school rules attendance, learning participation, students and teacher actions, and assessment in order that they have ownership of the rules so that they have responsibility for their behavior. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 40-47 46 strategies to cope with students’ discipline problems in senior high school 5. references akhtar, s. i., & awan, a. g. 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(1990). teacher skills and strategies. london: the falmer press. microsoft word 5. layout listiaji 18942-59636-1-proofread.doc indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 246-256 246 pjbl model assisted by smartphone sensors to improve critical thinking skills of prospective science teachers pjbl model assisted by smartphone sensors to improve critical thinking skills of prospective science teachers prasetyo listiaji1, risti ayu widianingrum2, anggita ayu ivanda saputri3, nor farahwahidah abdul rahman4 1-3departement of integrated science, universitas negeri semarang, indonesia 4school of education, universiti teknologi malaysia, malaysia doi: 10.23917/ijolae.v4i3.18942 received: june 30 th , 2022. revised: july 18 th , 2022. accepted: august 15 th , 2022 available online: september 5 th , 2022. published regularly: september 1 st , 2022 abstract this research aims to analyze the improvement of the critical thinking skills of prospective science teachers after the implementation of smartphone-assisted pjbl and analyze the responses of prospective science teachers to the applied learning model. the research used an experimental model with a nonequivalent control group design. the research subjects were 2 nd semester science education program students in 2 classes of basic physics courses (experimental and control) as prospective science teachers. data collection methods were test techniques for measuring critical thinking skills and questionnaire methods for determining student responses. data analysis methods ware n-gain analysis, independent sample t-test, and qualitative descriptive. the results showed a high increase in critical thinking skills in the experimental class, as indicated by an n-gain score of 0.71. the results of the hypothesis test also showed that there was a significant difference between the post-test scores of the experimental and control classes. the pjbl model assisted by smartphone sensors also received a very good response from prospective science teacher students. the pjbl model assisted by smartphone sensors can be implemented to improve the critical thinking skills of prospective science teachers and can also be a reference for innovative learning models that align with the demands of technology-based 21 st -century learning. keywords: applied learning model, critical thinking skills, project-based learning, prospective science teachers, smartphone sensors corresponding author: ptasetyo listiaji, department of integrated science, universitas negeri semarang, indonesia email: p.listiaji@mail.unnes.ac.id 1. introduction the rapid development of the global world in the 21st-century requires special skills that everyone must be possessed. these skills are known as 21st-century or 4c skills, namely critical thinking, collaboration, communication, and creativity. these skills are expected to keep pace with global world demand in the future. teachers as educators are required to be able to give birth to a generation of nations that can compete in the revolutionary era 4.0 (rahmatullah et al., 2022). one of the 21st-century skills that are very important to be trained by teachers to students is critical thinking. the importance of equipping critical thinking skills is that students are accustomed to facing challenges and solving problems by analyzing their thoughts to decide on a choice and draw conclusions so that quality graduates are printed and can compete against challenges (liu et al., 2014). critical thinking is a way for someone to improve the quality of the results of thinking using systematic techniques, ways of thinking, and generating intellectual indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 246-256 247 pjbl model assisted by smartphone sensors to improve critical thinking skill of prospective science teachers thinking power in the ideas that are initiated (lorencova, 2019). according to alatas (2014), students who have critical thinking skills will have the courage to express ideas, always have curiosity, be flexible, open-minded, honest, careful in making judgments, think, orderly, and sequentially in solving a problem, and never give up in finding optimal results. therefore, critical thinking skills need to be empowered in the learning process. mahanal et al. (2019) and yamin et al. (2021) argue that the ability to think critically cannot arise in learning. students need to be trained to use their thinking skills in learning so that they not only can memorize but also can think critically. a teacher cannot train critical thinking in his students if he does not have critical thinking skills (ikhlas et al., 2021). critical thinking skills can be trained in science learning; therefore, science teachers must not only be able to design learning that stimulates critical thinking, but they must also have high critical thinking skills (demirhan & koklukaya, 2014). to prepare science teachers to have high thinking, a strategy for preparing prospective science teachers at the university level is needed. universities that print prospective science teachers not only provide knowledge of science content, pedagogy, and technology but also must present a lecture atmosphere that can train 21st-century skills. based on the results of research conducted by fitriani et al. (2018) shows that critical thinking in prospective science teachers is still relatively weak if it is based on the california critical thinking disposition inventory (cctdi). however, there are not many studies that discuss how to improve the critical thinking of prospective science teachers. for example, demiral (2018) research only reached the stage of investigating and measuring the critical thinking of prospective science teachers. prospective science teachers need to be trained to improve their critical thinking skills by provising lecture activities that can stimulate critical thinking skills. one of the learning models that can be offered is project based learning (pjbl). goodman and stivers (2010) define pjbl as a teaching approach built on learning activities and real tasks that provide challenges for students related to everyday life to be solved in groups through a project (bell, 2010; wurarah et al., 2022). the characteristics of the pjbl model make students face concrete problems, find solutions, and work on projects in teams to overcome these problems (macleod & van der veen, 2020). in the pjbl model, students not only understand the content but also develop skills in students how to play a role in society. skills developed in pjbl include communication and presentation, organizational and time management, research and inquiry, selfassessment and reflection, group participation and leadership, and critical thinking skills (kamerikar et al., 2020). based on these characteristics, pjbl is undoubtedly very suitable to be applied to higher education learning, especially for the preparation of prospective science teachers. projects that can be developed in the lectures of prospective science teachers are projects in the form of science experiments. through experimental activities, science teacher candidates can practice their critical thinking skills by solving problems related to the science phenomena being experimented on (koray & koksal, 2009). however, experimental activities in universities are still not running optimally because in the new normal era, the learning process still uses the blended concept where some activities are not carried out face-to-face, including practi indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 246-256 248 pjbl model assisted by smartphone sensors to improve critical thinking skill of prospective science teachers cal activities (gamage et al., 2020). experimental activities generally use two methods; virtual experiments that use virtual laboratories and home experiments. the advantage of home experiments compared to virtual practicums is that students can still do actual experiments at home to train their skills better. however, home experiments require tools and materials that students need to prepare themselves (kaps et al., 2021). one tool that has the potential to be used in home experiments is a smartphone (dahnuss et al., 2021). smartphones have a variety of sensors such as acceleration sensors, magnetometers, light, sound, gyroscopes, pressure, etc. that can be used as tools when doing science practicum (dahnuss et al., 2021; pili & violanda, 2018; nuryadin & hindawan, 2018). many studies related to the use of smartphone sensors for science experiments have been carried out, such as momentum, oscillation, atwood experiments, circular motion, analysis of compound concentrations, and measurement of respiratory rate (dahnuss et al., 2021; pili & violanda, 2018; nuryadin & hindawan, 2018). however, these studies only arrived at experimental solutions, not to the stage of examining their effect on the ability of prospective science teachers, one of which is critical thinking. recent reasearch related to the implementation of pjbl to improve critical thinking skills have been carried out, but with research subjects ranging from elementary school to high school students (duke et al., 2021; firda & sunarti, 2021; putri et al., 2021), while this research took a state to improve the critical thinking skills of prospective science teachers. in addition, the recent pjbl implementation has not integrated much information technology in line with 21st century learning, such as the research of baran et al. (2021) and syukri et al. (2021) who used stem-based pjbl. the implementation of pjbl in this study has distinction by integrating technology in experimental activities assisted by smartphone sensors. the use of smartphone sensors has the potential to be used in pjbl. students who are prospective science teachers can be assigned simple project assignments regarding science experiments using smartphone sensors. experiments can be done independently and easily at home. through the pjbl model assisted by smartphone sensors, prospective science teacher students can train themselves to solve a practical science problem, design, and create a project to solve these problems, which of course, is possible to improve their critical thinking. based on the potential of using pjbl assisted by smartphone sensors and the absence of research related to improving the critical thinking of prospective science teachers, it is necessary to conduct research on the implementation of pjbl assisted by smartphone sensors to improve the critical thinking skills of prospective science teachers. this research has two objectives; to analyze the improvement of the critical thinking skills of prospective science teachers after the implementation of smartphone assisted pjbl in science education lectures and to analyze the responses of prospective science teachers to the applied learning model. 2. method the research used was quantitative research, namely experimental research with a nonequivalent control group design. the research design was stated by table 1. o1 was the pre-test in the experimental class, o2 was the post-test in the experimental class, o3 was the pre-test in the control class, o4 was the post-test in the control class, x was the treatment given to the experimental class, using a pjbl model assisted by smartphone indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 246-256 249 pjbl model assisted by smartphone sensors to improve critical thinking skill of prospective science teachers sensor, y was the treatment given to the control class, namely the direct instruction model assisted by a virtual laboratory. the research was conducted at the science education study program, universitas negeri semarang in the even semester of 2021/2022. the research subjects used were 2nd semester students who took basic physics courses selected in 2 classes (experimental and control). each class consists of 25 prospective science teacher students. data collection methods were in the form of test methods and questionnaire methods. the test was used to measure the critical thinking skills of prospective science teachers. the questionnaire method was used to determine student responses to the lectures. based on the data collection method used, this study used two instruments; test questions (pre-test and post-test) and student response questionnaire sheets. the test questions consisted of 15 essays adjusted to the indicators of critical thinking skills and cognitive level shown by the grid of questions in table 2. table 1. research design table 2. grid of pre-test and post-test questions note: cts is code for critical thinking skill indicators, c1 (remembering), c2 (understanding), c3 (applying), c4 (analyzing), c5 (evaluating), and c6 (creating). to determine the effect of pjbl model assisted by smartphone sensors to improve critical thinking skills, two data analysis methods were carried out. the data analysis were n-gain analysis and hypothesis testing with independent sample t-test. the results of the n-gain analysis were compared with the categories obtained by the g values (table 3). meanwhile, the results of the t-test calculation were compared with the t table value at a confidence level of 0.05 with dk = 50 – 2 = 48, so that the t table = 1.677 is obtained. the design of the hypothesis is shown in table 4. then, to analyze the response data of prospective science teacher students to lectures, a qualitative descriptive analysis was used from the results of the completed response questionnaire. group pre-test treatment post-test experiment o1 x o2 control o3 y o4 code of indicator indicators of critical thinking ability (ennis, 1996). number of questions cognitive level c1 c2 c3 c4 c5 c6 cts 1 able to formulate the main points of the problem 3 √ cts 2 able to reveal the facts needed to slove a problem 3 √ cts 3 able to choose logical, relevant, and accurate arguments 3 √ cts 4 able to detect bias based on different point of view 3 √ cts 5 able to formulate the consequences of a statement taken as a decision 3 √ indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 246-256 250 pjbl model assisted by smartphone sensors to improve critical thinking skill of prospective science teachers table 3. g value categorization interval (g) gain (g) ≥ 0,7 high 0,3 ≤ (g) ≤ 0,7 medium 0,3 ≥ (g) low table 4. hypothesis design hypothesis information terms accepted ho the average results of critical thinking skills in the experimental class were the same as in the control class t count < t table ha the average result of critical thinking skills in the experimental class were greater than in the control class. t count > t table 3. result and discussion a. improvement of the critical thinking skills the results of the average pre-test and post-test scores in the experimental and control groups are shown in table 5. based on table 5, the n-gain score in the experimental group was in the high category, while the n-gain score in the control group was in the medium category. there was an improvemen of critical thinking skills in the experimental and control class, but the improvement in the experiment class was higher. based on these data, the pjbl model assisted by smartphone sensors has a positively impact on critical thinking improvement skills of prospective science teachers. to find out how the impact of each critical thinking skills indicator is presented, the average pre-test and post-test scores that have been divided for each indicator (table 6). n-gain for each indicator is shown in figure 1. based on table 6 and figure 1, the experimental class obtained an improvement in critical thinking skills higher than the control class. in the experimental class the n-gain value ranges from 0.62 to 0.72 in the medium and high categories, while in the control class the n-gain value is in the range 0.32 to 0.58. in the experimental class n-gain for indicators cts 1, cts 2, and cts 3 obtained the medium category. in the cts 1, cts 2, and cts 3 indicators, prospective science teacher students obtained higher pretest scores than those in cts 4 and 5. this was because in cts 1 to cts 3 students were assisted by the knowledge previously acquired in secondary school education. for example, in cts 1, which is to formulate the main problems of physics, this indicator is that students have been trained during secondary school education. table 5. the results of critical thinking skills in the experimental and control group group pre-test post-test n-gain (g) experiment 55.28 86.56 0.71 control 56.73 76.42 0.46 indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 246-256 251 pjbl model assisted by smartphone sensors to improve critical thinking skill of prospective science teachers table 6. pre-test and post-test results for each critical thinking skill indicators group indicators pre-test post-test experiment cts 1 68.61 88.12 cts 2 60.85 88.06 cts 3 49.71 84.28 cts 4 55.30 87.25 cts 5 41.95 85.08 control cts 1 66.73 77,60 cts 2 62.32 75,26 cts 3 51.14 73,25 cts 4 56.68 78,16 cts 5 46.78 77,83 figure 1. n-gain for each critical thinking skill indicator meanwhile, cts 4 and cts 5 obtained n-gain in the high category. the pjbl model trains students to detect bias in different perspectives (cts 4) through one of the learning experience evaluation syntaxes (sasson et al., 2018). through the evaluation of learning experiences, each prospective science teacher presents a project report, other students provide feedback, and conclude the project results together with the lecturer (dimmitt, 2017). this learning syntax will expand knowledge from various points of view so that it will be able to detect biases that occur when developing projects. pjbl assisted by smartphone sensors, can also train students to formulate the consequences of a statement taken as a decision (cts 5). cts 5 was obtained by students when conducting an experiment to make a simple basic physics project. in this activity, students choose the suitable smartphone sensor to use so that for each sensor selection, students can formulate the consequences of the data obtained. each sensor on a smartphone has a different level of accuracy and precision so that students can analyze the consequences of the data from the project experiments that have been carried out. this activity is carried out in one of the pjbl syntaxes, 0,62 0,69 0,69 0,71 0,74 0,32 0,34 0,45 0,49 0,58 0 0,1 0,2 0,3 0,4 0,5 0,6 0,7 0,8 cts 1 cts 2 cts 3 cts 4 cts 5 n -g ai n (g ) experiment control indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 246-256 252 pjbl model assisted by smartphone sensors to improve critical thinking skill of prospective science teachers namely developing projects. in this learning syntax, students do projects according to a schedule, record each stage, and discuss problems that arise during project completion with the lecturer (kokotsaki, 2016). in the control class, the improvement of critical thinking skills for each indicator is the medium category. this shows that learning using direct instruction assisted by virtual laboratories can also improve critical thinking skills but not significantly. this is because, the direct instruction model do not have learning syntax that focuses to improve critical thinking skills (yeh, 2009). in the use of virtual laboratories, prospective science teacher students are also not trained to do acrtual experiments, so that the data obtained are ideal. this makes it difficult for students to analyze the problems that occur when experiments are carried out, students also cannot analyze errors that occured from various points of view when conducting experiments (santyasa et al., 2019). the learning experience is also lacking because students do not practice the science experiment directly (oldov et al,, 2012). in order to test the significance of the influence of the pjbl model assisted by smartphone sensors on improving critical thinking skills, a hypothesis test was carried out using an independent sample t-test. the scores compared are the post-test scores of the experimental and control classes. the ttest was used because the post-test scores in the experimental and control classes were normally distributed from the results of the normality test. the results of the t-test using spss are shown in table 7. based on the results of the t-test analysis, it shows that t count = 4,873 or greater than t table, so that the alternative hypothesis (ha) is accepted or indicates that there is a significant difference between the scores of critical thinking skills in the experimental class and in the control class. the score of critical thinking skills in the experimental class is higher than in the control class, so that the results of this hypothesis test are in line with the n-gain analysis. in projectbased learning, prospective science teacher students are trained to formulate projects from the esensial question stage, design projects, develop schedules, create projects, monitor projects, test results, and evaluate learning experiences. at the esensial question stage, prospective science teacher students practice formulating problem points (cts 1) (hofstein & kind, 2012), when designing projects, students are also trained to reveal the facts needed in solving a problem choosing logical, relevant, and accurate arguments in designing projects (cts 3 and cts 4) (cortazar et al., 2021). in project monitoring activities, testing results, and evaluating learning experiences, students are trained to detect bias based on different points of view from teachers and other students (cts 4) and to formulate consequences of a step taken when developing a project (cts 5). the consequence in question is the selection of the smartphone sensor used. this allows students to analyze how it impacts the project results. another advantage of using smartphone sensors in experimental projects is that students can do it easily and attractively. student interest in learning will also support the improvement of critical thinking skills (nelson & crow, 2014). the results of experimental projects using smartphone sensors will be more accurate. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 246-256 253 pjbl model assisted by smartphone sensors to improve critical thinking skill of prospective science teachers table 7. t-test eesult using spss levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper skor equal variances assumed 1.936 .171 4.873 48 .000 10.160 2.085 5.968 14.352 equal variances not assumed 4.873 45.558 .000 10.160 2.085 5.962 14.358 b. responses of prospective science teachers the responses of prospective science teacher students to pjbl model assisted by smartphone sensors were analyzed using a linkert scale with a rating of 1 to 5. the results of student responses to learning are shown in figure 2. the pjbl model assisted by smartphone sensors received a very good rating on attractiveness and fun, understanding of the material, practicality, and usefulness for prospective science teachers. in the attractiveness and fun aspect, students feel enthusiastic and interested in the learning model because it makes the development of challenging projects (chiang & lee, 2016). students also feel that they understand the material better because the project is carried out as an experiment, so concrete knowledge can be obtained from the experimental results (husnaini & chen, 2019). the use of sensors on smartphones as a tool for science experiment projects is also considered practical because it can be done easily, and students can repeat it independently at home with their smartphone (pili & violanda, 2018). the application of a project-based learning model assisted by smartphone sensors is also helpful for prospective science teachers because it can provide for future learning references that align with technology-based 21st-century learning. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 246-256 254 pjbl model assisted by smartphone sensors to improve critical thinking skill of prospective science teachers figure 2. responses of prospective science teacher student 4. conclusion the implementation of a pjbl model assisted by smartphone sensors can improve the thinking skills of prospective science teacher students as indicated by an improvement of critical thinking skills in the experimental class, obtaining an n-gain score of 0.71 or high category. the hypothesis test result also showed a significant difference between the scores of critical thinking skills in the experimental and control classes. the applied learning model received a very good response from prospective science teacher students in terms of attractiveness and fun, understanding of the material, practicality, and usefulness for prospective science teachers. project-based learning models assisted by smartphone sensors can be an offer to be applied at the higher education level, especially to prepare prospective science teachers to have good critical thinking skills, and can also be a reference for learning models that are in line with the demands of technologybased 21st-century learning. 5. references alatas, f. 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(2009). integrating e-learning into the direct-instruction model to enhance the effectiveness of criticalthinking instruction. instructional science, 37(2), 185-203. microsoft word [edit] serli evidiasari 20190816.doc indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 38-51 38 students’ spatial reasoning in solving geometrical transformation problems students’ spatial reasoning in solving geometrical transformation problems serli evidiasari11, subanji 2, santi irawati 3 1,2,3 faculty of mathematics and natural science, universitas negeri malang, indonesia doi: 10.23917/ijolae.v1i2.8703 received: august 23rd, 2019. revised: august 25th, 2019. accepted: august 29th , 2019 available online: august 29th, 2019. published regulary: august 29th, 2019 abstract this study describes spatial reasoning of senior high school students in solving geometrical transformation problems. spatial reasoning consists of three aspects: spatial visualization, mental rotation, and spatial orientation. the approach that is used in this study is descriptive qualitative. data resource is the test result of reflection, translation, and rotation problems then continued by interview. collecting data process involves 35 students. they are grouped to three spatial reasoning aspects then selected one respondent to be the most dominant of each aspect. the results of this study are: (1) the students with spatial visualization aspect used drawing strategy and non-spatial strategy in solving geometrical transformation problems. she transformed every vertex of the object and drew assistance lines which connect every vertex of the object to center point; (2) the students with mental rotation aspect used holistic and analytic strategies in solving geometrical transformation problems. using holistic strategy means imagining the whole of transformational objects to solve easy problems. while using analytic strategy means transforming some components of objects to solve hard problems; (3) the students with spatial orientation didn’t involve mental imagery and she only could determine the position and orientation of the object in solving geometrical transformation problems. keywords: spatial, reasoning, geometry corresponding author: serli evidiasari, mathematics and natural science faculty of universitas negeri malang email: evidisari.1703118@students.um.ac.id 1. introduction problem solving skill has to be sharpen and be built. mukhopadhyay (2013) states that problem solving skill is one of technical, scientific, and complex quality parameter in modern society. it was influenced by the growth of knowledge and technology because problems faced by society are more complex. more than that, most of jobs will involve problem solving process. it is line with saygılı (2017), that problem solving can be found in any aspect of life. wai, et al. (2009) explains that spatial ability affects success in science and technology. chao yu, et al. (2015) states that problem solving is a approach of how scientists think when making technology product. cai & lester (2010) explains that problem solving gives an intelectual challenge to increase students’ mathematical understanding. developing problem solving skill is one of the main aims in mathematics learning. mulyono & hardiyanti (2018) states that one of primary education intention is preparing students to solve any problem they faced everyday. yusnia (2018) says that in curicullum of mathematics, problem solving is an indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 38-51 39 students’ spatial reasoning in solving geometrical transformation problems important part. as an effort to support achieving the aim, the government puts problem solving as one of the mathematics learning standard process. according to nctm (2000), by learning how to solve mathematics problems, students will understand how to think, to develop their high curiosity, and to have a confidency in facing the unfamiliar situation. the role of teacher as learning facilitator is very important. stacey (2006) states that teachers have to design satisfying, meaningful, and effective problem solving learning. chapman (2015) explains that teachers have to help students to be good in problem solving. according to cai & lester (2010), teacher also takes a role in revising, choosing, and developing a task which improve students to understand and to master in solving problems. the problems designed by teachers can be routine problems and non-routine problems. a routine problem is a problem which students can find or recognize the solving strategy easily because they often find it in textbook or other sources (pehkonen, et al, 2013; özreçberoğlu & çağanağa, 2018). while non routine problem is a problem which needs the particular technique and deep thinking to find the solving strategy because it is unfamiliar for students (pehkonen, et al, 2013; kolovou, et al, 2009). yazgan (2016) states that non routine problem is a problem that there is no explicit solving approach such that it is difficult to predict. giving non routine problem is important because problems faced by students in daily life have complex and complicated structure. it is line with wright (2001), that to enhance students’ skill in problem solving, students need to learn problems related to real context. daguplo (2013) states that non-routine problem solving also develops mathematical reasoning. according to hardman & macchi (2004), based on the strategy, one type of reasoning is spatial reasoning. subroto (2012) states that spatial reasoning is an activity to percept, store, make, and communicate objects in three dimensional spaces to make conclusion from given information. in national research council (2006), it is explained that spatial thinking consists of various cognitive skills, they are: perceptual and declarative knowledge or cognitive operation, that is used to transform or to group the shape, etc. it is important to build and to develop spatial reasoning because it can help and support student to understand a geometry concept (nctm, 2000). septia, et al. (2018) explains that spatial reasoning is a part of mental ability in mathematical thinking process. hartatiana (2018) states that spatial reasoning in geometry can help students to find mathematics problem solution. according to ontario (2014), it is also important for students to have mathematical thinking and achievement that can be built through experience and education. subroto (2012) suggests that spatial ability need to be developed to mathematics learning in the school by including it into three dimensional space topics. according to lowrie, et al. (2016), in general, there are terms related to spatial reasoning, they are: spatial visualization, mental rotation, and spatial orientation. spatial visualization is one’s ability to either transform or to manipulate spatial pattern into other visual shapes (lowrie, et al., 2016, 2018). shepard & metzler (1971) defines mental rotation is the ability in imagining rotated objects in the same orientation or direction. while ramful, et al. (2016) explains that to identify mental rotation, stu indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 38-51 40 students’ spatial reasoning in solving geometrical transformation problems dents are given an object then they rotate it. sholl, et al. (2000) says that spatial orientation is the ability associated to navigation or orientation in unfamiliar environment. based on ramful, et al. (2016), in spatial orientation task, students are asked to determine the position of object by self positioning mentally or physically. ontario (2014) states that a student who has a high spatial reasoning will perform the better ability in mathematics. garderen, et al. (2006) states that the usage of visual images correlate positively in solving mathematical problems. in line with boonen, et al. (2016), students who use visual representation, in solving problems is more accurate than who does not. cheng & mix (2014) says that spatial reasoning can recondition the learning result. therefore, in mathematics, spatial reasoning is really needed. in mathematics, geometry is considered as difficult topic. from previous researches, retnawati, et al. (2017) explains that students had some misconceptions and less knowledge toward the concepts about geometrical problems, difficulties to understand the information given in the test item, and in applying the geometrical concepts. özerem (2012) gets the result that seventh grade students had some misconceptions and less knowledge related geometry subject. one of the geometry topic studied in senior high school is geometrical transformation. based on interview with teachers of sma negeri 1 lawang related to geometrical transformation learning method, the researchers got the information that the way the students to determine the image of points or line were by using matrices. they memorized those matrices such that whenever they forget, they have a difficulty to solve the problems. according to ananggih, et al. (2017), memorizing method can make meaningless and ineffective learning. bansilal & naidooo (2012) recommends students to be involved in geometrical transformation activity that emphasize on conversion. arcavi (2003), states that to make students understand the geometry concept, they can use visual representation. 2. method this study involved 35 second grade students of sma negeri 1 lawang. the researchers gave geometrical transformation problems and selected some to be respondents based on their works. selected respondents consist of 3 students who fulfill criteria, they were: 1 student who had dominancy on spatial visualization aspect, 1 student who had dominancy on mental rotation aspect, 1 student who had dominancy on spatial orientation aspect. a student was said to be with spatial visualization aspect when she/he showed its indicators more than 3 items problem. a student was said to be with mental rotation aspect, when she/he showed its indicators more than 3 items problem. while a student was said to be with spatial orientation aspect when she/he showed its indicators more than 3 items problem. beside of that, respondents must have good communication ability. therefore, the researchers asked a suggestion to teachers about student’s communication ability to make it easy in collecting data through interview. after that, respondents were interviewed aimed to confirm and to dig their works deeply. the design of this study was descriptive qualitative. to see students’s reasoning, the data was collected using interview method and student’s work about geometrical transformation problems. instruments used in this study were six problems; 2 reflection problems, 2 translation problems, and 2 rotation problems and interview guide. the type of problem given to student was about indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 38-51 41 students’ spatial reasoning in solving geometrical transformation problems generalizing form (x’,y’) after drawing an object either before or after being transformed. given problems were non routine for student because they never learn how to draw the image of geometrical transformation. problems given to student is shown in appendix. the work of 35 students were analyzed based on indicators of spatial reasoning aspects in table 1. after that, they were grouped in 3 aspects and one student who had dominancy to each aspect would be selected as follows: (1) spatial visualization aspect, (2) mental rotation aspect, and (3) spatial orientation aspect. table 1. spatial reasoning aspects indicators spatial visualization mental rotation spatial orientation indicators the student understands the transformation principles, it denotes by she/he who is able to transform or manipulate the object either before or after it is transformed correctly the student is able to rotate the object vertically, horizontally, or as a whole object correctly without drawing or as a component of the object. the student understands the effect of orientation of given transformation. it denotes by she/he who can determine the position of the object correctly. combined from lowrie dkk (2016), shepard dan metzler (1971), sholl dkk (2000) all of three respondents were analyzed qualitatively. the researchers described how respondents drew the image of transformation to generalize general forms of coordinate point (x’,y’) from tests and interviews. 3. result and discussion student with spatial visualization aspect is labeled by s1. student with mental rotation aspect is labeled by s2. while student with spatial orientation aspect is labeled by s3. 1. spatial visualization based on the work, s1 can transform or manipulate objects by drawing either before or after transforming it correctly although there are some errors. after it is confirmed through interview, it was caused by inaccuracy. for the first reflection problem, that was when students were asked to draw image after reflection to x axis, s1could do it well, as it was shown in figure 1. figure 1. s1 work for problem i about reflection (respect to the x-axis) during interview, s1 could understand that in drawing the reflection image respect to x-axis, her strategy was reflecting every vertex of object to center point. s1 was also able to generalize general form (x’, y’) as it was shown in interview passage below. indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 38-51 42 students’ spatial reasoning in solving geometrical transformation problems p : how did you get the reflected image? please explain to me. s1 : i thought that the distance between a point and the mirror was equal to the distance between image respected to the mirror. so i took one point and reflected it. then i did for all of the vertices in the same way. (spatial visualization) p : how did you get the general form of ( x’, y’)? s1 : by looking at the coordinate. since the sign of number respected to the y axiswas contrary withthe origin number of the y and nothing change with the number respected to x-axis. for example i took one point (-1,-1), it became (-1, 1). p : how about the other points? s1 : i did the same as the others, miss. surely it’s same for all vertices. for the problem ii about reflection, s1 was able to draw the object before it was reflected which respect to the y = x line, as shown in figure 2. figure 2. s1 ’ work for problem ii about reflection (respect to the y=x line) but in drawing object, s1 only notice the y=x line which affect to coordinate point such that the y to be the x and vice versa, as shown in the interview passage below. p : did you get any difficulties when drawing object before reflecting it which respect to the line y=x? s1 : little bit. at the first time i thought that the mirror was y axis. but i read twice, and i realize that i made errors in reading the instruction, it should be the line y=x. p : could you draw the line y=x? s1 : no. i could not, miss. . p : so how did you draw this object before it was reflected? s1 : since the mirror is the line y=x, so it must be reversed, the number respect to x-axis should be respect to y axis. after that, i drew them (spatial visualization) for the first problem about translation, s1 could draw the translated object, as shown in figure 3 below. indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 38-51 43 students’ spatial reasoning in solving geometrical transformation problems figure 3. s1 ’s work for problem i about translation (2 units to the up and 3 units to the right) for the second problem about translation, s1 made a mistake because she shifted the image of the object. the researchers assumed that she shifted the object after translating it as shown in the following figure 4. figure 4. s1 ’s work for problem ii about translation (1 unit to the down and 2 units to the left) during interview, she realized that she made mistakes and fixed them to get the correct answer. so it could be caused by inaccuracy, as shown in the following interview passage. p : did you get this object after shifting the object? now try to check it. s1 : yes, miss. i made a mistake. because i shifted the image of the object. p : so, how should it be? s1 : it should be reversed. in the instruction, the object is shifted to the down and the left. to draw the object before translating it, i need to shift in the opposite direction, 1 unit to the up and 2 units to the right (spatial visualization). for rotation problems, s1 could manipulate the object before or after it was translated. she made assistance lines that connect all vertices of object and connected to the center point then formed angles as the instruction. s1 had to draw such that she can imagine the rotation image. so, assistance lines can help her to solve the rotation problems, as shown in figure 5 below. indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 38-51 44 students’ spatial reasoning in solving geometrical transformation problems figure 5. s1 ’s work for problem i about rotation ( 𝟗𝟎° clockwise) there was an error in generalizing (x’,y’) form, but s1 realized it was because she applied one point only where the x and the y were same number, as shown i on the following interview passage. p : when did you read the problem about rotation, what did you do first? imagining the position of the image then drawing or vice versa? s1 : drawing first then i could imagine it. p : tell me how you draw the object before and after it was rotated. s1 : all vertices were connected to center point (0,0) then i draw 90° angles (spatial visualization) p : the (x’,y’) form for 90° counterclockwise is (-x, y). now try to check if your answer was correct. s1 : i made a mistake, miss. yesterday i checked one point only, that was (-1,-1). then the general form should be (-y, x). 2. mental rotation from s2’s work entirely, he could solve all of the problems correctly. he had three spatial reasoning aspects, but he had a dominancy in a mental rotation aspect. for problem i about reflection, s2 did not get any difficulties in drawing the image of reflection to x-axis. s2’s work is shown in figure 6. figure 6. s2 ’s work about problem i (reflection to the x-axis) it can be concluded that s2 imagined the object by flipping vertically or horizontally in solving the reflection problem, as shown on the passage of interview below. indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 38-51 45 students’ spatial reasoning in solving geometrical transformation problems p : how did you get the reflected object? please, explain to me. s2 : if the object was reflected to x-axis, then it was flipped. p : what do you mean by flipping? s2 : how to say it.... (he gave illustration by his gesture hands). because the mirror was x-axis, i thought directly that the position of this point was here. and the others point followed the reflection principles. (mental rotation) p : how did the principle of reflection work? s2 : it was about flipping in solving problem ii about reflection, when s2 was asked to draw the object before it was reflected to the y=x line, he made the assistance illustration as show in figure 7. figure 7. s2’s work and his assistance drawing for problem ii about reflection from the interview, s2 made an assistance drawing by testing one point only. from the assistance drawing, it showed that he was very familiar with the concept of reflection. then he used it to generalize the other points, as shown on the following interview passages. p : didn’t you confuse on drawing the object before it was reflected to the line y = x? tell me how you got the reflection image before it was mirrored. s2 : no miss. i drew the ilustration. i tried a point that was mirrored against the line y= x. then the x could be the y and the distance was definitely perpendicular. it also held for the y.(mental rotation) p : how about the others point? did you try a point only, did not you? s2 : since i had known the pattern, so it held for the other points (mental rotation) for translation problem, s2 made one point, then used it to generalize (x’, y’) form. he understood that the concept of translation did not involve changing the shape, as shown in the following interview passage. p : how did you draw the object both before and after they were translated? please explain to me. s2 : translating means shifting. so as the instruction, the object was shifted to 2 units to the right and 3 units to the up. it means that the x was added by 3 and the y was added by 2. i took a point, for example (-1,-1). then its position was in (2,1). and the object was trapezoid. so the distance between others point and (2,1) were fixed as before it was translated. so i determined the opposite direction, that were 1 unit to up and 2 to the right. p : explain to me. how did you get (x’, y’) = (x+3, y+2).why is it not (x+2, y+3)? indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 38-51 46 students’ spatial reasoning in solving geometrical transformation problems s2 : points were shifted to up and to the down affecting to y-axis. while shifting to the right and to the left affected to the x. for rotation problems, s2 was able to imagine the object either before or after it was rotated without drawing it. one of the methods that help her to imagine was by looking points which close to y-axis and xaxis, as in the following interview passage. p : when reading about the rotation problem, what did you do first; imagining where the position of the object after transformated then sketching or drawing first to imagine the object after the picture? s2 :i have imagined it before i drew it. (mental rotation) p : please explain to me how you get the object either before or after it was rotated. s2 : i imagined it, miss. when the object was rotated counterclockwise, i took a point and guessed where its position after being rotated. if the object was lied in quadrant 3, so the image of the object was in quadrant iv. (-4,-1) was closed to x axis so the point on the image was closed to y axis. so were the other poinst (mental rotation) p : did you notice the center of rotation? s2 : yes, miss. 3. spatial orientation from her entire work, s3 did not solve problem correctly. she drew the position of image although the coordinate points were incorrect. this was because of her spatial orientation aspect more dominant than the others, as shown figure 8 and figure 9. figure 8. s3‘s work for problem i about reflection (respect to the x-axis) indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 38-51 47 students’ spatial reasoning in solving geometrical transformation problems figure 9. s3 ‘s work for problem ii about reflection (respect to the y=x line) from figure 8, the student could understand that the mirror was x-axis. so the image was in the second quadrant. but s3 did not understand the concept of reflection such that the image was not flipped. from figure 9, for the second problem of reflection, s3 thought that the mirror was y-axis so she drew the image in the quadrant iv. but when she was given the additional help, she can imagine and reflect the object, as shown on the following interview passage. p : how did you get the image of the object after rotating it? please explain to me. s3 : the mirror was x-axis, so the position was here (she points on quadrant ii) (spatial orientation) p : are you sure that the change of the object only about position? s3 : hm.... (thinking) p : try to imagine that you are stand in front of the mirror. imagine that you are in the position of this object. so where does the image of this side lie? s3 : (pointing the position of the object side). oh yes, miss. i can imagine it. p : so what can you conclude from your drawing? s3 : i made a mistake, miss. p : for the second problem of reflection, how did you get the object before reflecting it? s3 : firstly, i assumed that the mirror was respected to y-axis. so the reflection image was in quadrant iv (spatial orientation) for problem i about translation, as shown in figure 10, s3 understood the orientation of translated objects that were to the right and to the above. but the position of the translated object was incorrect because of her inaccuracy in reading the instruction. this is the passage of the interview. p : please explain to me how you draw the image which has been translated. s3 : i shifted it 2 unit to above and 3 units to the right (spatial orientation) p : are you sure with your drawing? check it first whether this object was translated like what you said. s3 : oh sorry, miss. i made mistake in reading instruction. it was read 5 units. indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 38-51 48 students’ spatial reasoning in solving geometrical transformation problems figure 10. s3’s work for problem i about translation (2 units to the up and 3 unnits to the right) based on the data, s1 applies drawing strategy and algebraic strategy in solving geometrical transformation. it is line with battista (1990) who states that s1 uses two of three strategies in spatial visualization aspect. she is said to use drawing strategy because she chooses and describes the method explicitly, she draws the image of object vertices, and draws assistance lines that connect every vertex of object to the center of rotation. s1 uses non-spatial strategy to solve reflection problem to the line y=x because she doesn’t have the ability in regarding the line y=x. s2 implemented a holistic strategy for the easy problems and an analytic strategy for difficult problems of geometrical transformation. this is in line with turgut (2015) that s2 uses two strategies in mental rotation aspect, a holistic strategy, because he has the ability to determine the image of object after it was rotated by imagining. s2 also uses an analytics strategy because it also performes a transformation as a component to help her in solving the problem. in solving geometrical transformation problem, s3 doesn’t involve object manipulation. she only can determine position and orientation the image of the object. it is line with mcgee (1979) who states that in spatial orientation aspect, it does not involve the change of object. according to hendroanto, et al. (2017), one of activity in spatial orientation aspect is determining object position from standard view. 4. conclusion from discussion above, it can be concluded that the student with spatial visualization use drawing strategy to solve geometrical transformation problem by drawing every vertex of object to center point. besides that, she also use non-spatial strategy, which is algebraic strategy because she could not draw the line y=x. the student with mental rotation aspect uses holistic strategy in solving geometrical transformation problem. if he get a difficulty, he will use analytic strategy. holistic strategy is transforming object as a whole. while analytic strategy is transforming object as a component because he needs only one vertex of object to be transformed. for another vertices, he imagines the image of the object. the student with spatial orientation doesn’t involve mental imagery in transforming an object. she only can indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. 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(2018). analysis the ability of students problem solving on counting operations of algebra form. journal of mathematics education, science & technology, 3(1), 1-6. diakses dari http://journal.umsurabaya.ac.id/index.ph p/matematika/article/view/1017/1323 microsoft word 1 dwi agus kurniawan_universitas jambi.doc indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 92-106 92 innovative learning: gender perception of e-module linear equations in mathematics and physics innovative learning: gender perception of e-module linear equations in mathematics and physics dwi agus kurniawan1, astalini2, darmaji3, tanti4, shella maryani5 1,2,3,5 faculty of teacher training and education, universitas jambi, indonesia 4faculty of tarbiyah and teacher training, universitas islam negeri sulthan thaha saifuddin jambi, indonesia doi: 10.23917/ijolae.v4i2.16610 received: december 10th, 2022. revised: april 22nd, 2022. accepted: april 26th, 2022 available online: may 1st, 2022. published regularly: may 1st, 2022 abstract this research was conducted to answer students' perceptions based on gender towards the e-module mathematics physics i on linear equations. this methodology uses quantitative research which is analyzed using statistical and inferential analysis techniques with a sample of 120 students. after testing, the results showed that the perceptions of male students and female students' perceptions were concluded that the average value of female students' perceptions had differences. from the difference in the average value of student perceptions based on gender in the research sample, it shows that the perception of students with male gender is higher than the average value of female gender perception because male students tend to have critical thinking skills towards material. related to mathematics compared to female students. keywords: e-module, gender, inovative learning, linear equations, physics education corresponding author: dwi aguskurniawan, faculty of teacher training and education, universitas jambi, indonesia email: dwiagus.k@unja.ac.id 1. introduction education is the main pillar of the progress of a nation. education can be understood as a set of practices that have the function of educating and directing others which can be described as a continuous process of achievement (edwards, 2009; (edwards, ivanič, and mannion 2009) veiga-neto & lopes, 2017; coles & howard, 2018). education is a key example of how technological developments began to shape and define today's social practices that are designed from the child's perspective and then implemented in the school system (reader and freathy 2016; mayer 2018). education is currently at a critical crossroads when in fact education can fulfill many goals, one of which is to equip the younger generation with comprehensive and academically oriented knowledge as a basis for further (higher) education (woessmann 2016; roosmaa, martma, and saar 2019). one way to improve the quality of education is to utilize technological advances. technology is defined as digital hardware and software, devices and programs related to or utilizing computing and data without being limited to usable devices (finkel 2017; bice et al. 2019). the rapid technological development makes humans live side by side with technology.with the development of technology whose realization is increasingly rapid, it is necessary to use mobile internet as one of the innovations of technological progress (dalkılıç et al., 2017; xu et al., 2018; stojanović et al., 2020). indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 92-106 93 innovative learning: gender perception of e-module linear equations in mathematics and physics technology as a subject provides opportunities for students to learn, among others 'solving problems in creative, authentically embedded ways by combining thoughts and actions that link abstract concepts to concrete understandings, and evaluating products that can influence experiences (wattchow and brown 2011). with the advancement of technology, it is expected to produce the latest innovations in education that can improve the quality of education. educational innovations in the implementation of good learning can be applied to interactive learning media as additional media in teaching and learning activities (nurrita 2019; sopacua, fadli, and rochmat 2020; tarigan and siagian 2015). one of the innovations that can facilitate the interactive learning process is to apply learning in the form of e-learning. e-learning is the information technology (it) sector that utilizes the internet using tools such as worldwideweb, email and ftp to distribute online multimedia educational content via technology platforms generally considered to involve the delivery of computer applications of part or all of the modules for training in institutions or organizations (moore, dickson-deane, and galyen 2011; olasina 2019). in education reform e-learning has become an important trend because it offers more natural interaction opportunities (sundaygara, 2019). in addition to the existence of e-learning as a form of technology utilization, another form of technology utilization in education is emodules which function as learning media. e-modules are teaching materials that are contained in electronic form. the learning module contains materials, methods, and evaluations that are systematically designed to support the successful implementation of the learning process (taufiqy et al., 2016; sopacua et al., 2020). the preparation of modules has an important role in learning physics because it can accelerate the dissemination of information, improve students' literacy skills by having advantages compared to print media (sundaygara et al., 2019; darmaji, kurniawan, astalini, kurniawan, et al., 2019; gems & mustadi, 2020). for teaching to be more effective a teacher must provide learning modules that meet all student learning needs by incorporating peer evaluation to encourage open communication and improve the learning process which has an impact on improving student performance (fauzan,2020; matsun, 2018). in this study, the e-module was designed in the form of a flipbook using the flip pdf professional application. perception is a process of conveying information into the human brain which aims to determine satisfaction regarding a positive point of view (winarsunu, 2017). students' perceptions are used in determining their satisfaction with e-learning courses (howland & moore, 2002; martens et al., 2007; martín-rodríguez et al., 2015). perception is a student process of interpreting, evaluating, receiving, giving opinions, and testing the data and sensory responses which are the basis for implementing modifications and thus optimizing the educational environment because it affects the effectiveness of teaching and learning (chen & wang, 2018; goodlad et al., 2018; darmaji, kurniawan, astalini, & nasih, 2019). therefore, it is necessary to assess students' perceptions of the e-module based on the flipbook maker in the mathematics physics i course with linear equation material. linear equation material is one of the materials that must be mastered in mathematics physics courses studied by physics education students in semester 3 to semester 5. based on research conducted by indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 92-106 94 innovative learning: gender perception of e-module linear equations in mathematics and physics (ayu et al. 2017) low student learning motivation is caused by a lack of student understanding of the material and problems given. therefore, a solution is needed to generate interest and motivation in student learning in mathematics physics learning by making an ajae material in the form of an e-module so that students can study independently, interactive learning, so that learning becomes more interesting (yusuf et al, 2020). therefore, it is necessary for students' perceptions of e-modules as a measure of effectiveness during the process as teaching materials. so the researchers conducted this study to answer how are students' perceptions of the mathematics and physics e-module in grades class a, class b, class c and what is the perception of students based on female gender towards the e-module mathematics physics class a, class b, and class c. 2. method a. types of research this research uses quantitative research. quantitative research has the advantage that the research subject to be studied is considered an objective reality, meaning that it is seen as subjective because it is a numberbased research and data analysis uses statistical data. (tavakol & sandars, 2014; winarsunu, 2017). quantitative research reports are very fast in their development, this research is usually organized around four parts: introduction, methods, results, and discussion (simpson & lord, 2015; hodis & hancock, 2016). quantitative analysis is used because it can represent a class that carries out many analytical approaches into a certain type of analysis (ross and onwuegbuzie 2014). quantitative data from this study were obtained from a questionnaire. b. participants the population is the whole object of people who have certain characteristics determined by the researcher to be studied and drawn conclusions while the number of samples is the total population (great, 2011; i wayan et al., 2014; seika ayuni et al., 2017; zedko et al., 2017; krismasari dewi et al., 2019). the research sample was taken using a total sampling technique, where all samples came from the entire population (edwan, sutisyana, and ilahi 2017). the research sample is physics education students class 2019 in class a, class b and class c. the number of samples in this study was 120 students with a ratio of the number of female and male students in class a as many as 22 male students and 18 female students. meanwhile, the number of female and male students in class b is 17 male students and 17 female students. and the number of female and male students in class c is 15 male students and 25 female students. c. data collection instruments questionnaire is a method of collecting data by collecting data by sending a list of questions or statements to research subjects or research samples (great, 2014; sustainable, 2020). questionnaires are often used in data collection methods, inirwansyah et al., (2017) the number of questions in the questionnaire is 15 items with assessment indicators in the form of display of teaching materials, presentation of material in teaching materials and the usefulness of emodules. the questionnaire used by the researcher used a likert scale approach. this likert scale is often used as a rating scale, because it provides different values or scores, for example strongly agree (ss) = 5, agree (s) = 4, disagree (ks) = 3, disagree (ts) = 2 , and strongly disagree (sts) = 1(syofian & setianingsih, 2015; indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 92-106 95 innovative learning: gender perception of e-module linear equations in mathematics and physics pranatawijaya, v.h, 2019). in this study, a questionnaire was used to determine the feasibility of the e-module (siyoto 2015). table 1. e-module assessment indicator grid assessment indicators rated aspect declaration number e-module display text clarity 1 multimedia size suitability 2 the clarity of the color and shape of the image 3 good multimedia display quality 4 multimedia that is presented is attractive 5 presentation of material in the e-module the material is easy to understand 6 the order of the material is clear 7 the sentences used are simple and easy to understand 8 the language used is communicative 9 sample suitability with material 10 the suitability of multimedia with the material 11 benefits of the e-module ease of use of modules 12 media can help students understand the material 13 interest in using modules 14 increased motivation to learn 15 the interval in the klasifikaisi for student perception score to e-module physics mathematics i is as follows. table 2. student perception score classification interval category code 15.00-26.25 not very good nvg 26.26-37.50 not good ng 37.51-48.75 good g 48.76-60.00 very good vg d. data analysis techniques the data analysis technique used is descriptive and inferential data analysis techniques. in the analysis of the data description, the data will be tested using the assumption test of the normality test and homogeneity test which aims to determine the mean, standard deviation, variance and determine the category/classification, while for the statistical inferential test the data will be tested using the t test to see a comparison of students' perceptions of e-module. there are several requirements that must be met and proven, namely: (1) the data analyzed must be normally distributed, (2) know that the data analyzed is homogeneous. data processing using spss 23 professional. data analysis techniques include assumption test (normality test and homogeneity test) and anova test. research with descriptive type is a research method that seeks to describe and interpret objects as they are. which aims to explain a situation or event according to field facts, meaning what it is about something related to variables (zellatifanny and mudjiyanto 2018). the data analysis technique includes the assumption test that is a indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 92-106 96 innovative learning: gender perception of e-module linear equations in mathematics and physics requirement for the anova hytopesis test, the normality test and the homogenity test. 1. assumption test the assumption test used as a prerequisite for the anova test is normality and homogeneity tests (sembiring 2019). a. normality test the normality test used is the kolmogorov smirnov test. the decision-making guideline is if the significance value is > 0.05 then the data is said to be normal. aims to see that the data is normally distributed by taking into account the significance value. b. homogeneity test the homogeneity test used by levene's test for equality of variance on spss software with the test criteria used was sig > with a level of = 0.05. it aims to examine the level of homogeneity with the assumption of homogeneous data2. hypothesis test. c. anova test one way anova analysis or anova test aims to compare the average values contained in the dependent variable in all groups being compared. basis for decision making anova test. if the significance value (sig) < 0.05 then the average is different. 3. result and discussion there has been a discussion about research to measure student perceptions of emodules as teaching materials. the update of this research is regarding the material contained in the e-module, namely mathematics physics i material on linear equations, the use of flipbook software using flip pdf professional and different samples and populations, namely jambi university physics education students who have contracted mathematics physics courses. i. the picture of the research can be seen from the picture below. figure 1. e-module cover display figure 2. display of the learning page after the e-module was designed and declared feasible for distribution, the researchers then conducted research by distributing questionnaires regarding student perceptions, then examined using descriptive statistics, the following results were found. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 92-106 97 innovative learning: gender perception of e-module linear equations in mathematics and physics table 3. descriptive test based on gender in class a class a interval f (%) categories mean median mode max min boys 15.00 – 26.25 0 0% nvg 46.83 47.00 45.00 54.00 43.00 26.25 – 37.50 0 0% ng 37.51 – 48.75 14 77.8% g 48.76 – 60.00 4 22.2% vg girls 15.00 – 26.25 0 0% nvg 52.48 52.00 53.00 58.00 45.00 26.25 – 37.50 0 0% ng 37.51 – 48.75 7 31.8% g 48.76 – 60.00 15 68.2% vg based on table 3 using a descriptive test based on gender in class a, it is known that for the male gender, 77.8% of male students have a good perception of the e-module, and 22.2% of male students have a good perception of the e-module. very good perception. against e-modules. with an average value of 46.83, the mean value of 47.00, the mode data is 45.00 with the highest value of 54.00 and the lowest value of 43.00. meanwhile in class a, which is female, 31.8% of students have a good perception of the e-module, and 62.2% of female students have a very good perception of the e-module. with an average value of 52.48, an average value of 52.00, mode data 53.00 with the highest value of 58.00 and the lowest value of 45.00. table 4. descriptive test based on gender in class b class b interval f (%) categories mean median mode max min boys 15.00 – 26.25 0 0% nvg 50.62 52.00 48.00 59.00 46.00 26.25 – 37.50 0 0% ng 37.51 – 48.75 6 35.3% g 48.76 – 60.00 11 64.7% vg girls 15.00 – 26.25 0 0% nvg 50.72 50.00 54.00 59.00 44.00 26.25 – 37.50 0 0% ng 37.51 – 48.75 7 30.4% g 48.76 – 60.00 16 69.6% vg based on table 4 using a descriptive test based on gender in class b it is known that the formal gender obtained by male students is 35.3% male students who have a good perception of the e-module, and 64.7% male students. man. students have very good perception about e-module. with an average value of 50.62, the middle value of 52.00, the data mode of 48.00 with the highest value of 59.00 and the lowest value of 46.00. meanwhile, for female class b students, 30.4% of students have a good perception of the e-module, and 69.6% of female students have a very good perception of the emodule. with an average value of 50.72, an average value of 50.00, mode data 54.00 with the highest value of 59.00 and the lowest value of 44.00. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 92-106 98 innovative learning: gender perception of e-module linear equations in mathematics and physics table 5. descriptive test based on gender in class class c interval f (%) categories mean median mode max min boys 15.00 – 26.25 0 0% nvg 48.32 49.00 45.00 59.00 42.00 26.25 – 37.50 0 0% ng 37.51 – 48.75 8 53.3% g 48.76 – 60.00 7 46.7% vg girls 15.00 – 26.25 0 0% nvg 46.72 48.00 48.00 56.00 42.00 26.25 – 37.50 0 0% ng 37.51 – 48.75 17 68.0% g 48.76 – 60.00 8 32.0% vg based on table 5 using a descriptive test based on gender in class c, it is known that for the male gender, 53.3% of male students have a good perception of the e-module, and 46.7% of male students have a good perception of the e-module. good thing about emodules. e-module. very good. against emodules. with an average value of 48.32, an average value of 49.00, mode data 45.00 with the highest value of 59.00 and the lowest value of 42.00. while for class c students, 68% of students have a good perception of the e-module, and as many as 32% of the students have a very good perception of the e-module. with an average value of 446.72, the middle value of 48.00, the data mode is 48.00 with the highest value of 56.00 and the lowest value of 42.00. after testing using descriptive statistics, the data was further tested to determine the comparison of students' perceptions of the mathematics physics e-module. there are several prerequisites for conducting further testing, namely by conducting a normality test and a homogeneity test. table 5. normality test and homogeneity test boy student normality test shapiro-wilk test of homogeneity of variance perception statistics df sig leavene statistics df2 df1 sig boys class a 0.756 18 0.054 0.656 2 47 0.654 boys class b 0.89 17 0.742 boys class c 0.972 15 0.835 normality test is used to determine whether a data is in normal condition or not. the basis for decision making is taken if the sig value is greater than 0.05 then the research data is normally distributed. based on the table above, for boys in class a, the value of sig is obtained. of 0.054 > 0.05, it can be said that the data is normally distributed, class b boys are found to have sig. of 0.742 > 0.05, it can be said that the data is normally distributed, class c male has a sig value. of 0.835 > 0.05, it can be said that the data is normally distributed. after knowing that the data is normally distributed, the homogeneity test will be carried out. in statistical analysis, the homogeneity test aims to determine whether the variation in the data from the sample population has the same variation or not, the same as the normality test, the homogeneity test is also one of the prerequisites in comparative analysis such as the anova test. based on the table above for the homogeneity test, it shows that the sig is 0.654 then based on the prerequisites of the anova test where if the sig value> 0.05 it can be taken a decision indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 92-106 99 innovative learning: gender perception of e-module linear equations in mathematics and physics that the variance of two or more data population groups is the same (homogeneous). table 6. normality test and homogeneity test girls student normality test kalmogrov-smirnov test of homogeneity of variance perception statistics df sig leavene statistics df2 df1 sig girlsclass a 0.83 22 0.151 0.856 2 67 0.548 girlsclass b 0.763 23 0.151 girlsclass c 0.201 25 0.151 then the normality test and homogeneity test were carried out. where the normality test used is the kalmogrov-smirnov normality test because the sample is larger than > 50. the basis for making the decision on the kalmogrov-smirnov normality test if the sig value is greater than 0.05 then the research data is normally distributed. based on the table above, for boys in grades a, b and c, sig. of 0.151 > 0.05, it can be said that the data is normally distributed. furthermore, after it is known that the data is normally distributed, a homogeneity test will be carried out. the homogeneity test aims to determine whether the variation in the data from the sample population has the same variation or not. the table above for the homogeneity test shows that the sig is 0.548, so based on the prerequisites for the anova test where if the sig value is > 0.05, it can be said that the variance of two or more groups of population data is the same (homogeneous). then the data can then be tested using the anova sample test. table 7. anova test boys student sum of squares df mean square f sig. between groups 123,338 2 69.169 4.663 .032 within groups 657,452 47 14,834 total 765.520 49 table 7 is a statistical test using the one way anova test to see the comparison of student perceptions by gender for the male gender in classes a, b and c. based on the significance value (sig) for the male anova test is 0.032 where the value is 0.032. significance (sig) 0.032 < 0.05, it is concluded that the average perception value of male students in grades a, b and c is different. table 8. anova test girls student sum of squares df mean square f sig. between groups 207,561 2 103,780 8,531 .0331 within groups 815,082 67 12.165 total 1022,643 69 furthermore, the one way anova test for female gender in classes a, b and c. table 7 is a statistical test of the comparison of student perceptions of the e-module based on female gender in classes a, b and c. based on the significance value (sig) for the test anova for female gender is 0.0331 where the significance value (sig) is 0.0331 <0.05, it is concluded that the average value of perceptions of students in grades a, b and c is different. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 92-106 100 innovative learning: gender perception of e-module linear equations in mathematics and physics this research has an update from previous research, namely a more in-depth study of the relationship between student perceptions of the mathematics physics e-module i which is associated with student gender in the linear equation material for the mathematics physics i course. this study focuses on how students' perceptions based on gender towards e-module mathematics physics module i. this research was conducted at the physics education study program, jambi university with a pilot sample of all 2019 jambi university education students. to answer the questions in the study, the researcher first conducted a descriptive test of students' perceptions of students' emodules to see students' perceptions of emodules which were in the good and very good categories. after doing a descriptive test by looking at the categories, the researcher then compared the average values. by comparing the mean values based on descriptive statistical tests. the average perception scores of male students in grades a, b and c obtained an average score of 46.83, 50.62, 48.32, respectively. while the average value of the perception of students' gender is 52.48, 50.72, 46.72. the mean value serves to state the sample mean. with the average sample for the male gender is in the good and very good category, and the average value of the student's perception of the female gender is in the good and very good category. therefore, researchers will conduct a more in-depth gender analysis. to test the anova test hypothesis. there are some prerequisites for testing the assumptions first. which is an assumption test in the form of normality test and homogeneity test. after the data is confirmed to be normally distributed and homogeneous, then the data will be analyzed using the anova test. after testing, the results obtained for the perceptions of male students in classes a, b and c obtained a significance value (sig) 0.324 where the significance value (sig) 032 < 0.05 then obtained a decision that the average value of male students' perceptions of class a, b and c are different. as for the perception of female students getting a significance value (sig) of 0.0331 <0.05, it is concluded that the average value of female students' perceptions of class a, b and c are different. from the difference in the average value of student perceptions based on gender in class a, class b and class c, it shows that the perception of students with male gender is higher than the average value of female gender perception. this makes the researcher conduct an assessment through a literature study. the initial assumption about why men's perceptions are higher than women's is because male students tend to have the ability to think critically about mathematicsrelated material compared to female students. this assumption is reinforced by the existence of research conducted by(bs anggoro, 2016) and (b. cahyono, 2017) in his research, it was concluded that the high mathematical creative thinking disposition was found in male students. the level of critical thinking ability of students with male gender is due to the difference in treatment for men and women at home and at school. the difference in treatment between genders has a major influence on students' identity and academic development. while female students have a lower average perception value than men, the first assumption is that women have a higher standard of assessment compared to the assessment standard of men. another assumption is that female students tend to be more real in assessing the available e-modules, female students will be more focused on criticizing with higher standards than female students. this is reinforced by research conducted by indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 92-106 101 innovative learning: gender perception of e-module linear equations in mathematics and physics (f. feriyanto, 2018) and (u. umaroh and h. pujiastuti, 2020), with the results of the study that female subjects had good, complete and precise verbal, visual, and symbolic representation skills, so that the female gender had better representational abilities than men and was able to research and be good at drawing conclusions, but female students tend to have low self-esteem. education is one of the sectors affected by covid 19 which makes learning less effective (haiyudi and art-in 2021). regarding the development of teaching materials, currently the development of teaching materials in the form of modules is a very urgent need (w. hartono and ms noto, 2017). the need for it-based teaching concepts and mechanisms and learning is inevitable (pramita et al. 2021). we need to learn media in the form of teaching materials that can make it easier for students to understand a learning material (astalini et al. 2021). learning media involving technology makes the teaching and learning process effective, especially during the covid-19 pandemic (hermita et al. 2022). modules that are packaged electronically or commonly called e-learning modules are interesting and contextual ( ningsih , 2021). this is a solution to the facts on the ground found by (darmawan and suparman 2019) which states that the reality on the ground is not as expected, mathematics learning still tends to be textbook-oriented. by using this e-module, students are directed to learn independently in new knowledge by using pre-existing knowledge. students learn independently without expecting all the material to be transferred by the course lecturer and find out the existing concepts by being guided by the designed modules. several similar studies were found that examined students' perceptions of digital electronic-based learning, this was explained by(febro, catindig, and caparida 2020) that the digital gender gap is still a major challenge that needs to be addressed. in poor rural and urban populations in developing countries. therefore, it is necessary to study students' perceptions of e-module teaching materials as learning media based on digital electronics. meanwhile, students' perceptions of e-modules based on gender can be explained based on research conducted by (nurramadhani, lathifah, and yamin 2021)male students excel in the categories of understanding, relationship, and evaluation of female students, while female students are superior in information, findings & solutions than female students. men. this is in accordance with the findings of researchers in this study where men have a higher level of creative thinking in solving problems so that men's perceptions of e-modules are higher. in addition, another analysis was carried out on the factors that influence the presence of students who gave responses in the unfavorable category, after being reviewed, it turned out that there were several things that influenced the use of e-modules, including smartphones or learning hardware that were less supportive and networks or connections. internet students who are experiencing problems hamper the maximum use of emodules. this is also supported by research conducted where the e-modul download process requires internet quota (ariani, susanti, and slamet 2021). perception is a process of students interpreting, evaluating, receiving, giving opinions, and testing the data and sensory responses which are the basis for implementing modifications, besides that perception is also used as a critical dimension that determines student satisfaction. the importance of student perceptions is used as a reference for the suitability of teachers in providing teaching indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 92-106 102 innovative learning: gender perception of e-module linear equations in mathematics and physics materials, as well as a more targeted educational assessment. the importance of research that examines students' perceptions because perception is an assessment process that starts from the use of the five senses in receiving a stimulus, then it is organized and interpreted so that it has an understanding of what is sensed. (nugroho 2012). therefore, it is necessary to assess students' perceptions of the e-module based on the flipbook maker in the mathematics physics i course with linear equation material. so that it will provide an evaluation of the teacher to make the learning process more effective. 4. conclusion based on the research conducted, it is concluded thatthe perception of men is higher than that of women because students with male gender tend to have the ability to think critically about mathematics-related material compared to students with female gender, while another assumption is that female gender has verbal, visual, and symbolic representation abilities. properly, completely and accurately, so that the female gender has better representational abilities compared to men and is able to research and is good at drawing conclusions, but female students tend to have low levels of self-confidence. 5. references agung, a. .. gede. 2014. metodologi penelitian pendidikan. buku ajar metodologi 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school students the influence of application of local-wisdom-based modules toward peace-loving characters of elementary school students asrial1, syahrial2, dwi agus kurniawan3, alirmansyah4, muhammad sholeh5, muhammad dewa zulkhi6 1-6faculty of teacher training and education, universitas jambi, indonesia doi: 10.23917/ijolae.v4i2.17068 received: january 8th, 2022. revised: april 12nd, 2022. accepted: april 18th, 2022 available online: may 1st, 2022. published regularly: may 1st, 2022 abstract the purpose of this study was to compare the application of printed modules and electronic modules based on local wisdom of ngubat padi to see indicators of the peaceful love character. this type of research is quantitative research. this study used a sample of 44 students in class va and class v b at sdn 76/i sungai buluh. data analysis used descriptive and inferential statistics. the peace-loving character of students can be seen in the application of electronic modules and print modules. from the two teaching materials, the peace-loving character of students with the application of the e-module is dominant in the very good category, while the peace-loving character of students with the application of the printed module is dominantly good. keywords: chararacter of elementary school student, local wisdom, peaceful love character corresponding author: asrial, faculty of teacher training and education, universitas jambi, indonesia email: asrial@unja.ac.id 1. introduction local wisdom is a savagery or tardisi done by the local community. agree with, (brata, 2016; gularso, sumardjoko, &musyiam, 2018; asrial et al, 2021). local wisdom is a tradition that exists in indonesian society. a habit or tardisi has its own values either social, religious, economic or other values, therefore it needs communication to spread it. incorporating local wisdom materials into learning in education to take the value of the value in the local wisdom, in line with (fajarini, 2014; marhayani, 2016; selasih & sudarsana, 2018), the value of local wisdom is implemented in learning because it has cultural-based learning resources and also character value values to establish a strong and characterful nation. in addition to taking the value of the character also to add insight about the culture around and to always maintain and preserve the existing culture so as not to be lost. agree with (thamrin, 2014; basyuni et al, 2016), maintaining and preserving local wisdom so as not to disappear and become extinct, previous research conducted in accordance with the focus was conducted by (hilda, 2016; pramita et al, 2022). efforts made to be awake and not lost or extinct one of them is the local wisdom ngubat padi integrated in learning in school, local wisdom ngubat padi suitable in relation to the learning character of learners. in line with that (wibowo, wasino, & setyowati, 2012; subali, sopyan & ellianawati 2015) mentions local wisdom that exists in indonesian society plays a role in building indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 157-170 158 the influence of application of local-wisdom-based modules toward peace-loving characters of elementary school students the character of a nation, such as gotong royong, religious, tolerance, and so forth. the character is not formed by itself, it must be instilled and formed in order to become a dignified nation to modernize the character of students by way of education (kim, harris, & pham, 2018; sanjaya, 2021), therefore from the importance of character planting in learners, one of them is the planting of peaceful love characters. planting a peaceful character in learners is important to create a safe, peaceful, harmonious and peaceful environment. far from violence, riots, and quarrels, we know many school children who often, make a fuss and spoil the goods around. (guetta, 2013; parmar, 2014; chaer, 2017) declared peaceloving means no violence, conflict or war. therefore, the importance of planting a peace-loving character in elementary school as the planting of basic characters. character education in school is a very important need so that the next generation can be equipped with basic skills needed in life, (machin, 2014). according to leira (2013), everyone likes peace, with the instillation of a sense of peace in oneself it will be easier to apply that trait. in tune with (harris &morrison, 2012; kester, 2013; suryono, 2021) education in providing peace is important. applying a peace-loving character to learning in school becomes a new challenge for an educator or teacher. the integration of the value of love character dami in learning should be done by developing learning instruments (zulkhi et al, 2018; damayanti, 2020; roessingh, 2020). the development of learning instruments that will be carried out by teachers is important to pay attention to the ability of students as well as the state of the student's environment. many teachers have not integrated local wisdom in learning on the grounds of not knowing local wisdom in their environment, making it difficult to develop teaching materials based on local wisdom (ufie, 2014; satriawan &rosmiati, 2017; shufa, 2018; hermita et al, 2022). the development of teaching materials based on local wisdom into contextual teaching materials to improve the understanding of the concept of local wisdom, this teaching material can be based on electronics and print (eliza, 2017; aulia &wuryandani, 2019; deane, 2020). teaching materials are useful to facilitate teachers in the learning process. by facilitating teachers in teaching, the learning done by students becomes more qualified (nugrahani, 2017; widodo, prahmana, & purnami, 2017; seso, laksana &dua, 2019). examples of electronic-based teaching materials include audio cassette, radio broadcasts, slides, filmstrips, movies, learning videos, television broadcasts, interactive videos, tutorials, and multimedia (jazuli, azizah, & meita, 2017; suwatra & suyatna & rosidin 2018; noviyanita, 2019), electronic-based learning is very good if used in education, but still using printed teaching materials. printed teaching materials are learning using paper that is read directly (dikshit, garg, & panda, 2013; hafsah, rohendi & purnawan, 2016; noon, & ibrahim, 2017). some of the printed ajae materials are student textbooks, newspapers, guidebooks, pamphlets, picture books and much more. (mockler, 2013; hamid, & jahan, 2015; dyrvold & bergvall, 2018; thambu, prayitno, & zakaria, 2021). the advantage of absorbing printed teaching materials is that there is no need for special and expensive tools, printed teaching materials are relatively cheap to purchase and deliver (kurniawan & miftah, 2015; lioufas et al, 2016; amelia, 2018). besides the advantages of applying printed teaching materials, it also has drawbacks in terms of materials that have limitations, in addition to this teaching indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 157-170 159 the influence of application of local-wisdom-based modules toward peace-loving characters of elementary school students material is easily damaged (muqodus, et.al, 2015; afriandi, elmunsyah & putranto, 2020; tarfaoui et.al, 2020). based on the digital track record, many teachers have applied teaching materials both electronic and printed with the state of infrastructure facilities in accordance with their respective educational environments. in the previous research conducted by puspitasari (2019), about implementing the medium of learning physics print and electronic modules in high school. the purpose of this research is to find out the level of peace-loving character in the classroom by using printed and electronic modules of ngubat padi theme 8 sub-theme 3 learning 1. 2. method this research uses quantitativeapproach, quantitative research is a process of finding knowledge that uses data in the form of numbers as a tool to find information about what we want to know (abdullah, 2015; syukri, rizal, & hamdani, 2019; prsetyo & jannah, 2019). quantitative research is research whose analysis focuses more on numerical data (numbers) that are processed using descriptive and inferential statistical methods. descriptive statistics are statistics used to analyze data by describing or describing the collected data as it is, without intending to make conclusions or broad generalizations (sugiono, 2019). this study used maximum, minimum and mean values. while inferential statistics are statistics used to analyze sample data and the results will be generalized or inferred for the population from the origin of the sample was taken (sutopo &slamet, 2017). by using the assumption test that is a test of normality and homogeneity, by taking the results of the sig value decision on the processed data. as well as using a hypothesis test that is a t test provided that if the sig value < probability of 0.005 then there is an influence of a free variable (x) on a bound variable (y) or an accepted hypothesis. if the sig value > probability of 0.005 then there is an influence of a free variable (x) on a bound variable (y) or a hypothesis is rejected. research instruments using questionnaires. questionnaire is a data collection tool that can be done by disseminating a series of questions and written statements to the source of the research sample members (riany, fajar, & lukman, 2016; maryuliana, subroto & haviana, 2016). questionnaires used in the form of questionnaires response of learners and characters of peace-loving. with a valid question count of 16 questions. as for reliability is calculated using the formula cronbach alpha. after the instrument was tested and analyzed reliability, obtained a coefficient of response questionnaire reliability of 0.680 and for peace-loving characters of 0.610 so that it can be concluded that the instrument is reliable. the form of questionnaire used is a closed questionnaire that is on each question or statement has been provided a number of answers options for respondents to choose by using the category of likert rating scale five. likert scale with the type of scale strongly agree (ss), agree (s), not sure (n), disagree (ts), and strongly disagree (sts). on each positive question in the instrument that has a value: ss = 5, s = 4, n = 3, ts = 2, and sts = 1. the score is reversed for the value on the negative question item. the grid of the two polls is as follows. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 157-170 160 the influence of application of local-wisdom-based modules toward peace-loving characters of elementary school students table 1. student response questionnaire grid to teaching materials assessment aspects statement number of items material the material is the same as the existing learning 4 module contents structured module contents 3 module view interesting module view 4 module language easy to understand 5 provide clear information 4 sum 16 below is a grid of questionnaires for peaceful character students using electronic modules and print modules. the grid of the peace-loving character questionnaire is used as a guideline for the preparation of questions in the research questionnaire table 2. grid poll peaceful love characters assessment aspects statement number of items protecting the environment doesn't damage things around 4 mutual respect respect the opinions of others 4 say hello to each other say hello to teachers and friends everywhere 4 help each other helping a distressed friend 5 helping someone in need of help 4 sum 17 both of the above questionnaire grids are used as guidelines for the preparation of questions in the research questionnaire. the population in this study is the total number of students of grade v sd negeri 76/i sungai buluh. the sample used is all grade v students consisting of grades a and b which numbered 44 people. in the determination of samples used sampling techniques are total sampling techniques whose sampling techniques are taken from the large population (sugiono, 2019). the reason researchers used total sampling was a population of less than 100. the assessment of the peaceful character of learners in this study refers to the scoring guidelines (supinah & parmi, 2011). where the criteria applied by researchers are consideration of the state of the school as well as students, the school is researched by researchers using printed and electronic teaching materials, which facilitates the data obtained by researchers in seeing the character of love peace by applying electronic modules and print modules indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 157-170 161 the influence of application of local-wisdom-based modules toward peace-loving characters of elementary school students figure 1. data collection flowchart the application of electronic modules based on local wisdom ngubat padi with the application of print modules in this class learning with the aim to see the character of peace love students. the two teaching materials are applied to two different classes with the data processed as shown below. here is a descriptive statistics table for students' response to the application of print modules on the love of peace characters in class a. 3. result and discussion the application of electronic modules based on local wisdom ngubat padi with the application of print modules in this class learning with the aim to see the character of peace love students. the two teaching materials are applied to two different classes with the data processed as shown below. here is a descriptive statistics table for students' response to the application of print modules on the love of peace characters in class a. briefly. the discussion part should contain the benefit of research result, not repeat result part. the research results could be supplemented with tables, figures, or graphs (separate writing terms) to clarify the discussion. avoid presenting similar data in a separate table. the analysis should answer the gap stated. the qualitative data, e.g. interview results, is discussed in paragraphs. the references contained in the introduction should not be re-written in the discussion. a comparison to the previous studies should be presented. application of electronic and print module quantitative data from the questionnaire quantitative data processing looking peace love characters indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 157-170 162 the influence of application of local-wisdom-based modules toward peace-loving characters of elementary school students table 3. student response to the application of print module on indicators of peace-loving character to protect the environment in class a category interval attitude gender total mean min max median % 56 – 58 59 – 62 63 – 65 66 – 68 69 – 71 very not good bad enough good excellent 1f 2f 3f 4f 4f 1m 1m 4m 3m 1 3 4 8 7 65,8 56 71 64,7 4,34 13,04 17,39 34,78 30,43 total 14 9 23 100 the results of the print module implementation response questionnaire were 30.43% (7 out of 23 students) which fall into the excellent category, in the category of good results obtained 34.78% (8 out of 23 students), in the category of quite obtained results 17.39% (4 out of 23 students) in the category of not well obtained results 13.04% (3 out of 23 students) and in the category very badly obtained results 4.34% (1 person out of 23 students), therefore it can be seen that on the use of print modules to see the character of peace love with indicators of preserving the environment falls into the category of good. where this can be seen from the data of the number of students who have filled out a questionnaire containing some questions that have been processed by researchers and produced the data. to achieve the learning objectives students work together to lend learning resources (textbooks) to other group members. as expected, researchers at the time of application of electronic modules based on local wisdom seen in the response of students in accordance with the results in the table below. table 4. student response to the application of electronic modules based on local wisdom on indicators of peaceful love character forgive each other in class b category interval attitude gender total mean min max median % 62 – 67 68 – 73 74 – 79 80 – 85 86 – 91 very not good bad enough good excellent 1f 1f 1f 3f 4f 1m1m 1m 3m 5m 2 2 2 6 9 86,5 62 91 83,32 total 10 11 21 100 the application of electronic modules obtained the results of analysis conducted by researchers, namely there are 42.85% ( 9 out of 21 students) that fall into the category of excellent, in the category of good results obtained 28.57% (6 out of 21 students), in the category of quite obtained results 9.52% (2 out of 21 students), in the category of not well obtained results 9.52 % (2 out of 21 students) and in the category of very bad results obtained 9.52% (2 people from 21 students), therefore, it can be seen that the use of electronic modules to see the character of peace love with indicators of mutual forgiveness is included in the category is very good. this can be seen from the data of the number of students who have filled out a questionnaire containing some questions that have been processed by researchers and produced the desired data. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 157-170 163 the influence of application of local-wisdom-based modules toward peace-loving characters of elementary school students a. normality and homogeneity response test normality and homogeneity tests were conducted on both variables, namely the application of print modules and electronic modules to see student responses. obtained results according to the table below. table 5. normality and homogeneity test normality test homogeneity test response print module electronic module print module electronic module statistics df sig 0,256 22 0,001 0,179 22 0,064 0,424 43 0,605 0,271 44 0,519 in table 5, the results of normality and homogeneity tests were conducted in va and vb classes of sd negeri 76/i sungai buluh on the application of print modules and electronic modules to see student responses. the normality test conducted in a study is to find out if the data on the population is normally distributed or vice versa (rojihah, 2016). the normality test can be said to be normal if the sig>0.05 value. to test the normality of a data used statistical test kolmogorov-smirnov with a significance value of 0.05 with the hypothesis h0 = samples came from populations that have a normal distribution, h1 = samples are from populations that do not have a normal distribution. from the processed data, it appears that the application of electronic modules based on local wisdom has a sig value above 0.005 so that it can be said to be normal. the homogeneity test in this study used levene's test from two independent samples (aryani &mansyur, 2017). with the following testing criteria: if the value of levene's test or sig> 0.05 then the variance is homogeneous, whereas if the value of levene's test <0.05 then the variance is not homogeneous. from the table above it can be known that the homogeneity value is 0.605 in the print module and 0.519 in the electronic module, so that the data obtained can be said to be homogeneous, because the sig value> 0.05. b. test-t independent sample response the independent sample t-test aims to test the research hypothesis (amalihah, 2017). according to putra & syarif (2014) independent t-test aims to find out if there are significant differences between the two samples studied. independent t-test is said to be significant if p <0.05. the following is the t-test table. table 6. t-test t sig (2-tailed) mean difference 9,273 0,002 -18.70914 7,273 0,002 -18.70914 from table 8 seen after the t-test test there is a comparison of the application of print modules and electronic modules to see the character of peace love in class a and class b. it shows that in the application of the print module to see the indicators of the character of peace with the application of electronic modules to see the indicators of the character of peace love has a significant comparison, with comparative studies can be continued. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 157-170 164 the influence of application of local-wisdom-based modules toward peace-loving characters of elementary school students c. test the normality and homogeneity of peace-loving characters normality and homogeneity tests are conducted on both variables, namely the application of print modules and electronic modules to see indicators of the love of peace character. obtained results according to the table below. table 7. normality and homogeneity test normality test homogeneity test peace-loving characters print module electronic module print module electronic module statistics df sig 0,274 22 0,002 0,159 22 0,074 0,434 42 0,615 0,272 44 0,519 in the table obtained the results of normality and homogeneity tests conducted in class v sd negeri 76 /i sungai buluh on the application of print modules and electronic modules to see indicators of the character of peaceful love. the normality test conducted in a study is to find out if the data on the population is normally distributed or vice versa (rojihah, 2016). the normality test can be said to be normal if the sig>0.05 value. to test the normality of a data used statistical test kolmogorovsmirnov with a significance value of 0.05 with the hypothesis h0 = samples came from populations that have a normal distribution, h1 = samples are from populations that do not have a normal distribution. from the processed data, it appears that the application of electronic modules based on local wisdom has a sig value above 0.005 so that it can be said to be normal. the homogeneity test in this study used levene's test from two independent samples (aryani &mansyur, 2017). with the following testing criteria: if the value of levene's test or sig> 0.05 then the variance is homogeneous, whereas if the value of levene's test <0.05 then the variance is not homogeneous. from the table above it can be known that the homogeneity value is 0.615 in the print module and 0.519 in the electronic module, so that the data obtained can be said to be homogeneous, because the sig value> 0.05. d. test-t independent sample of peaceloving characters the independent sample t-test aims to test the research hypothesis (amalihah, 2017). according to putra & syarif (2014) independent t-test aims to find out if there are significant differences between the two samples studied. independent t-test is said to be significant if p <0.05. the following is the t-test table. table 8. t-test t sig (2-tailed) mean difference 9,273 0,002 -19.61912 8,273 0,002 -19.81912 from table 8 seen after the t-test test there is a comparison of the application of print modules and electronic modules to see the character of peace love in class a and class b. this shows that in the application of the print module to see the indicators of the character of peace with the application of electronic modules to see the indicators of the character of peace love has a significant comparison. the application of teaching materials or electronic-based modules or print modules in the class va &vb sd negeri 76 / i sungai buluh in getting results that is when indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 157-170 165 the influence of application of local-wisdom-based modules toward peace-loving characters of elementary school students the application of print and electronic modules can be seen the response of students well. this is because learning using print modules is not varied and more boring. while the application of electronic modules students are more excited in following the learning. the application of the print module can be seen the character of peaceful love formed it has less impact compared to the time of application of electronic modules. data analysis results of assumption tests and hypothesis tests on responses show the resulting data is homogeneous and normal judging by the data that shows significant value. the homogeneity test in this study used levene's test from two independent samples (aryani & mansyur, 2017). with the following testing criteria: if the value of levene's test or sig> 0.05 then the variance is homogeneous, whereas if the value of levene's test <0.05 then the variance is not homogeneous. from the table above it can be known that the homogeneity value is 0.615 in the print module and 0.519 in the electronic module, so that the data obtained can be said to be homogeneous, because the sig value> 0.05. normality test and homogeneity test become very important to be fulfilled because at the initial assumption of a linear regression equation it is said to be good if the regression error is normal and homogeneous (sukestiyarno & agoestanto, 2017). while the hypothesis test is seen from the table of t-tests conducted to see the proposed hypothesis is acceptable or not. in the analysis of t-tests that have been done the proposed hypothesis is well accepted can be seen in the existing table that the sig value is less than 0.05. data analysis results of assumption tests and hypothesis tests on peace-loving characters show the resulting data is homogeneous and normal judging by data that shows significant value. the homogeneity test in this study used levene's test from two independent samples (aryani &mansyur, 2017). with the following testing criteria: if the value of levene's test or sig> 0.05 then the variance is homogeneous, whereas if the value of levene's test <0.05 then the variance is not homogeneous. from the table above it can be known that the homogeneity value is 0.615 in the print module and 0.519 in the electronic module, so that the data obtained can be said to be homogeneous, because the sig value> 0.05. normality test and homogeneity test become very important to be fulfilled because at the initial assumption of a linear regression equation it is said to be good if the regression error is normal and homogeneous (sukestiyarno & agoestanto, 2017). while the hypothesis test is seen from the table of ttests conducted to see the proposed hypothesis is acceptable or not. in the analysis of t-tests that have been done the proposed hypothesis is well accepted can be seen in the existing table that the sig value is less than 0.05. in accordance with previous research conducted by marlia, saripudin & kasmansyah (2021) which applied an electronicbased module to see the peace-loving character of students. the research conducted assesses that the application of electronic modules is considered more practical and efficient if you have to use learning books or themes. the use of electronic modules is very effective in increasing students' learning motivation, besides that it is also effective for improving student learning outcomes, as well as critical thinking skills (nurhidayati, putro & widiyaningtyas, 2018). therefore, the application of the electronic module is considered better than the printed module because in addition to being practical, effective, and increasing student learning motivation, the electronic module can also improve indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 157-170 166 the influence of application of local-wisdom-based modules toward peace-loving characters of elementary school students learning outcomes much better than using the print module because it can increase students' critical thinking level. the implication of the comparison of indicators research on protecting the environment and forgiving each other on the character of peaceful love to the learning response is that it can be a teaching material in learning for fifth grade students in theme 8 and sub-theme 1 of learning 3 in finding out the diversity of local wisdom in the local province, jambi province, to be precise. in addition, it becomes a teaching material that suits the needs of students and can be used as a source of independent learning. the limitations of this study are that this electronic module is limited to basic competencies for class v, theme 8, sub-theme 3, learning 3, which is based on the local wisdom of ngubat padi. the recommendation of this research is the application of an electronic module based on ngubat padi local wisdom can be applied to the character of caring for the environment, caring for the social, and being disciplined. the novelty of this research is on the variables studied, namely indicators of the character of peaceful love. this indicator is seen after the application of the electronic module and the printed module in different classes in this study to see a comparison of the application of the electronic module with the print module with the indicator of the character of peace love. while in previous studies, many have examined the relationship with peace-loving characters not on character indicators. 4. conclusion based on the results that have been described, it was found that from the two teaching materials that were applied, namely the printed module and the electronic module, it was possible to see indicators of the peaceful love character. in the study the dominant results were very good to see the indicators of the peaceful love character with the application of the electronic module, while for the application of the print module to the good category, from this it can be seen that there are differences between the two teaching materials that are applied to see the indicators of the peaceful love character, this is reinforced by the results the t test that has been carried out, where the sig obtained is smaller than 0.05 then there is a difference between the two. the second result that has been described, it was found that of the two teaching materials that were applied, namely the printed module and the electronic module to see student responses. in this study, the dominant results were good for seeing student responses with the application of the electronic module, while for the application of the print module in the good category, it can be seen that there are differences between the two teaching materials used to see student responses, this is reinforced by the results of the t test that has been carried out, where the obtained sig is smaller than 0.05 then there is a difference between the two. suggestions from researchers are that teachers and schools improve in instilling character in students with peace-loving characters, students can help students have strong characters to make learning outcomes and students' self and attitudes more maximal and meaningful. especially in the application of print modules and electronic modules based on local wisdom. 5. references abdullah, m. r. 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(2018). pemerolehan bahasa anak di sekolah dasar. repository unja. microsoft word rian fitriansyah_9662-27473-1.docx ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (2) (2020) 109-119 109 critical review: professional development programs to face open educational resources in indonesia critical review: professional development programs to face open educational resources in indonesia rian fitriansyah1, lisfatul fatinah2, muhammad syahril3 1faculty of education, the university of hong kong, hong kong 2london school centre for autism awareness, london school of public relations, indonesia 3college of art and social sciences, australian national university, australia doi: 10.23917/ijolae.v2i2.9662 received: december 26th, 2019. revised: january 30th, 2020. accepted: february 4th, 2020 available online: february 8th, 2020. published regularly: july 1st, 2020 abstract information and communication technology (ict) in education has become an important issue in education reform in many countries such as hong kong, singapore, the united states, and the united kingdom. education reform is needed to give skill set of the 21st century to students. indonesian government has begun implementing ict in education since 2002 marked by the establishment of the indonesian telematics coordinating team (tkti). although the development of ict is still far away compared to hong kong and singapore, ict development is on the right track. in 2013, indonesia began to initiate open educational resources (oer) and teacher training on ict. open educational resources are digitized materials that can be freely accessed by those who want to teach, learn, or research. the oer initiatives have many challenges ahead, one of them is the development of the oer community involving all teachers in indonesia. the gap in education quality between islands in indonesia is added with the differences of education infrastructure and education resources. therefore, indonesia must create personalized professional development program based on the need of each island. the indonesia government could initiate the oer consortium to unite all teachers to build a knowledge society. the methods of creating a professional development program could be deducted from the u.s. which has many districts and gap in education quality between states. the purpose of this paper is to develop a professional development program in creating the oer community in indonesia. this paper tries to investigate what kind of professional development that has been set in, analyze the problems that would likely to occur, and give some solutions. keywords: professional development, open educational resources, teacher training, oer corresponding author: rian fitriansyah, faculty of education, the university of hong kong, hong kong email: rian@connect.hku.hk 1. introduction indonesia is a country with 35 provinces where each province has its local government policy, tradition, and culture that indicate its uniqueness (indonesia education statistics [ies], 2017). as well as their education system, some provinces have implemented ict in their schools and use it suite to support their learning process, but some provinces don’t implement ict at all and still using a whiteboard as a tool for their teaching method (hermawan, yunita, & deswila, 2018). this shows that indonesia's education quality might differ and have some gaps in some provinces. the gaps indicate that there is a need for education reform in indonesia. this paper focuses on reviewing the professional development program for ict implementation especially in open educational resources. ict was established by the indonesian telematics coordinating team (tkti) in indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae vol. 2 (2) (2020) 109-119 ijolae | p-issn 2655-920x, e-issn 2656-2804 110 critical review: professional development programs to face open educational resources in indonesia 2000 (farrel & wachholz, 2003). they began implementing ict in 5 years action plan which also addressed ict in education as one of its many issues. education was one of four sectors to prioritize. it was designed as a collaborative project between ict industry and ict educational institutions, ict will be learned through curriculum, ict as learning tools in schools, universities and training centers, and establishment of distance learning with the use of internet (unesco, 2003). unfortunately, all those action plans did not go and complete as they were planned. besides, to help improve the education quality especially for students’ and teachers’ learning, indonesia began to initiate open educational resources in 2013. one of its products is http://belajar.kemdikbud.go.id (unesco, 2013). this platform is used to provide learning resources for both student and teacher and learning management system for the teacher to teach them the new curriculum reform (unesco, 2013). in reviewing, the professional development program (pdp) for the teacher in indonesia, it will be compared the pdp for the teacher in the united states of america (us) and indonesia because they have similar conditions in their states/provinces. us has been implemented ict in their education since 1996 (roumell & salajan, 2013) 8 years earlier than indonesia. in terms of technology readiness, the us has achieved a lot of progress in researching how the technology works in education (united states office of educational technology, 2017) that indonesia could learn from the us. this paper is divided into four parts. the first part is the introduction consists of indonesia's education background, the brief history of indonesia ict implementation, the initiation of indonesia oer and the teacher’s training, and some brief explanations of the us professional development framework. the second part is literature reviews of ict in education, teachers’ professional development program (pdp) in ict, u.s. professional development framework, community of practice, indonesia education statistics, and indonesian teachers’ professional development program, and indonesia oer. then, the third part is the discussion and reviews of the indonesia education statistics, this paper will review the teacher’s competency and ict implementation in each school level. this paper will then analyze the problem in the implementation of pdp and oer. all the problems will be themed to see if there is a similar problem in any area. this paper will also try to see if there is any community of practice (cop) that has been created after pdp finishes. suggestions to the next indonesia pdp based on the review by adopting u.s. professional development framework and implementing cop for the oer community will be given afterwards. finally, the last part is the summary and conclusion of the paper. 2. literature review in this section, this paper will provide all the literature review that supports the case review study including ict in education, professional development program for ict implementation, u.s. professional development framework, community of practice, indonesia education statistics, indonesian professional development program for ict implementation and indonesia open educational resources. a. ict in education ict in education is one of many important issues in education reform in many countries in asia (cheng, 2017; hermawan, yunita & deswila, 2018), the us (usoet, 2017) and the uk (condrads et al., 2017). ict implementation is important to acquire ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (2) (2020) 109-119 111 critical review: professional development programs to face open educational resources in indonesia 21st-century skills especially in digital skills (odewumi, 2019; law et al., 2016) because the traditional concept of learning is changing from teacher-centered learning to student-centered learning. to implement ict in education, a country must create information technology in education (ited) policies to be its guideline or pathway. b. teacher’s profesional development proram in ict darling-hammond, hyler & gardner (2017) define teachers’ pdp in ict as a program to support teachers in teaching the students for 21st-century skills. teachers’ pdp in ict is essential nowadays, the world is growing rapidly and so does the technology, if the teacher lacks competency in digital skills then they may not compete with another teacher who is tech-savvy or might not know what the students’ needs in this era. many nations mentioned that teachers should participate in the pdp to educate them in implementing ict in education (cheng, 2017; usoet, 2017; roumell & salajan, 2016; conrads et al., 2017). this indicates that pdp is important for education reform. c. u.s. teacher’s profesional development framework desimone and garet (2015) have suggested best practices in u.s. teacher’s professional development framework that consists of five key features, there are content focus, active learning, coherence, sustained duration, and collective participation. while darling-hammond, hyler & gardner (2017) suggest three more features namely using models of effective practice, providing coaching and expert support, and offering feedback and reflection. this paper use the combined key features because they are inseparable and completing each other. content focus is related to the activities which focus on learning material and how to learn from it (desimone & garet, 2015). active learning is activities that are more focused on student-centered learning like discussion, group project, reflection and so on (desimone & garet, 2015). coherence means that the learning material, objectives and activities still align with the school curriculum, teachers’ knowledge, students’ needs and government policies (desimone & garet, 2015). sustained duration means the duration of professional development is still within 20 hours or more (desimone & garet, 2015). collective participation means there is a community of practice built after the professional development program (desimone & garet, 2015). using models of effective practice means that the teachers will be provided with the best practice in teaching with ict (darling-hammond, hyler & gardner, 2017). coaching and expert support means some experts in the field are recruited to support the teachers’ needs (lip, 2017). then, offering feedback and reflection helps facilitate teachers in their learning process (lip, 2017). d. indonesia teacher’s professional development in ict indonesia has developed teachers’ professional development in ict since 2000 (unesco, 2013). there were no exact numbers of how many teachers were already or being trained but the focus on the training is still on how to use ict not how to teach with ict (unesco, 2013). report in 2004 (unesco, 2013) informed that pustekkom (the center of ict for education in indonesia) focused on training teacher in how to integrate ict into curriculum and pedagogical practices to develop 21st-century skills. it was reported that the ministry of education had been developing an ict competency for the teacher as shown in figure 1 below. because it is now still under development, we vol. 2 (2) (2020) 109-119 ijolae | p-issn 2655-920x, e-issn 2656-2804 112 critical review: professional development programs to face open educational resources in indonesia still do not know how many teachers in indonesia are qualified with ict competency standard. figure 1. teacher ict competency standard in indonesia (unesco, 2013) e. community of practise wenger (1998) defines the community of practice (cop) as a form of participation and people have different experiences in taking part in it. it has different stages of development based on their interaction and activities. it is one example in the learning of 21st century skills (prestidge & main, 2018) for collaboration to help build knowledge society especially for teachers’ learning. in indonesia there are some examples of community of practice for teachers, the first one is which was developed by one of the private schools in indonesia, and ikatan guru indonesia (indonesian teachers association) which was initiated by ahmad rizali in 2000. f. open educational resources open educational resources (oer) is a movement in building a platform to share each other’s educational content (caswell, henson, jensen, & wiley, 2008). its purpose solely to provide digital learning material for everyone, so they could learn high-quality material for free (caswell et al., 2008). indonesia initiated oer in 2013 and 2017 via the establishment of rumah belajar and indonesia open educational resources (i-oer) (2019). g. indonesia education statistics the paper will show the education statistics from the ministry of education in indonesia in 2017/2018, unfortunately, the recent education data in 2018/2019 has not been released in public. this will be explained deeply in the third part and focused on represents the data that is aligned with pdp and oer implementation. the data consist of teachers’ qualification, percentage of students in each level and school infrastructure implementation. 3. method the paper uses integrative and extensive literature review. it includes reviewing, examining, and synthesizing representative literarure and the main ideas on the related ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (2) (2020) 109-119 113 critical review: professional development programs to face open educational resources in indonesia issues. the review is organized thematically or using conceptual categories around the topics rather than the progression of time. four phases are used to review and assess the quality of the literatures. they are designing, conducting, abstracting and analysing data, and structuring and writing the review phase. the data is analysed in relation on the overall research and questions and the data abstracted. all the analysis process is described transparently. the result of the review is reported clearly, and the questions and directions for the further research are included. descriptive qualitative method in analysis is applied. the data used was mostly from indonesian reports before the unesco, which were used to present indonesia education in the unesco forum. 4. result and discussion in this part, the paper discusses thoroughly how to create pdp that is suitable to face oer. first, there will be a deep review in indonesia education statistics consists of the teachers’ competency level in indonesia and ict implementation in indonesia. then, there will be a thorough review of indonesia teachers’ professional development in ict. a thorough review of indonesia oer will follow afterwards and finally a discussion in how the indonesian government implements pdp based on u.s. pdp framework. a. thorough review of indonesia education statistics here are the lists of indonesia education statistics, the first on is the students’ graduate-level in indonesia. figure 2 shows the teachers’ qualifications in 2009, and figure 3 shows the teachers’ qualifications on every education level in 2017. it can be seen in figure 2 that the highest qualification of teachers is ph.d., but only 60 teachers that are qualified with that degree. the lowest degree is below d1 (extension level before the bachelor’s degree) or in number they are 722.293 teachers. furthermore, most of the teachers have bachelor’s degree. they are 1.032.349 teachers. figure 2. teachers’ qualification (unesco, 2013) meanwhile, in figure 3 it can be seen that most of the teachers are qualified within a bachelors’ degree (red bar) than below bachelors’ degree (green bar) which shows that there is a significant difference between 2009 and 2017 in teachers’ qualification. vol. 2 (2) (2020) 109-119 ijolae | p-issn 2655-920x, e-issn 2656-2804 114 critical review: professional development programs to face open educational resources in indonesia this is a very good reform in teacher’s qualification. on the other hand, indonesia educational system has teacher competency test (tct) that quantifies teacher competency which is online based test since 2012. based on ministry of education and culture data, in 2012 the highest score of tct is 47.84/100 whereas the minimum standard of the test is 70/100. in 2019, despite the minimum standard is still 70/100, the highest score of tct is 69.12/100. teachers who could not reach the passing grade were not teachers with a lack of knowledge or experience in teaching. they failed simply because of their low basic ict skill level. they did not know how to use a mouse and keyboard, how to open the examination application, and how to answer the online examination (yusri, iin karmila et.al, 2013). figure 3. percentage of number of teacher by highest certificate and level of education (ies, 2017) figure 4. trend percentage of pupils to school-age population 2010/2011-2017/2018 (ies, 2017) ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (2) (2020) 109-119 115 critical review: professional development programs to face open educational resources in indonesia afterward, to implement ict in education, the infrastructure must be ready to serve the ict. figure 5 shows the ratio and projection pcs needed by schools in 2010-2025 from the 2009 report. the data shows that the total number of an ideal of pcs is 3.650.640. in 2020 for elementary schools, each school should have 40 pcs, for junior high school, each school should have 60 pcs, for senior high schools, each school should have 108 pcs and for university level, each university should have 240 pcs. it is still not clear whether this was implemented successfully or not because there no follow-ups report found in the unesco database or within the ministry of education in indonesia database. table 1. pcs projection and ratio needed by schools 2010-2015 (unesco, 2013) notes: • sd: elementary school • smp: junior high school • sma: senior high school • smk: vocational high school • slb: special education school • mi: islamic elementary school • mts: islamic junior high school • ma: islamic senior hight school • pt: diploma/ university for the rural area the ict was implemented with 14 learning resources center utilized by solar panel, parabolic dish and lan (unesco, 2013). unfortunately, there is no progress report for ict implementation in both school levels or rural area within ministry of education in indonesia database or the unesco database. to develop pdp in oer it is strongly suggested that the infrastructure should be ready for used, because it needs strong internet connectivity and some hardware specifications. b. deep review of indonesia teacher’s profesional development in ict based on the farrel & wachholz report (2003), there are several attempts for teachers’ pdp in ict, one of them is the collaboration of pustekkom and the directorate general of pri vol. 2 (2) (2020) 109-119 ijolae | p-issn 2655-920x, e-issn 2656-2804 116 critical review: professional development programs to face open educational resources in indonesia mary and secondary education (dgpse) which trained some 800 high school teachers for computer-assisted learning. the groups of teachers were trained in using ict, create digital learning materials and tools for their own pedagogical practices (farrel & wachholz, 2003, 2003). the purpose of this pdp is the teachers will be able to provide their own learning instruction tools, but the objectives have not been met yet because they still using tools provided by pustekkom rather than creating one for themselves (farrel & wachholz, 2003). there is also a basic computer training provided by apec cyber education network (acen) in 2001 and continued by national office for educational research and development (balitbang) for implementing the e-learning platform in 2002 (farrel & wachholz, 2003). we see that there is a lot of training that has been provided but unfortunately, not all the pdp meet the expected results. there are due to multiple factors, first is limited teachers’ participations due to training location, time, and opportunity (yusri, iin karmila et. al, 2013), second is a lack of motivation as mediation toward teachers’ readiness to apply ict in teaching and learning (compriady, 2015). this second problem affects teachers’ knowledge, skills, and usage of ict. third is teachers are lack of design thinking and disposition, forth is no strategic plan in implementing ict in education nor a teachers’ competency standards in ict, fifth is the government at that time focuses on basic welfare and political stabilization because of mid-crisis in 1997, the last one is the learning content for using ict is limited in indonesian language (farrel & wachholz, 2003). for the first problem, it is suggested that the government provide pdp in ict in many types, not only face to face pdp, in-house training, web based, and blended pdp but the mobile learning for ict training as well. this is to remove geographical challenge, cost, and time problem so that teachers’ participation can be increased. for the second problem, there is a need to develop a positive attitude toward ict in education. copriyady (2015) suggests that the government provides facilities to train teachers and advocate for technology’s advantage to the teachers and students alike. for the third problem, it is suggested that teachers develop technological pedagogical content knowledge (tpack) to resolve technology integration issues related to ict. the forth problem, it is suggested that the indonesian government continues to develop ited policies and teacher’s competency standards in ict, those policies will be the guideline for all schools in indonesia to create their own teachers’ pdp or by governments’ initiative. for the second problem, it is suggested that if to have a total reform in education then the education must be a priority for the nation’s development, consider the education’s reform is align with sustainable growth of nation’s economy (salas-pilco & law, 2018). and for the last problem, it is suggested that there should be a budget to translate the learning content into indonesian mother’s language because not all the teachers have the competence to understand english. c. deep review of indonesia open educational resources based on the literature review, indonesia has developed an open educational resource via rumah belajar and i-oer. in rumah belajar, there are a total of 779.365 users divided by 224.394 teachers and 554.971 students (ministry of education in indonesia, 2019). based on the unesco report (2013), there were 3.7 million teachers and 51.3 million students in indonesia, in other words, the platform has just been used by 1% of the total of teachers and students. another platform is i-oer developed by the university of indonesia. in the website, it is said that it has acquired 50 universities to collaboratively develop the website’s content (i-oer, 2019). then, based on the unesco report (2013) there are 3.696 higher education institutions in indonesia, so the website acquisition is still 1% of the total universities. it is very sad to see how the platforms are still not acquiring a lot of users even though the material is free and could be accessed anywhere and anytime. comparing the government-made oer with the private-made oer, there is no discrepancy of ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (2) (2020) 109-119 117 critical review: professional development programs to face open educational resources in indonesia content quality between them. one of the private-made oer in indonesia are suaka-ut made by open university (universitas terbuka). they made the oer within 4 scoops which are faculty of science, faculty of social science and political science, faculty of education and graduate program. they have made an oer within k1 to k12 education level in different website. unfortunately, there is no data on how many users are in those websites. but this movement made by ut were very promising and a great start to support the oer movement. it is now understood that the open educational resources are still not used by many students and teachers. the indonesian government needs to focus on acquiring a lot of users by digital advertising or collaborating with a lot of schools or higher education institutions. for digital advertising, the government could use tv ads or attach their ads in social media platforms, or they could attach it too in google ads. moreover, creating ads in digital world is cheaper than in conventional way. discussions indonesia teacher’s pdp in oer based on u.s. profesional development framework indonesia teachers’ ict competency standards are still in development although the draft of the policy exquisite in the first look. it covers most of the areas for ict development including policy, curriculum & assessment, pedagogy, ict, organization & administration, and professional development. their knowledge is based on their digital literacy skills which is one of the 21stcentury skills. furthermore, oer is still in development until now, so pdp regarding oer is still relevant. it is suggested that the pdp should investigate eight key features from u.s. professional development framework which are the content focus, active learning, coherence sustained duration, collective participation, uses models of effective, coaching and expert support then offers feedback and reflection. the training should focus on just using oer as a learning tool, the training should define which oer that will be used to demonstrate the training is it http://belajar.kemdikbud.go.id or http://i-oer.cs.ui.ac.id/ or maybe another oer collaborate with third-party institutions. then, the training should be active learning or so we called student-centered learning, the teachers must have a group project like developing content materials together or maybe discussing their own experience with other teachers, so they don’t need to passively listen to the instructor. another one is the training’ learning material should be coherence to the recent curriculum and follow the guideline of ited policies. the training shouldn’t be too short or long, it may be two days in a row. the training should provide coach and expert that is expertise in the oer field so they could have direct feedback from the coaches. the coaches will be responsible for 5 teachers, for example, cater to the teachers’ individual needs. and finally, post-training there should be a development of a community of practice in a form of facebook group or whatsapp group so everybody could follow up their training result and learn again from each other’s teaching in the future. there is no need to implement personalized professional development program in each province since any factors related to education differences in every province to develop an effective pdp in the us is not found. if there is any area that hasn’t implemented ict in their education then the government should focus on building the infrastructure first, after that they could start to teach the teachers how to integrate ict in their learning process. this could be seen by thorough research which area is still vulnerable in implementing ict in education. 5. conclusion in conclusion, indonesia is still developing the ict in education in its nation especially in oer indonesia still has a lot of homework regarding infrastructure, the acquisition of the oer platform, and the readiness of teachers’ ict competency. it is suggested that some teachers’ pdp in oer based on the u.s. professional development framework that may be beneficial in the vol. 2 (2) (2020) 109-119 ijolae | p-issn 2655-920x, e-issn 2656-2804 118 critical review: professional development programs to face open educational resources in indonesia future pdp like the content focus, the training must be active learning, coherence and should be done within 2 days. furthermore, there should be coaches and experts to provide direct feedback and in the post-training, there should be a creation of a community of practice to follow-up each other’s teaching in the future. each province has their own education priorities, the government should know if the province is ready to be taught how to integrate ict in their education or not. if it is ready then the government should focus on enhancing teachers’ quality with pdp, if it’s not ready then the government should focus on building the infrastructure for ict implementation first. 6. references caswell, t., henson, s., jensen, m., & wiley, d. 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(2013). mobile learning for ict training: enhancing ict skills of teachers in indonesia. international journal of eeducation, e-business, e-management and e-learning, vol. 3, no. 4, august 2013, doi: 10.7763/ijeeee.2013.v3. 243. microsoft word pramita.doc indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (1) (2022) 34-44 34 student acceptance of e-learning to improve learning independence in the department of computer education student acceptance of e-learning to improve learning independence in the department of computer education mitra pramita1, r. ati sukmawati2, harja santana purba3, nuruddin wiranda4, jajang kusnendar5, mohd samsu sajat6 14faculty of education and teacher training, universitas lambung mangkurat, indonesia 5computer science education, universitas pendidikan indonesia, indonesia 6school of computing, universiti utara malaysia, malaysia doi: 10.23917/ijolae.v4i1.9265 received: november 11st, 2019. revised: august 20th, 2021. accepted: september 1st, 2021 available online: december 24th, 2021. published regularly: january 1st, 2022 abstract e-learning is an educational system that uses information technology in the learning process. one of the platforms that can be used in developing e-learning is moodle. this research investigates the implementation of e-learning in the learning process in the computer education department. the purpose of this research is to examine the use of e-learning in supporting the learning process. the respondents of this research are 130 active students of the computer education department from the 2016 to 2018 batches. the method used is a research questionnaire whose data are analyzed using the spss statistics 25 program. this research shows no significant effect of student expectation on e-learning in supporting the learning process. meanwhile, ease of e-learning, e-learning performance, and social influence for the benefit of e-learning have a significant effect on supporting the learning process and improve learning independence. keywords: effectiveness, e-learning, moodle platform corresponding author: mitra pramita, faculty of teacher training education, lambung mangkurat university, indonesia email: mitrapramita92@ulm.ac.id 1. introduction nowadays, information and communication technology (ict) is growing increasingly rapidly. the development of it makes people innovate to utilize it to ease their daily activities. therefore, the need for a concept and mechanism for it-based teaching and learning becomes inevitable. thus, many aspects of human life are influenced by the development of information technology, one of which is related to the learning process in education. the current learning process is different from the old days where classes were held directly. with the development of it thus, we can use many applications as supporting media for the development of learning in the classroom. one form of teaching media that is widely used today and utilizes technology (internet) is e-learning. e-learning is one type of teaching and learning that delivers teaching materials to students using the internet, internet, or other computer network media (hartley, 2001). elearning is learning arranged to use electronic or computer systems that are needed to support the learning process (allen, 2016); it is delivered through electronic media, such as the internet, intranet, extranet, cd-roms, interactive tv, audio, video (engelbrecht, indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (1) (2022) 34-44 35 student acceptance of e-learning to improve learning independence in the department of computer education 2005); and it can also be delivered by any electronic media other than web-based media (alavi & leidner, 2001; hiltz & turoff, 2005). whether an application, object, program, website, etc., can ultimately provide learning opportunities for individuals (moore, etc.,2011). e-learning offers many media-based, student-centered, and interactive learning opportunities that support active learning (huffaker and calvert, 2003; etc., 2004). nowadays, the world community has widely accepted the concept of e-learning, as evidenced by the increasing implementation of e-learning, especially in educational institutions such as schools, training, and universities (setyoningsih, 2015; lee, etc., 2009). as a result, e-learning has become a necessity for academics, such as teachers, students, and educational institutions, to use computer technology in teaching and learning activities. according to salim, the critical factors for e-learning acceptance are grouped into four categories: instructors, students, information technology, and university support (salim, 2005). e-learning is an educational system that uses information technology in the learning process. based on the research (aparicio, bacao & oliveira, 2017), it was revealed that the students who used an online learning system (e-learning) could increase productivity and facilitate their tasks. therefore, the use of online learning has a positive impact on the overall success of the university. in addition, this research (marfuatun et al, 2013, sukmawati et al, 2020) reported that the level of implementation of the online cooperative learning method was quite good. however, it still needed adequate support for both computers and e-learning servers. the concern of developing this e-learning system is not only to bring material into a digital form that is uploaded on the webserver but also to prioritize the principle of learning and to think about the effects or responses that come from users, whether the design that has been developed will not make them boring of accessing the e-learning system (hidayati, 2016). electronic learning or e-learning has been started in the 1970s (waller and wilson, 2001). lambung mangkurat university has implemented e-learning beginning from the 2017/2018 academic year in the even semester. this e-learning has been developed and used as a form of learning recognized by university leaders. at present, the application of e-learning at lambung mangkurat university is implemented in an integrated manner through sistem informasi universitas lambung mangkurat terintegrasi (simari) or the integrated lambung mangkurat university information system. learning through simari is an effort to support various activities of lecturers, students, and all interested parties, especially related to learning activities that include the delivery of learning and task assessment materials, leading to the effectiveness and improvement of the quality of learning processes and outcomes. this research focuses on the use of elearning using the moodle platform developed by lambung mangkurat university. the purpose of this research is to determine the effect of using e-learning in supporting the learning process. the formulation of the problems is as follows: (a) how is the student acceptance of the ease of e-learning in supporting the learning process; (b) how is the performance of e-learning in supporting the learning process; (c) how is the expectation for the use of e-learning in supporting the learning process; and (d) how is the social influence on the use of e-learning in supporting the learning process. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (1) (2022) 34-44 36 student acceptance of e-learning to improve learning independence in the department of computer education 2. method references must accompany the method used, relevant modifications should be explained. data analysis procedures and techniques should be emphasized in the library review article. the stages of research must be clearly stated. this survey research is conducted by collecting information from the respondents through a questionnaire (cholid & achmadi, 2007). the method used is a quantitative analysis research method, namely, using indepth data analysis in the form of numbers (istijanto, 2005). the researchers distributed the questionnaire electronically in the form of google form. the scale used in this questionnaire was a 4-point likert scale. the population in this research was the students of undergraduate program in computer education, lambung mangkurat university, 2016-2018 batches. the total was 192 students. samples are part of the population (sekaran & bougie, 2017). in this research, the samples taken are based on the slovin formula as follows. information n = number of samples n = population d = the precision value of 95% or sig.= 0.05 the sampling technique in this research was purposive sampling. since there were 192 total students in the population, thus the number of samples taken was 130 students. the data analysis technique used was validity test, reliability test, classical assumption test, multiple linear regression analysis, and hypothesis testing. the validity and reliability tests were used to measure whether the questionnaire made was valid and reliable. if the questionnaire was declared valid and reliable, the questionnaire could be used. data for validity and reliability tests were taken from 32 different students and then processed with spss 25. spss is widely used by other researchers such as byoungchan lee (lee etc, 2009), din jong (jong et al, 2009), al-adwan (al-adwan et al, 2013), sebjan (sebjan, 2015), masood (masood et al, 2016), and nassuora (nassuora, 2013). the next was a multiple linear regression analysis tests with the sample data of 130 students. before the multiple linear regression analysis tests, the classical assumption test was done first to get the best results (ghozali, 2006). the purpose of this classical assumption was to avoid the bias of the independent variable as an estimator of the dependent variable. afterward, hypothesis testing was conducted. in this research, the operational definitions of the research variables and measurement scale can be seen in table 1. table 1. research variables, definitions, and measurement scale variable operational definition scale ease of e-learning (x1) (park,2009) acceptance of ease is related to one's belief that using a particular system will make the person effortless (free from extra efforts) (davis, bagozzi, & warshaw, 1989). in this case, perception of ease describes the e-learning that can ease students in doing several things related to the learning process. therefore, the importance of easy familiarity with e-learning is important for students (bringman‐rodenbarger, 2020). likert e-learning performance (x2) performance expectancy is related to the benefits or ease obtained in work using a particular system (venkatesh, morris, davis & davis, 2003). in this case, performance illustrates the likert indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (1) (2022) 34-44 37 student acceptance of e-learning to improve learning independence in the department of computer education variable operational definition scale benefits obtained from e-learning in conducting the learning process. 3. result and discussion a. implementation learning platform there are six main features on this platform which are as follows: 1. dashboard the dashboard feature (figure 1) of the e-learning is students who are close to some of these classes. the dashboard displays all classes taught by lecturers and taken by students. figure 1. dashboard 2. my courses in my courses (figure 2), lecturers can send materials, assignments, quizzes, and announcements that will appear when students open the class. the material that has been given is in the form of text, audio, or video. this feature represents the material presented in lectures by the lecturer when he is in a conventional class. figure 2. my courses 3. classmates in this feature, lecturers and students or students with other students can interact directly by adding to the existing forum feature to exchange information (figure 3). this feature represents discussion and question and answers when the class is conventional. figure 3. classmates 4. participants contains the names of students who took the course, and the lecturer can see when the students access the class (figure 4). this feature represents a written attendance list as in conventional classrooms. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (1) (2022) 34-44 38 student acceptance of e-learning to improve learning independence in the department of computer education figure 4. participants 5. grades grades (figure 5) in the e-learning can be used to view and rate the assignments given at each meeting. usually, grades can also be used to remind the deadlines of assignments given by the lecturer in question. this feature represents the activities of the lecturer assessing the conventional class. figure 5. grades 6. assignments this feature can be used to view and remind the assignments that must be immediately collected according to the maximum limit set by the lecturer. after the assignments are submitted, the lecturer can check and assess the assignments, then distribute them back to students (figure 6). this feature represents the activities of the lecturer giving assignments to conventional classes. figure 6. assignments b. validity and reliability tests the validity test was applied to find out whether the existing indicator measurement showed what should be measured or not. the validity test in this research was carried out by looking at the value of the degree of freedom. with data from 32 students and a significance value of 0.05, the r-value obtained was 0.349. further, the pearson product moment was employed to test the validity to obtain the pearson correlation value for each indicator. the results obtained indicated that all indicators of each variable had a pearson correlation value of > 0.349 (r-value); thus, it was declared valid and could be used as the next instrument. a variable can be considered good (shows consistent result) if it has a cronbach's alpha value of more than 0.6. this research showed that overall variables, namely ease of e-learning, e-learning performance, e-learning expectation, social influences on e-learning and learning, had cronbach's alpha values of 0.970, more than 0.6. these results indicated that the reliability was good, meaning that further statistical analysis could be carried out. c. classical assumption test 1. normality test the normality test aims to determine the level of normality of the distribution of samples studied. for example, the skewness ratio shows a statistical value of -0.417 with a standard of error of 0.212, meaning that the indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (1) (2022) 34-44 39 student acceptance of e-learning to improve learning independence in the department of computer education skewness value is -1.96. meanwhile, the kurtosis ratio shows a statistical value of 0.713 with an error standard of 0.422, which means the kurtosis value is 1.69. to conclude, the data distribution was normal because the value of skewness and kurtosis were between -2 and 2. in other words, further statistical analysis can be done. 2. multicollinearity test the multicollinearity test aims to determine whether the regression model has a strong correlation between independent variables. a good regression model should not correlate with the independent variables. in this research, the value of each independent variable has fulfilled the requirement that there is no multicollinearity, namely the tolerance value is > 0.1, and the vif value is <10. the multicollinearity test results are presented in table 2. table 2. multicollinearity test results model collinearity statistics tolerance vif ease of e-learning 0.275 3.641 e-learning performance 0.353 2.829 the expectation on the use of e-learning 0.361 2.770 social influence on the use of e-learning 0.457 2.189 3. heteroscedasticity test the heteroscedasticity test aims to test whether variance inequality occurs in one residual of one observation to another observation in the regression model. a good regression model is a model having no symptoms of heteroscedasticity. the present research results show that the significant values obtained by all independent variables in the regression model are > 0.05. these results prove that in the regression model, there is no symptom of variance inequality or heteroscedasticity. these results follow the heteroscedasticity theory studied by previous researchers (long and ervin, 2000; muller and stadtmuller, 2007). 4. multiple linear regression analysis multiple linear regression analysis in this research is used to find out how student acceptance of the ease of e-learning, elearning performance, student expectation for the use of e-learning, and social influence on the use of e-learning in the learning process in the computer education department. table 3. shows the multiple linear regression test results. based on the calculation results using spss, here is the result of the multiple linear regression equation obtained. these results are from previous researchers' linear regression theory (long and ervin, 2000; muller and stadtmuller, 2007). table 3. multiple linear regression test results model unstandardized coefficients standardized coefficients t sig. collinearity statistics b std. error beta tolerance vif (constant) 2.750 0.985 2.791 0.006 ease of e-learning 0.373 0.083 0.424 4.487 0.000 0.275 3.641 e-learning perfor0.815 0.163 0.416 4.993 0.000 0.353 2.829 indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (1) (2022) 34-44 40 student acceptance of e-learning to improve learning independence in the department of computer education model unstandardized coefficients standardized coefficients t sig. collinearity statistics b std. error beta tolerance vif mance the expectation on the use of e-learning 0.176 0.135 -0.107 -1.301 0.196 0.361 2.770 the following is the interpretation of the regression above: at constant value, the results of the ease of e-learning, e-learning performance, and social influence on the use of e-learning variables are positive, meaning that higher the levels of ease, performance, and social influence of e-learning, the more effective is the effect on the learning process. meanwhile, the results of expectation for the e-learning variable are negative, meaning that the higher the expectation for the use of e-learning, the less is the effect on the learning process. 5. hypothesis testing the hypothesis testing is done to examine the extent to which the effect of one independent variable individually explains the variation of the dependent variable. the results are displayed in table 4. table 4. t-test results model t sig. ease to use of e-learning (selim, 2002) (elkaseh et al, 2016) (nayanajith etc, 2019) 4.487 0.000 e-learning performance (venkatesh, 2001; venkatesh and davis, 2000) 4.993 0.000 the expectation for the use of e-learning (paechter etc., 2010) (sørebø, 2009) (lee, 2010) -1.301 0.196 social influence on the use of e-learning (montgomery, 1996) (hwang,2014) 2.238 0.027 whether or not there is an effect of independent variables on dependent variable individually is seen based on this requirement, namely if tcal. > t-table or the significance value < 0.05. in this research, t-table with a significance level of 0.05 and degree of freedom with the provision = n-2 or 130 = 130 2, the result is 1.979. thus, this present research found that the ease of elearning, e-learning performance, and social influence on the use of e-learning variables significantly affect the learning process variable. meanwhile, the expectation for using the e-learning variable individually does not significantly affect the learning process variable. • h1: student acceptance of the ease of e-learning has a positive effect in supporting the learning process. based on table 4, the t-table value is greater than t-statistics, which indicates the student acceptance of the ease of e-learning has a significant effect in supporting the learning process. therefore, the first hypothesis stating"student acceptance of the ease of e-learning has a positive effect in supporting the learning process," is proven and supported by data. in this research, it can be said that the ease of e-learning can support the learning process because e-learning is very clear and easy to learn and use. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (1) (2022) 34-44 41 student acceptance of e-learning to improve learning independence in the department of computer education if there are students who miss the class, they can still see announcements and materials. in addition, task submissions can be made more flexibly, and students can access the materials before the class through e-learning. • h2: e-learning performance has a positive effect in supporting the learning process based on table 4, the t-table value is smaller than the t-statistics, indicating that elearning performance significantly supports learning. thus, the second hypothesis, which states “e-learning performance has a positive effect in supporting the learning process,” is proven and backed by data. furthermore, the results are in line with the research conducted by madigan, louw, wilbrink, schieben & merat (2017), who stated that the performance of the arts vehicle was proven to affect its users to use the system due to arts vehicle can make the users easier to get transportation with the appropriate or desired destination effectively and efficiently. in this research, it can be said that elearning performance can support the learning process because e-learning can facilitate the students to store documents such as materials and assignments sent through elearning. when the students do not have much time to print the documents required, they can access the materials first through their own e-learning. • h3: expectation for the use of elearning has a positive effect in supporting the learning process based on table 4, the t-table value is greater than the t-statistics, meaning that student expectation for the use of e-learning has no significant effect in supporting the learning process. thus, the third hypothesis, which states, “expectation for the use of elearning has a positive effect in supporting learning,” is not proven, which is supported by data. this is in line with research conducted by (madigan, louw, wilbrink, schieben & merat, 2017), who reported that expectation for arts vehicles had no significant effect. this is possible because using the arts vehicle system is no different from the use of public transportation in general. in this research, it can be said that student expectation for the use of e-learning does not affect the learning process. however, when lecturers give group assignments through e-learning, facilities from e-learning are less able to accommodate group assignments online. in addition, when the lecturers give announcements or assignments, students must open the e-learning site regularly because there are no direct incoming notifications in real-time, making it ineffective and inefficient. • h4: social influence on the use of elearning has a positive effect in supporting the learning process as seen in table 4., the t-table value is smaller than the t-statistics, indicating that the social influence on the use of e-learning has a significant effect in supporting the learning process. thus, the fourth hypothesis, “social influence on the use of e-learning has a positive effect in supporting the learning process," is proven and supported by data. this is in line with mustaqim, kusyanti & aryadita's (2018) research related to social influences that affected one's intention to use xyz e-commerce. therefore, in this research, it can be declared that social influence affects students using e-learning. the social influence comes from lecturers, teaching assistants, friends, and campus environments that support the use of the system. when the lecturers use elearning, students will use it too because it indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (1) (2022) 34-44 42 student acceptance of e-learning to improve learning independence in the department of computer education can support the learning process, such as the ease of access to get materials, submit assignments, check student scores from the corrected tasks, and get direct feedback from the lecturer faster and easily. thus, it can answer the educational challenge of the speed and demand in which lecturers provide feedback. 4. conclusion there are some conclusions drawn in this research as follows. first, student acceptance of the ease of e-learning has a significant effect in supporting the learning process. second, e-learning has a significant effect in supporting the learning process. third, student expectation for e-learning has no significant effect in supporting the learning process. fourth, social influence on the use of e-learning has a significant effect in supporting the learning process. finally, for the development of e-learning advanced, it is expected that there be smartphone notifications regarding the material and assignments posted by the teacher. with features such as dashboards, my courses, classmates, participants, grades, and assignments, it represents the activities of the class. 5. references alavi, m., & leidner, d. 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(2020). the effects of students’ perception of the school environment and students’ enjoyment in reading towards reading achievement of 4th grades students in hong kong. indonesian journal on learning and advanced education (ijolae), 2(2), 68-74. zhang, d., zhao, j. l., zhou, l., & nunamaker, j. f. jr., (2004). can e-learning replace classroom learning? communications of the acm, 47(5), 75–79 microsoft word 4. nurtanto 20033-62619-1-ed.doc indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 32-44 32 the influence of internship experience and work motivation on work readiness in vocational students: pls-sem analysis the influence of internship experience and work motivation on work readiness in vocational students: pls-sem analysis sidiq supriyanto1, sudji munadi2, rihab wit daryono3, yayan adrianova eka tuah4, muhammad nurtanto5, shilmi arifah6 1,2vocational education and technology, universitas negeri yogyakarta, indonesia 3faculty of teaching and education, institut agama islam negeri ponorogo, indonesia 4faculty of engineering, stkip persada khatulistiwa sintang, indonesia 5faculty of teaching and education, sultan ageng tirtayasa university, indonesia 6faculty of engineering, universitas negeri jakarta, indonesia doi: 10.23917/ijolae.v5i1.20033 received: october 7th, 2022. revised: october 29th, 2022. accepted: november 29th, 2022 available online: december 14th, 2022. published regularly: january 1st, 2023 abstract internships have an important role in the experience, application, and development of student's skills. the implementation of the internship has not been maximally achieved because students have not been given full assignments due to a lack of work skills, self-confidence, and work motivation. this study aims to reveal the effect of internship experience and work motivation on work readiness. sampling used a random sampling technique and obtained a sample of 94 students of class xi automotive engineering at 5 vocational schools in yogyakarta. the combination of factor analysis and regression analysis was used to analyze the data using second-order pls-sem analysis. the evaluation of the measurement model has met the requirements of the convergent validity test at the outer loading of ≥0.70 and ave ≥0.50. the discriminant validity has met the requirements of the fornell-larcker test. internal consistency reliability meets the requirements of ca, rho_a, and cr with a score of 0.70. evaluation of the structural model shows the value of effect size (f2) with a large effect, the determination coefficient (r2) of the variable is 76.20%, and the predictive relevance (q2) is 58.00%. hypothesis testing is based on the β-coefficient, ρ-value, dan t-statistic values that have met the cut-off values suggested in the literature. so that all hypotheses ha is accepted which indicate that there is a positive and significant effect on the internship experience and motivation on student work readiness. there needs to be better efforts to improve internship experience and work motivation so that guidance and supervision from supervising teachers must always be given so that work readiness is more optimal. keywords: internship experience, work motivation, work readiness, vocational education, pls-sem corresponding author: rihab wit daryono, faculty of teaching and education, institut agama islam negeri ponorogo, indonesia email: rihabwit.daryono@iainponorogo.ac.id 1. introduction the management of education, especially those related to the preparation of the workforce, must be the main point of attention in order to be able to change the structure and quality of a workforce that has high competitiveness and productivity in building the community's economy. in this global era, the most important thing is how to function education as a process of preparing students to be successful in living their lives in the future (gilchrest et al., 2022). it is the ability to face the future that needs to be developed in the educational process. vocational school (ve) is an institution that provides education and training. it is expected that ve graduates can work according to their field of expertise, the grace period for getting a indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 32-44 33 the influence of internship experience and work motivation on work readiness in vocational students: pls-sem analysis job after graduation is a maximum of one year, graduates can be absorbed in the world, and the number of graduates who are able to create jobs (nurtanto et al., 2020). however, the reality in the field of work shows that ve graduates are actually one of the biggest contributors to unemployment (daryono et al., 2021; rosantono et al., 2021). one of the reasons for the high contribution of ve graduates to the number of unemployed is the quality of vocational education that is carried out unevenly so that graduates do not have adequate skills and abilities as needed in the world of work (heru et al., 2021; hoidn & šťastný, 2021). in addition, schools that are passive in terms of looking for links/cooperation with industry cause apprenticeship programs only for small and medium industries (hoidn & šťastný, 2021; husain, 2020). the number of unemployed ve graduates is influenced by the work readiness of ve students who are still lacking (daryono et al., 2020; setyadi et al., 2021). in this era of globalization which is full of challenges and competition, it is very necessary to have qualified human resources, have the ability, knowledge, and skills that are adapted to development needs (heru et al., 2021; widayanto et al., 2021). one of the efforts to create qualified and competitive human resources is through education and training (gunadi et al., 2020; widayanto et al., 2021). along with the pace of development, nowadays there are many things that need to be improved in all fields including the economy, and industry with the aim of improving people's welfare. in the end, it requires the community to make skilled workers and have strong personality traits (daryono et al., 2020). this is a big responsibility of the education system to produce a ready-to-use generation in the field of work. revitalization in ve that in order to improve the quality and competitiveness of indonesian human resources, the curriculum should be aligned with industrial competence (gunadi et al., 2020; hoidn & šťastný, 2021; husain, 2020). internship practice is an external factor that affects students' work readiness, where internships will be a place for students to try to enter the field according to their field (setyadi et al., 2021). the implementation of the internship will train students to interact professionally in the world of work so that the match between student competencies and the internship is very important (hou et al., 2020; liu, 2021). in accordance with the instructions, it is expected that ve graduates can produce newly educated and competent workers (daryono et al., 2020; putra et al., 2022; rogers et al., 2021). therefore, to achieve the goal effectively, ve needs to collaborate with the industry. the purpose of implementing the internship is (a) fulfillment of competencies according to the demands of the curriculum; (b) fulfillment of competency implementation into the world of work; (c) growth of work experience (hou et al., 2020; postiglione & tang, 2019; ryan, 2020; sutiman et al., 2019). internships provide real experiences for students to get to know the world of work better and put into practice all the knowledge gained at school. internships guide students to work according to their competencies. internships provide knowledge for students about the work environment, and how to behave as employees and students can also practice directly what they have learned at school. internships can also foster students' self-confidence to work (mchugh, 2017; rogers et al., 2021). this can be a provision for students to be better prepared to enter the world of work after graduating from ve. vocational students are expected to be ready to work and have the drive to work so that they have a mentally ready psycho indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 32-44 34 the influence of internship experience and work motivation on work readiness in vocational students: pls-sem analysis physical attitude (kunnen, 2022; rogers et al., 2021). the mental attitude includes being prepared mentally, and physically, for situations and goals. thus, motivation is one of the most important factors that influence human behavior and performance. work readiness is also influenced by mental maturity. this can be seen in the high and low motivation of students to work (mcguire et al., 2019). therefore, the role of work motivation is also very important. based on data obtained from observations and documentation, the work readiness of ve students in yogyakarta is still lacking. observations were made at vocational schools 2 and 3 yogyakarta, especially for graduates in automotive engineering. based on interviews from the bursa kerja khusus (bkk) and the head of the automotive engineering field, the absorption of ve graduates who work in their fields is still not optimal for students. because the article is that there are still graduates who choose to continue their studies because they feel they are less capable in their scientific fields, especially in the automotive field. in addition, they feel that the work position for ve graduates is not ideal, so they finally choose to continue their studies with the aim of getting a better job position (hoidn & šťastný, 2021; husain, 2020). there are also some ve graduates who are forced to work not in accordance with their fields because it is difficult to compete in the world of work. this happens because of the lack of motivation and mastery of competence in the automotive field so these students have difficulty competing in the world of work. from the results of interviews with the internship coordinator, it turned out that the implementation of internship practices could not be achieved optimally, because there were still students who had not been given full assignments because of a lack of confidence in a job that had a big risk. this causes students to be less able to apply the knowledge gained in practice at school. in addition, the results of interviews with the bkk and the head of the yogyakarta vocational school 2 and 3 in the field of automotive engineering also show a lack of work readiness, especially in terms of motivation. this can be proven by the fact that there are still students who resign during the job selection process facilitated by the school job fair or decide to stop working when they have been accepted for work due to mental conditions. the implementation of the internship has not been maximally achieved because students have not been given full assignments due to lack of work skills, selfconfidence, and work motivation. therefore, this study aims to determine the effect of internship experience and work motivation on work readiness. this study is expected to be able to contribute as material for consideration of internship policies to achieve competence and increase work motivation (christidamayani & kristanto, 2020)so that concrete efforts can be made by the school in improving students' work readiness. 2. method this type of quantitative study with an ex-post facto approach to determine the effect of internship experience and work motivation on work readiness. sampling using random sampling technique and obtained a sample of 94 students of class xi automotive engineering in 5 vocational schools in yogyakarta. the list of schools and the number of respondents is smk muhammadiyah 3 yogyakarta (20), smk piri 1 (18), smk n 3 yogyakarta (17), smk taman siswa (18), and smk n 2 yogyakarta (21). the data collection technique used a questionnaire consisting of 3 variables. the measurement indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 32-44 35 the influence of internship experience and work motivation on work readiness in vocational students: pls-sem analysis scale used is a likert scale, namely strongly agree, agree, fair, and disagree (wingard et al., 2020). research variables and measurement constructs are shown in table 1. table 1. the measurement constructs research variables indicators constructs items internship experiences student understanding su 1-4 knowledge and skills materials ks 1-3 suitability of skills with industry demands ss 1-3 guidance from industry teachers and instructors gi 1-3 work motivation desire and interest to enter the workforce di 1-4 hopes and aspirations to reach the future ha 1-3 encouragement from the environment ee 1-4 personal physiological needs pn 1-3 work readiness physical and psychological maturity pp 1-3 willingness to work with others ww 1-3 courage and responsibility cr 1-3 adapt to the environment ae 1-4 keep up with the world of work ku 1-3 the evaluation of the measurement model will test the validity and estimate the reliability of the data on each latent variable using the smart-pls software. in this study, the hypothesis formulated is that there is a relationship between the influence of internship experience and work motivation on the work readiness of class xi students in automotive engineering. the research framework and path analysis are shown in figure 1. figure 1. the research framework indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 32-44 36 the influence of internship experience and work motivation on work readiness in vocational students: pls-sem analysis 3. result and discussion internship experience, work motivation, and work readiness are some of the latent variables in this study. structural analysis of with pls-sem was used to determine the relationship between variables and construct indicators. the testing phase consists of the outer model and the inner model. the outer loading value is ≥0.70 means that the indicator has a strong reflective relationship to the latent variable. the hypothesis in this study will be answered through the analysis of the inner model with the bootstrapping a. evaluation of the measurement model evaluation of the measurement model was carried out to test the validity and estimate the reliability of the data on each variable, namely internship experience, work motivation, and work readiness. in the evaluation of the measurement model, convergent validity was first evaluated which included measurements of the loading factor and the ave value. the construct can have a good validity value when the loading factor value is ≥0.70 and the ave value is ≥0.50 (alfraihat et al., 2020; hariyanto et al., 2022; parmin et al., 2021; saifurrahman et al., 2021). measurement model path coefficients pls-sem results are shown in figure 2. the results of the convergent validity and internal consistency reliability are shown in table 2. figure 2. evaluation of the measurement model (outer model) indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 32-44 37 the influence of internship experience and work motivation on work readiness in vocational students: pls-sem analysis table 2. evaluation results of measurement models no variable aspects constructs fl (>0,70) ca (>0,70) rho_a (>0,70) cr (>0,70) ave (>0,50) 1 internship experiences student understanding su1 0.833 0.846 0.850 0.896 0.683 2 su2 0.821 3 su3 0.798 4 su4 0.853 5 knowledge and skills materials ks1 0.922 0.910 0.917 0.943 0.847 6 ks2 0.928 7 ks3 0.912 8 suitability of skills with industry demands ss1 0.858 0.827 0.830 0.897 0.743 9 ss2 0.877 10 ss3 0.850 11 guidance from industry teachers and instructors gi1 0.938 0.843 0.886 0.906 0.765 12 gi2 0.737 13 gi3 0.935 14 work motivation desire and interest to enter the workforce di1 0.840 0.857 0.878 0.915 0.729 15 di2 0.900 16 di3 0.807 17 di4 0.864 18 hopes and aspirations to reach the future ha1 0.959 0.934 0.938 0.958 0.883 19 ha2 0.950 20 ha3 0.909 21 encouragement from the environment ee1 0.886 0.905 0.914 0.934 0.799 22 ee2 0.908 23 ee3 0.830 24 ee4 0.904 25 personal physiological needs pn1 0.828 0.738 0.738 0.851 0.655 26 pn2 0.806 27 pn3 0.793 28 work readiness physical and psychological maturity pp1 0.979 0.952 0.954 0.969 0.913 29 pp2 0.929 30 pp3 0.957 31 willingness to work with others ww1 0.869 0.893 0.895 0.933 0.823 32 ww2 0.917 33 ww3 0.935 34 courage and responsibility cr1 0.964 0.918 0.957 0.948 0.858 35 cr2 0.856 36 cr3 0.955 37 adapt to the environment ae1 0.940 0.942 0.946 0.959 0.854 38 ae2 0.845 39 ae3 0.948 40 ae4 0.959 41 keep up with the world of work ku1 0.889 0.881 0.888 0.927 0.808 42 ku2 0.878 43 ku3 0.925 based on the table 2, the factor loading (fl) value for all constructs is already ≥0.70. the ave value in all aspects has a value above 0.50. meanwhile, the composite reliability (cr) value, rho_a, and composite reliability (cr) in all aspects have a value indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 32-44 38 the influence of internship experience and work motivation on work readiness in vocational students: pls-sem analysis of more than 0.70. so that all indicators in measuring aspects and constructs are declared to meet the convergent validity requirements. furthermore, the evaluation of discriminant validity is estimated based on the presented fornell larcker value. fornell larcker test results are shown in table 3. based on table 3, the correlation values of all latent variables obtained higher values than other variables. so, it can be explained that the fornell larcker in this study has met the criteria of discriminant validity. table 3. the resuls of fornell-larcker const. ae cr di ee gi ha ku ks pn pp su ss ww ae 0.924 cr 0.121 0.926 di 0.103 0.796 0.854 ee 0.129 0.078 0.023 0.883 gi 0.377 0.104 0.211 0.215 0.875 ha 0.127 0.073 0.224 0.148 0.163 0.940 ku 0.334 0.234 0.121 0.101 0.276 0.078 0.899 ks 0.857 0.068 0.150 0.086 0.370 0.082 0.273 0.921 pn 0.311 0.213 0.315 0.175 0.339 0.190 0.168 0.283 0.809 pp 0.136 0.139 0.125 0.068 0.352 0.351 0.237 0.079 0.083 0.955 su 0.431 0.217 0.103 0.066 0.280 0.062 0.866 0.348 0.165 0.185 0.826 ss 0.458 0.230 0.114 0.054 0.318 0.090 0.319 0.393 0.180 0.238 0.581 0.826 ww 0.287 0.227 0.272 0.242 0.352 0.078 0.106 0.271 0.472 0.151 0.073 0.681 0.826 b. evaluation of the structural model sem is an analysis that describes and predicts causality relationships between latent variables. causality relationship is seen through bootstrapping. the initial stage of structural model analysis is to look at the values of ƒ2, r2, and q2. the magnitude of the influence between variables with ƒ2. the recommended q2 is >0.00. structural model assessment criteria are shown in table 4. table 4. effect size (ƒ2), coefficient of determination (r2), predictive relevance (q2) aspects/variable ƒ 2 r2 q2 value effects value effects value effects su à internship experiences 3.347 large 0.770 substantial 0.513 accepted ks à internship experiences 0.791 large 0.442 moderate 0.363 accepted ss à internship experiences 3.906 large 0.796 substantial 0.580 accepted gi à internship experiences 0.484 large 0.326 weak 0.219 accepted di à work motivation 1.009 large 0.502 moderate 0.349 accepted ha à work motivation 0.610 large 0.379 moderate 0.308 accepted ee à work motivation 0.297 medium 0.229 weak 0.165 accepted pn à work motivation 0.780 large 0.438 moderate 0.269 accepted pp à work readiness 0.300 medium 0.231 weak 0.203 accepted ww à work readiness 0.421 large 0.296 weak 0.231 accepted cr à work readiness 0.321 medium 0.243 weak 0.192 accepted ae à work readiness 1.309 large 0.567 moderate 0.471 accepted ku à work readiness 0.796 large 0.443 moderate 0.347 accepted in calculating the effect size on all variables, the smallest value of 2 is obtained, namely the relationship between encouragement from the environment & work motivation, which is 0.297, and physical and psychological maturity & work readiness, which is 0.300, which means that the influence of the two variables is medium. the variable obtained the smallest r2 value, namely the relationship between gi to internship experiences, ee to work motivation, and pp, ww, and cr to work readiness are <0.333. so, the indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 32-44 39 the influence of internship experience and work motivation on work readiness in vocational students: pls-sem analysis relationship between variables is classified as weak. the amount of contribution given by the internship experiences and work motivation variables in explaining work readiness is 76.20% (figure 2). the results of the predictive calculation of the relevance of q2 on all variables obtained a value of 0.165 to 0.580 which explains the results of the model analysis that can explain 16.50% to 58.00% of the work readiness variable. c. hypothesis test figure 3. evaluation of the structural model (inner model) hypothesis testing in this study was indicated by t-statistics > t-table value with (α = 0.05; t-table 1.96). the results of the significance values can be seen in table 5. table 5. results of the direct influence hypothesis test path coefficients β-coefficient sdv t-statistic ρ-value decision internship experiences à work readiness 0.706 0.084 8.383 0.000 accepted h1 work motivation à work readiness 0.344 0.105 3.282 0.001 accepted h2 internship experiences à work motivation 0.301 0.101 2.973 0.003 accepted h3 based on the table 5, the t-statistic value explains that the hypothesis can be accepted if it has a value > 1.96 while the β-coefficient value indicates the direction of the positive or negative hypothesis. h1 shows that internship experiences have a significant (ρ <0.00) (pramita et al., 2021; setiawan et al., 2020) and positive effect on the work readiness variable. h2 shows that work motivation has a significant positive effect on work readiness. h3 shows that internship experiences have a significant positive effect on work motivation. furthermore, the t-value on the indirect effect is presented in table 6. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 32-44 40 the influence of internship experience and work motivation on work readiness in vocational students: pls-sem analysis table 6. results of the indirect effect hypothesis testing path coefficients β-coefficient sdv t-statistic ρ-value decision internship experiences à work motivation à work readiness 0.103 0.049 2.093 0.037 accepted h4 based on the table 6, the t-statistic value for the indirect effect on the internship experiences variable on work readiness mediated by work motivation has a value of 2.093. the value above is from the t-table value (1.96) so it can be explained that internship experiences have a positive effect on work readiness mediated by work motivation significantly. d. discussion based on the analysis of the study results, the price coefficient is positive, this indicates that the higher the internship experience, the higher the work readiness, and vice versa, the lower the internship experience, the lower the work readiness. so, it can be said that the relationship between internship experience and student work readiness is unidirectional. thus, there is a need for better efforts in order to improve the internship experience of class xi students in automotive engineering. internships will benefit, one of which is practical experience, so that the results of the training become richer and wider (oberman et al., 2021; ryan, 2020). thus, it will increase the provision in entering the world of work. basically, the internship practice is one source of experience and knowledge that must be felt by vocational students, where this activity that has good systematics and concepts in its implementation will be able to improve student's skills and knowledge in working after graduation in accordance with their field of expertise (gilchrest et al., 2022; hou et al., 2020). the results of previous study by (gilchrest et al., 2022) showed an effective role between internships and work readiness. the point of difference in this study lies in the number of respondents selected, the study instrument, the concentration of the majors, and the place where the study is carried out. given the increasingly advanced era, vocational student graduates are expected to have the ability to work and have work readiness. this study reveals that work motivation affects the work readiness of class xi students in automotive engineering. thus, it can be concluded that the higher the work motivation, the higher the students' work readiness, and vice versa, the low student work motivation will also result in low work readiness of students. motivation has a function to direct and activate and improve activities, in this case, every activity that aims to prepare vocational students to work with the knowledge, attitudes, and skills (faikhamta & clarke, 2018; mcguire et al., 2019). thus, the existence of work motivation will make a person better prepare himself. ve must be able to motivate in order to prepare graduates who are ready to work because basically work motivation is one of the factors that make students able to make logical considerations (xu et al., 2022). the lower the motivation to work will cause the work readiness of students to be low. based on previous study by (hou et al., 2020) which showed internship experience and work motivation together had a significant influence on work readiness. the point of difference in this study lies in the number of independent variables used, the number of respondents who selected the study instrument, the concentration of the field, and the indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 32-44 41 the influence of internship experience and work motivation on work readiness in vocational students: pls-sem analysis location of the study. this result is strengthened by the study of relevant theories and study which stated that one of the factors that influence students' work readiness is the level of mastery of science (kaibori et al., 2016), other studies also state that the practical experience of internships will be one of the factors that affect the work readiness of participants. teach ve to work (kunnen, 2022). thus, efforts are needed in order to increase the practical experience of internships, learning outcomes of automotive subjects, and work motivation in order to improve the work readiness of vocational students (kaibori et al., 2016; qu et al., 2021). for example, by further improving the quality of internship practices, evaluating and improving the activities of the learning process and internship practices, and conducting periodic counseling activities. the role of industry in fostering the implementation of internships is very important (mchugh, 2017; oberman et al., 2021; sutiman et al., 2019). based on the results of this study, it is in line with study by (gilchrest et al., 2022; liu, 2021; ryan, 2020) that the guidance is carried out by the industry by providing direction and supervision and guidance to students. so, that the role of the industry at the time of the internship will be able to provide benefits if it is carried out in earnest. from this activity, the criteria for achieving the role of the industry will be known in the implementation of internship assistance in order to improve work readiness according to the implementation carried out by students (ocampo et al., 2020; rogers et al., 2021). the role of industry in mentoring internships is certainly very influential on internship activities by students and must be in accordance with the competence of students at school. guidance from both school supervisors and industry supervisors who routinely or routinely provide direction on responsibilities, work methods, quality culture, work culture, and performance standards in the industry. 4. conclusion this study reveals that the internship experience has an effect on the work readiness of ve students. this finding implies that the higher students' experience in internships will lead to an increase in student work readiness. thus, there is a need for better efforts in order to improve the student internship experience. the higher the student's motivation to enter the world of work, the higher the student's work readiness. in order to increase student motivation, it is necessary for teachers to always provide direction and motivation for students before learning begins, providing counseling assistance on a regular basis. the learning instrument has an indicator of the independent variable of internship experience which is low on the indicator monitoring of the supervising teacher. based on this, it is necessary to take action from the school, including the need for an evaluation of the implementation of the internship, especially regarding the suitability of the work in the internship place with the competencies needed by students. in addition, it is necessary to choose an internship place and place students according to the required competencies. the importance of increasing supervision of supervising teachers so that they are maximized. 5. references al-fraihat, d., joy, m., masa’deh, r., & sinclair, j. 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(2022). the perils of hospitality internship: a growth curve approach to job motivation change. international journal of contemporary hospitality management, 12(2), 1–14. https://doi.org/10.1108/ijchm-12-20211525 microsoft word 4. layout abdurrazaq 18779-58493-1-rv.docx indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 233-245 233 teacher appraisers' perceptions of teacher appraisal teacher appraisers' perceptions of teacher appraisal ahmed hamid abdulrazzaq1 1english department, institutes of nursing, united arab emirates doi: 10.23917/ijolae.v4i3.18779 received: june 21st, 2022. revised: september 2nd, 2022. accepted: september 3rd, 2022 available online: september 5th, 2022. published regularly: september 1st, 2022 abstract this study investigates teacher appraisers' perceptions of teacher appraisal in terms of its purpose, methods, and criteria. fourteen teacher-appraisers were administered semi-structured interviews to gain an in-depth understanding of their perceptions of appraisal. analysis of the responses revealed that participants seemed to advocate the use of teacher appraisal for both professional improvement and decision-making purposes. participants also seemed to agree about the value of classroom observation as an objective method of evaluation. still, they were divided regarding the use of student evaluation, student achievement, and other indirect observation methods, especially for decision-making purposes. as for evaluation criteria, the results revealed that while teacher-appraisers paid attention to all aspects of the teaching process in their evaluation, their focus remained mainly on those skills exhibited during the actual delivery of teaching. keywords: appraisers' perceptions, teacher appraisal, teacher evaluation, leadership and management corresponding author: ahmed hamid abdulrazzaq, english department, institutes of nursing, united arab emirates email: a.h.razzaq@gmail.com 1. introduction in a bid to introduce a new system of teacher appraisal for the english department at the institutes of nursing (ion), a study was conducted by the researcher (abdulrazzaq. in press) to investigate english teachers' perceptions of teacher appraisal. the results of that study revealed that teachers' perceptions, though positive towards the process of teacher appraisal in general, disagreed with the current system in terms of the purposes it should serve, the methods used, as well as some of the criteria. in order to work out the best way of implementing changes to our appraisal system, it is necessary to investigate appraisers' perceptions of teacher appraisal and see if those would agree with appraisees' opinions. overall, 15 people are currently practicing the role of teacher-appraiser at the three branches of the ion: 14 appraising nursing teachers, and one, the researcher, appraising english teachers. all 15 appraisers use more or less the same appraisal process in terms of its purpose, methods, and (at least for lecture-based courses) criteria. these same appraisers also constitute the curriculum committee of the ion and usually take the decisions regarding appraisal as well as other policies. for all these reasons and based on the researcher's agreement with bailey's (1996) belief that decisions on teacher evaluation should be made in conjunction with all stakeholders, the current study is the second step in the longer process of revising the ion teacher evaluation system. therefore, this paper aims to investigate ion appraisers' perceptions of teacher indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 233-245 234 teacher appraisers' perceptions of teacher appraisal appraisal in terms of its purpose, methods, and criteria. to address the purpose of the study, three research questions were posited (a) what are ion teacher appraisers' perceptions of the purpose of the teacher appraisal process; (b) what do ion teacher appraisers perceive as the best methods for appraising teachers; and (c) what do ion teacher appraisers perceive as the best criteria for appraising teachers. the study will shed light on how teacherappraisers view the appraisal process at the ion and thus help the ion administration improve our teacher evaluation process and build a better appraisal tool for assessing our teachers. it will also provide some insight into all similar tertiary institutions in the uae. evaluating, controlling, or "verifying whether everything occurs in conformity with the plan adopted, the instructions issued, and principles established" (fayol, 1949) is the fourth element of management according to fayol's classical definition of management – the other three being planning, organizing, and leading. it is this particular function of management that ensures that there is effective and efficient utilization of organizational resources in order to achieve the planned goals, i.e., that actual performance meets objectives. one of the major components of this important function in educational institutions is performance appraisal, where appraisers try to determine how well teachers carry out the duties of their assigned job in a bid to help teachers know the level of their job performance and as well as the expectations that the educational institution has of them. according to the missouri department of elementary and secondary education, teacher appraisal is “the process of collecting data and making professional judgments about performance for the purpose of decision-making” (1999). in tesol settings, a similar definition, but with a more general purpose, is offered by genesee (2001), who defines teacher evaluation as “a process of collecting, analyzing and interpreting information about teaching and learning in order to make informed decisions that enhance student achievement and the success of educational programmes.” the concept appraisal has also been labeled evaluation and assessment by different writers. in line with braskamp and ory's (1994) confirmation that the terms assessment and evaluation “have now become interchangeable in higher education”, for the purposes of this study, all three words will be used interchangeably and will all refer to the process of collecting data and making professional judgments about teachers' performance. there seems to be a variety of opinions about what constitutes the major purposes of teacher appraisal. some scholars talk about two purposes, while others talk about three, four, and even more, as shown below. in their seminal work on the different approaches to teacher evaluation in tesol, pennington and young (1989) identify two types of teacher evaluation in terms of the purposes, or motivations, behind them. the first is formative evaluation, whose purpose is “to help teachers improve their performance by providing them with information, judgments, and suggestions on what and how to teach,”; and the second type is summative evaluation which aims at “providing information for decision-making with respect to hiring, firing, tenure, promotion, assignments, and salary.” similarly, such authors as danielson and mcgreal (2000), casey et al. (1997), ur (2012), hutchinson (1995), and braskamp and ory (1994), all talk about two purposes of evaluation, naming the first summative, quality assurance, institutional accountability, or hiring-and-firing: and naming the second indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 233-245 235 teacher appraisers' perceptions of teacher appraisal formative, professional development, staff development, or individual improvement. while adopting the formative and summative purposes of evaluation, bailey (2006) agrees with daresh (2001) in adding yet a third primary purpose for evaluation, the diagnostic purpose, where appraisal is conducted in order to obtain “baseline data about the normal state of affairs prior to any intervention or treatment.” on the other hand, darling-hammond, wise, and pease (1983) talk about four purposes for teacher evaluation: “individual staff development, school improvement, individual personnel decisions school status decisions”. thus, they clearly distinguish purposes on two levels. first is the stakeholder level, i.e., individual/institution. second is the end product level, i.e., improvement/decisionmaking. the literature on methods of teacher appraisal seems to talk about a small list of such methods. in terms of the professional development purpose of teacher appraisal, ur (2012) lists the following three methods of evaluation: personal reflection, collaborative discussion with colleagues, and student feedback. on the other hand, pennington and young (1989) provide a longer list of seven methods of evaluation that cover both the professional development and the hiring/firing aspects. these methods are: “teacher interviews, competency tests, student evaluations, student achievement, classroom observation, peer review, and faculty self-evaluation”. danielson and mcgreal (2000) provide a similar list but add such new methods as structured reflection (which is presented as a different method than self-assessment), assembling of a professional portfolio, and questionnaires given to parents. most scholars in the field of education agree with the importance of having a set of standards or criteria against which teachers' work can be compared (daresh, 2001; danielson & mcgreal, 2000; lally & myhill, 1994) and maintain that "a clear, visible, and appropriate set of evaluation criteria" (mcgreal, 1988) is required for a teacher evaluation system to be successful. nevertheless, many of these educators recognize the extreme difficulty of “determining the standards” (bailey, 2006) due to the complexity of the educational environment, to the extent that some of them state that “it is virtually impossible to identify universal criteria for language teacher evaluation” (bailey, 2006). despite the complexity of evaluating teachers' performance, most educators seem to agree that teacher appraisal is an indispensable tool for enhancing the quality of education at any institution. thus, acheson and gall (1997) list nine teacher performance standards, or “characteristics of successful teachers.” the characteristics are clarity, variety of materials and methods, enthusiasm, task-oriented approach, avoidance of harsh criticism, indirect teaching style, emphasizing content covered in tests, providing an overview, and using questions at many levels. goodwin and stevens (1993) offer a similar list of generally accepted characteristics of good teachers that shares three elements with the previous list: enthusiasm, clarity, and avoidance of harsh criticism. the list, however, adds the following new criteria: knowledge of the subject area, stimulation of interest in the subject area, organization, concern and caring for students, use of higher cognitive levels in discussions and examinations, use of visual aids, encouragement of active learning and student discussion, and provision of feedback. brown and lee (2015) present a list of 30 characteristics of good language teaching, which he then classifies into four major indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 233-245 236 teacher appraisers' perceptions of teacher appraisal groups: background knowledge, pedagogical skills, interpersonal skills, and personal qualities. several studies have been conducted on appraisers' perceptions of teacher appraisal. although they do not all necessarily focus on the purpose, methods, and criteria of teacher appraisal, some of the findings offer valuable insights for the current study. smith (1995) examined staff appraisal in higher education by conducting a survey of the opinions of both appraisers and appraisees with regard to various aspects of the performance review system. the results showed that most teacher-appraisers thought that appraisers should be line managers rather than peers and that classroom observations should be part of the appraisal system. in a similarly designed study, lo (1998) conducted a survey to explore the perceptions of both appraisers and appraisees of the teacher appraisal system. his findings showed that both appraisers and appraisees “have a positive attitude towards teacher appraisal” and that while teachers “prefer the formative appraisal,” middle managers advocate both formative and summative appraisal. as for appraisal methods, both groups considered classroom observation, examination of teachers' overall performance, and self-evaluation as effective methods. as for criteria, both groups agreed that “skills, attitude, and knowledge are important criteria in teacher appraisal.” the “skill for and knowledge about classroom teaching” are considered the most important criteria in setting up the appraisal system. in another study, kyriacou (1997) examined teacher appraisal from the perspective of 41 appraisers. the results indicated that participants generally felt that teacher appraisal had been of value to both the appraisee and the appraiser. almost all participants felt that the classroom observation had been helpful to appraisees in thinking about, and developing, their classroom practice. 2. method the diploma program at ion is a threeyear program designed for students who hold a secondary school certificate. the language of instruction is english, and the ultimate goal of the diploma program in the ion, as it appears in its mission statement, is "the preparation of generalist, arabic-speaking nurses who employ critical thinking skills and the nursing process in meeting the human needs of clients as individuals, families, and communities throughout the life span." (program package: p. 6) according to the ion instructions on classroom observation, "the primary purpose of the observation is improving the teaching and learning processes at the institutes of nursing." in practice, however, the results of the teacher appraisal process are used for both professional development and management-related purposes. ion nursing teachers are currently evaluated principally through two methods: classroom observation (twice per semester) and student evaluation of teaching (once for each course per semester). though a bit more lenient than in the english department in that one observation is announced and one unannounced, the scheduling of unannounced observations for nursing teachers may still be placed at the stricter end of bailey's (2006) scale where the administration decides the decision about the date and time of the observation, and teachers are not informed of the visit until the session begins. however, teachers have a clear idea of the ion teacher evaluation criteria and have copies of the appraisal forms used (for classroom observation and student evaluation). the session appraisal form is a 23-item, 3-point likert-type scale. the 23 indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 233-245 237 teacher appraisers' perceptions of teacher appraisal items, each representing a performance criterion, are divided into the three categories of teaching/learning process, content, and teaching/learning environment, and the supervisor is expected to react to statements by making one of three possible choices: accomplished, partially accomplished, or not accomplished. the student evaluation form covers more or less the same concepts as in the session appraisal form. the 22 items here are written as statements describing teacher behaviors, and students can make one of four possible choices: all the time, most of the time, sometimes, or rarely. due to the small number of teacherappraisers that represented the study population, i decided to study the whole population (i.e., all 14 teacher-appraisers at the three branches of the ion). all participants had leadership roles at the ion and had been actively engaged in appraising nursing teachers. all participants are nonnative speakers of english with teacherappraisal experience ranging from 3 to 20 years. all 14 participants hold master's degrees in education, nursing education, or quality management. one possible threat to the validity of any study when using personal interviews lies in the area of participant suggestibility. precautions taken to avoid such contamination of the results included preparing an interview guide (see table 1) where questions are limited in number and presented in a set way and in the simplest and briefest form to act as cues for the participants to voice their opinions and attitudes. table 1. interview guide step 1: introduction thank the participant for coming and give them an overview of what the interview will cover. let the participant know that the anonymity of whatever goes on during this interview is guaranteed and that they may withdraw from the interview whenever they think it is necessary. step 2: purpose • do you think it is important/necessary for an institution like the ion to have a teacher appraisal system? • why do you think it is important? what do you think is the major purpose served by teacher appraisal? • what are some other benefits/purposes served by teacher appraisal? look for: major purpose, secondary purposes, individual vs. institutional purposes/ pd vs. quality assurance purposes/ diagnostic purposes. step 3: methods • in your opinion, what is the best method for evaluating teachers' performance? • what are some other effective methods for evaluating teachers? look for: major method, other methods, announced/unannounced observation/ student evaluation. step 4: criteria • what are the most important criteria that can be used for evaluating teachers? • what are some other important criteria? look for: knowledge, skills, and attitude step 5: conclusion moreover, the results are subject to bias due to the fact that the researcher is at the same time the participants' colleague at the same administration level in the same institution, and thus appraisers who might disagree with the way the appraisal system is currently applied at the ion might not want to express their objections. on the other hand, this relationship with the researcher entailed that the researcher already knew their opinions about many of these points. their voluntary participation in the study and indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 233-245 238 teacher appraisers' perceptions of teacher appraisal acceptance for the interviews with them to be audio recorded and their honest comments during the interview suggest that such a bias could not have altered the findings much. ethical considerations of working with fellow appraisers were observed. appraisers were given the choice to participate without pressure. they were informed of their participation in a study about their perceptions of teacher appraisal before they were given the interview, and i made every effort to ensure that the participants fully understood the procedure. i also explained to participants that everything they said would be confidential. to protect their identities, i used numbers (e.g., p1 for participant 1) as an identifier throughout the study (i.e., on the transcribed interviews and/or any written manuscripts, including the present report of the study.) in order to gain an in-depth understanding of participants' attitudes towards appraisal and to make sure all three topics of purpose, methods, and criteria are covered, data were collected via semistructured, face-to-face interviews that were conducted by the researcher. after obtaining approval to conduct the study, i personally contacted the 14 appraisers to determine their interest in being interviewed. at that time, i informed them of the study's objectives and told them that their participation was voluntary and that they were free to stop the interview at any time. all of them agreed to take part in the study. each participant was also asked if the interview could be audio-recorded. only one participant did not prefer to have her interview recorded, and notes taken during that interview were used in the analysis. over two months, participants (n=14) were administered semi-structured interviews, lasting approximately 25 to 35 minutes, on an individual basis. all interviews were conducted using the same interview guide or list of topics and broad questions that must be addressed in each interview (see table 1). the topic guide was developed on the basis of the research questions of the study, the literature review, as well as my previous research on teacher appraisal (abdulrazzaq, in press). after conducting the interviews, i transcribed the audiotapes verbatim and moved on to the thematization process. during this process, i analyzed the transcripts using the “editing” analysis style described by miller and crabtree (1992). in this analysis style, the researcher acts as an interpreter who reads the transcripts carefully, looking for meaningful units or “segments” of text. when segments are recognized, the researcher develops a categorization scheme and corresponding codes that can be utilized to sort and categorize the data. the researcher then looks for the patterns that connect those categories to understand the views of each participant and in an attempt to create a summary that “reveals the interpretive truth in the text” (miller and crabtree, 1992). for example, when analyzing the purpose of evaluation, i began by reading the relevant section across all interview transcripts, attempting to identify meaningful text segments. during this initial reading, i found frequent references and discussions of professional development, school development, teacher-related decisions, school diagnosis, motivation, and initial diagnosis of teachers' strengths. after identifying these segments, i placed these meaningful segments into a preliminary categorization scheme that i had developed before i started analyzing the data of the current study, based on my readings of the literature and my previous research study (abdulrazzaq, in press). that categorization scheme mainly contained three major indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 233-245 239 teacher appraisers' perceptions of teacher appraisal categories: professional development (teacher vs. school), managerial decisions (teacher vs. school), and initial diagnosis of teachers' performance. however, after carefully reading the actual data, i felt that the situation was more complicated than i originally thought and that i needed to develop a new, more complicated categorization scheme to sort and categorize the data (see table 2). once i developed the new version of the categorization scheme, i started reviewing the transcripts one by one for content and began the process of coding the data for their correspondence to, or exemplifications of, the categories i identified in my scheme finally, and in order to reduce the possibility of a biased and one-sided interpretation of the data, i resorted to "investigator triangulation" (denzin, 1978). i asked a fellow researcher to take part in analyzing the data. accordingly, right after i finished my initial reading and categorization of the data, i asked this researcher, who was familiar with qualitative research methodology, to assist me in analyzing the transcripts. the fellow researcher read the data independently and wrote her notes before we re-read the relevant sections together and collaboratively negotiated and determined the final categories and their contents. table 2. coding schemes coding scheme of purposes of evaluation professional development codes • teacher development • school development managerial decisions codes • teacher decisions • school decisions diagnostic codes • diagnosis of teachers' performance by self • diagnosis of teachers' performance by school • diagnosis of school performance • diagnosis of teachers' attitude motivation codes • motivation • threat coding scheme of methods of evaluation best method observation codes • direct observation –announced/unannounced • indirect observation (videotaping/ portfolio/written reports) • peer evaluation set codes • objective • 50/50 • subjective • key students student achievement codes • objective • 50/50 • subjective indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 233-245 238 teacher appraisers' perceptions of teacher appraisal 3. result and discussion in line with findings reported by lo (1998) and kyriacou (1997), the results generally showed that appraisers had a very positive attitude towards teacher appraisal and firmly believed in its value for purposes of professional development, managerial decisions, and diagnostic purposes. a. purposes of appraisal analysis of the interview transcripts revealed that the following four major themes characterized the purposes of teacher appraisal as described by participants in this study. 1) professional development the first theme that emerged from the interviews was that of professional development. the most frequently mentioned component of this theme was enabling the ion to improve teachers' performance. all 14 participants referred to staff development when asked about appropriate purposes for conducting teacher appraisal, maintaining that appraisal can help us to “identify weakness...to identify who needs supervision” (p1), and “based on the strengths and weaknesses, you can develop the plan” (p13) to “help them and coach them” (p9), and thus, “improve the performance of the teachers” (p14). interestingly, while all 14 participants referred to the first purpose given by darlinghammond, wise, and pease (1983), i.e., “individual staff development,” only two participants referred to their second purpose, i.e., “school improvement,” stating that in addition to staff development, conducting teacher performance appraisal “is a requirement for your institution development” (p13). 2) managerial decisions again all 14 participants referred to the importance of teacher appraisal in helping management decisions. interestingly, all participants referred to “promotions” when thinking of managerial decisions, while four referred to “renewal of contract,” and three to “hiring” new staff and “decisions about salary raises.” on the other hand, only three participants talked about the importance of appraisal in helping managerial decisions regarding terminating teachers. 3) diagnostic purpose many participants also talked about the importance of conducting teacher appraisal for diagnostic purposes, with most of them talking about how the institution needed “getting baseline information about teachers” (p10). one participant explains: we have people coming from different backgrounds. so, we do not have consistency in their knowledge base. so, in the beginning, you need to assess … to get a baseline assessment for each individual that you are having. (p1) on the other hand, five participants talked about the importance of teacher appraisal in helping teachers themselves, rather than their institution, diagnose their own points of strength and weakness, "so teachers know where they are standing." (p11) on a different note, two participants talked about the role of teacher appraisal in diagnosing school, rather than teacher performance, explaining that appraisal can help us to “make sure that the teaching-learning process is going as it should be … that the students are really learning” (p10). participant response in the current study thus adds more specific dimensions to bailey's concept of diagnostic evaluation (see 1.4.1 above) by indicating who, or what, is to indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 233-245 239 teacher appraisers' perceptions of teacher appraisal be the subject of such an evaluation (the teachers or the teaching process at the institution), and who could benefit from the results (the administration or the teachers themselves). 4) motivation the final theme that emerged in this section was that of motivation. two participants talked about the role that performance appraisal plays in motivating teachers and how feedback from such appraisals can “give incentives, or even appreciation … gives motivation to do better” (p12). participants further elaborated on how appraisal reduces the stress on the part of the teacher since it tells them exactly where they are and what they need to do next: many employees want their boss to know that their work is ok…to be recognized. sometimes appraisal means to workers more than money and salary… to know their strengths and weaknesses. and this will decrease the stress on the workers because if the worker is doing well, that is fine. if they have a weakness and there is a plan for improvement, that is also good. but not at the end of the year, suddenly the manager tells that his performance is poor, and there is action to be taken against him (p10). participants also affirmed that it is important that appraisal “should not be understood as a threat; it should give appreciation” (p12). they went on to assert that “teachers need to perceive evaluation as developmental” (p11), warning that, “if they feel they are threatened by the evaluation, they will never improve.” thus, consistent with previous research findings that appraisers advocate both formative and summative appraisal (lo, 1998), the current study revealed that participants place equal importance on the use of teacher appraisal results for the purposes of both professional development and personnel decision-making. b. methods of appraisal most participants started their answers by saying that there was no one best method and that for evaluation to be accurate, “it has to be comprehensive… everyone must participate in this evaluation… we should cover all aspects” (p10). many participants, however, indicated indirectly in their answers what they thought were the best methods, using such expressions as “the best source of information” (p10), “one of the best methods,” (p9), “gives the best results” (p11) or even “the best method” (p14), and these mainly revolved around: direct observation (n=6), student evaluation (n=4), and student achievement (n=1). analysis of the methods of appraisal section of the interview transcripts revealed the following three major themes or methods of appraisal. 1) observation a) direct observation all 14 participants referred to direct faculty observation, whether in the classroom or clinical settings, as an important, or sometimes the most important, method of appraisal, with the majority of participants regarding unannounced direct observation as being "the most objective" (p1), and maintaining that it shows “the true performance of the teacher … in terms of information, preparation, time planning, etc.” (p10) and would “tell you really what the teacher does in the classroom” (p1). another participant says, “if you really want to see if the teacher is consistently prepared and performing well, the unannounced will reflect better about the teacher's performance” (p9). indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 233-245 240 teacher appraisers' perceptions of teacher appraisal nevertheless, participants did admit that unannounced observation is not without disadvantages and that this mainly had to do with the fact that it “might create some tension in the tutor which may affect their performance” (p1) and that “this might give a threatening atmosphere, which makes teachers unable to function as they usually function without your presence” (p9). on the other hand, most appraisers questioned the credibility of announced observation, stating that these would “give the teachers the chance to change their usual trend. they will try to enhance their performance to the maximum because they know they are being observed” (p1). another participant adds: in the announced [observation], teachers do their best because they know their supervisor is coming. in unannounced, you see them as they are. when you see the same teacher in announced and unannounced observations, you will see a great difference and no consistency (p12). however, some participants conceded that announced observations have some advantages, stating that such observations are not only beneficial because “they show the maximum [that the teacher can give]” (p10), referring to their positive impact on the teacher's future performance explaining that: “the teacher really tries to show her skills and maybe she will be trying to perform at the same level every time and every session…this would motivate her to perform at the same level in every session” (p9). in conclusion, appraisers believe that both types are important and that each type serves a different purpose, stating that “if you want to help and coach the teacher and not just observe every single thing they do, in that sense it [announced observation] is more [important]” (p9), but if it is a decision-making thing, then it should be unannounced because there can be changes; people can modify their behavior, so you don't know whether their behavior or performance consistently is happening at the same level (p13). b) peer observation eight participants considered peer observation appropriate for teacher appraisal, but only “if it is done in the correct way” (p13). for four participants, the correct way had to do with the peer being “experienced” (p12) and “capable” (p1), while four other participants stated that this observation “should be only informal” (p13) and “only for professional development purposes” (p1) warning that otherwise “it could have a negative impact.” though believing in the benefits of peer observation, one participant expressed her pessimism about the current ion situation stating that “peer evaluation is good in a different context, but here it is not applicable because teachers are biased and not objective” (p12). c) indirect observation participants also talked about the importance of other appraisal methods whereby teachers' performance can be observed indirectly “through reports they are submitting, contribution in the development of the total course evaluation” (p13). another appraiser adds, “i can also observe tutors' documentation – notes about each student. this usually tells me how much a tutor is really following up” (p1). similarly, another participant suggests “asking teachers to prepare a portfolio, with documents and evidence about how much a person is working and developing themselves.” (p9) 2) student evaluation of teaching (set) another major theme that emerged when discussing methods of appraisal had to do with students' evaluation of their teachers. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 233-245 241 teacher appraisers' perceptions of teacher appraisal participants' perceptions of the effectiveness of this method ranged from some considering it the "best method and the best source [of information]" (p10), on one side, to others calling it subjective and "emotional" (p1) on the other. out of the 14 participants, four stated that student evaluation “is a very good method of evaluation because students are the ones who really know how much they are benefitting from the teacher, and which areas they feel the teacher could be more helpful to them” (p9). another participant confirmed that “the best method and the best source is students. if there is an area of weakness, it shows from [student] evaluation” (p10) six participants expressed concern about the “element of subjectivity” (p13) in student evaluation, maintaining that “there can be bias from students because it depends on your social relationships with the students.” nevertheless, these participants stated that it was still “generally valid” (p14) and that “in the end, you will get some information that will give you some clues about the teacher's performance” (p13). the other four participants, on the other hand, expressed total skepticism about the validity of student evaluation, calling it “mostly an emotional evaluation” (p1), and attributing this to the “cultural background of the students and their maturity level …[which makes them not] qualified to objectively evaluate a tutor based on that tutor's actual performance in the classroom.” a different and more beneficial form of student feedback, according to three appraisers, can be obtained by getting “information from key students in the class, ones who are mature and objective and are capable of giving you details and specific feedback about the tutor” (p1). 3) student achievement the final major theme that emerged in this section had to do with students' outcomes in tests and exams. again, participants expressed two opposing views. on the one hand, eight participants expressed their full agreement with the use of exam results for purposes of teacher appraisal, stating that students' exam grades “reflect teachers' performance” (p10), with one participant considering it the “best method” (p9). on the other hand, and despite not totally objecting to the idea of using students' grades for evaluating teachers, one participant questioned the effectiveness of using this method in the ion, maintaining that: students' grades may be used in other institutions but not in the ion because i know students' habits here. they only study when they have an exam. …. if you look at the coursework, it is ok, but it is only the exam where they did not do well. this means you judged the teacher only on the last [result] and not look at how she performed from the beginning of the year (p12) interestingly, using the same “context and type of learners” logic, a diametrically opposed opinion is offered by one of the eight participants who agreed with this method earlier, saying that this method will be particularly effective in the ion context due to ion students' lack of maturity and independence: if you are really teaching mature adult learners, then the teaching has nothing to do with it. but if you don't have such mature independent students, then the grades will tell you about how teachers are working with them and motivating them. (p13) to conclude, it is clear that participants agree with previous research findings (smith, 1995; lo, 1998; kyriacou, 1997) regarding the importance of classroom observation in teacher appraisal. though participants referred to most of the other evaluation methods indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 233-245 242 teacher appraisers' perceptions of teacher appraisal mentioned in the literature (except for competency tests and self-evaluation), they were divided regarding the validity of using those methods for decision-making purposes. c. criteria the third and final section of the interview had to do with what participants thought were the best criteria for teacher appraisal. answers to this section covered brown's (2001) four major groups of technical knowledge, pedagogical skills, interpersonal skills, and personal qualities, though not in equal proportions, with pedagogical skills receiving the most emphasis, while all three other categories received more or less the same amount of attention. 1) technical knowledge nine participants talked about the importance of “knowledge of the subject matter” (p13) as an important criterion in evaluating teachers, with one of them giving it top priority, stating that “the first thing is knowledge” (p13). besides theoretical subject matter knowledge, only two participants talked about the importance of having a different type of technical knowledge, i.e., clinical experience. they talked about the importance of having “a good clinical background … because every teacher needs to put their insight into the discussion, and without good experience, you can't bring situations and insight into the discussion” (p9). the same two participants mentioned yet another type of technical knowledge, having a good command of english, since english is the language of instruction at the ion, with all students and all nursing teachers being non-native speakers of the language. ensuring that technical knowledge is up to date through keeping up with the field and “updating themselves with the latest development in their fields” (p10) is another important criterion, according to one participant. 2) pedagogical skills these criteria received the most attention from participants. participants talked about most teaching skills exercised throughout the different stages of a regular class, referring to the importance of planning, delivering, assessing, and even reflecting on what happened in the session. while only five participants referred to “preparation” (p1) or “planning activities” (p2) as important criteria to be used in a teacher appraisal, most participants seemed to focus on the actual delivery of the session. eight appraisers stressed the importance of teachers' “way of explaining” (p13) and whether teachers are “able to present the content clearly and comprehensively” (p9) and to “make the information easy” (p13). issues of variety were also addressed during the interviews, with six participants talking about using a variety of “methods” (p10) or “strategies” (p9) as a criterion for teacher appraisal. six appraisers also referred to teachers' ability to “adapt strategies” (p13) in order to deal with “different [learning] styles” (p9) as another criterion. another criterion mentioned by three appraisers was classroom management, or “control” (p11), as well as teachers' ability to “handle conflict” (p1). six teachers also mentioned teachers' time management. four participants also talked about the importance of relating content to students' “real life” (p14), and two talked about the importance of teachers' ability to “stimulate students to think” (p10). as for the assessment phase of the session, eight appraisers referred to teachers' "questioning techniques" (p9), and three talked about how important it is to monitor indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 233-245 243 teacher appraisers' perceptions of teacher appraisal students' progress and "to make sure students are understanding [sic]" (p1) finally, two participants referred to “reflection” (p1) and the teacher's “ability to reflect on what went wrong and work on developing herself” as another criterion to be used in teacher appraisal. 3) interpersonal skills ten participants talked about the importance of having the necessary interpersonal skills that would enable teachers to interact with their students successfully. participants mainly stated that teachers should be “pleasant” (p12), “close, available” (p9), and “caring and supportive to students” (p10). three participants also talked about the importance of teachers' awareness of crosscultural differences, stating that teachers should be “culturally sensitive” (p9). another participant referred to teachers' ability to “deal with students of different age groups and different backgrounds” (p11). appraisers also mentioned that the teacher should be "patient" (p11) and should “respect students, but still be strict” (p9) and “assertive” (p1). 4) personal qualities the final set of teacher appraisal criteria had to do with teachers' personal qualities. all participants referred to one or more personal qualities of teachers that can be used as a criterion for teacher appraisal. generally, teachers need to be “confident, receptive, innovative” (p1), “active, not sleepy, [and] fair” (p10). the teacher should also be able to “cope with stress” (p11) and “be a role model” (p14). eight participants also referred to organization and being able to “work in an organized manner” (p14), and five referred to professionalism as other criteria for teacher appraisal. finally, six participants referred to teachers' attitude as another criterion, referring to teachers' ability to “accept new ideas” (p9), “accept criticism” (p11), and adapt their personal philosophy to conform with the “institutional philosophy” (p13) thus, consistent with available literature (acheson & gall, 1997; goodwin and stevens, 1993; ramsden, 1992; brown; 2001), participants seem to pay attention to all aspects of the teaching-learning aspects when thinking of criteria of evaluation, with special emphasis on those teaching skills utilized during the actual delivery of teaching. in particular, and despite some references to the importance of technical knowledge, the results largely agree with danielson and mcgreal’s (2000) argument that when educators start classifying teaching criteria, they seem to ignore “what teachers know” and divide these criteria in terms of “what teachers do in the course of their professional practice” (inputs) and the results they achieve (outputs). 4. conclusion the research findings indicate that ion appraisers have a positive attitude towards teacher appraisal. in terms of purpose, appraisers seemed to view both formative appraisal and summative evaluation as being of equal importance. they also talk about the value of teacher appraisal in providing baseline data about teachers’ performance and providing motivation to teachers. regarding evaluation methods, almost all appraisers seemed to agree that (unannounced) direct observation is the best method for getting an objective picture of teachers' performance. appraisers were divided regarding the validity of using set and student achievement as teacher appraisal methods, especially for personnel decisionmaking purposes. appraisers also talked about the value of using peer evaluation and indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 233-245 244 teacher appraisers' perceptions of teacher appraisal indirect methods of observation for professional development purposes. as for the evaluation criteria, the results revealed that while appraisers looked at teachers' knowledge, skills, and personal qualities, their main focus was mainly on pedagogical skills, especially those skills utilized during the actual delivery of teaching. based on the findings of the study, the overall recommendation that can be proposed for the preparation and application of a teacher appraisal system in the english department at the ion would be the implementation of an efl teacher appraisal system designed to encourage teachers to reflect on their teaching and improve their professional growth; a program which benefits the teacher in terms of professional development, through which strengths are commended and areas where support is necessary are identified. at the same time, the appraisal program should be able to help the administration get an accurate idea about teachers’ performance and the teachinglearning process at the ion in general to make informed decisions that enhance the quality of education at the ion. the findings also suggest that a variety of appraisal methods need to be implemented, with classroom observation being the major method for purposes of personnel decisionmaking along with set and student achievement, whose results should be treated with extra care. these methods, in addition to peer observation and other indirect forms of observation, could all be utilized for purposes of helping teachers develop professionally. finally, according to the findings, the appraisal criteria in the new program should cover all aspects of the teaching process (i.e., knowledge, skill, and attitude) with special emphasis on classroom teaching skills. according to the study's findings, such a program is very likely to gain the positive support of ion teacher-appraisers. 5. references abdulrazzaq (in press). efl teachers' perceptions of teacher appraisal. journal of education college wasit university. acheson, k., & meredith d. (1997). techniques in the clinical supervision of teachers: telling tales about school. educational leadership, 41(7), 16-18. bailey, k. (2006). language teacher supervision: a case-based approach. cambridge: cambridge university press. braskamp, l., & ory, j. (1994). assessing faculty work. new york: john wiley and sons, inc. brown, h d., & lee, h. (2015). teaching by principles: an interactive approach to language pedagogy (4th ed.). new york: pearson education. casey, r. j., gentile, p., & bigger, s. w. (1997). teaching appraisal in higher education: an australian perspective. higher education, 34(4), 459-482. danielson, c., & mcgreal, t. (2000). teacher evaluation to enhance professional practice. new jersey: ets. daresh, j. (2001). supervision as proactive leadership (3rd ed.). prospect heights, il: waveland press. darling-hammond, l., wise, a. e., & pease, s. r. (1983). teacher evaluation in organizational context: a review of literature, review of educational research, 53, 285–328. denzin, n. k. (1978). the research act: a theoretical introduction to sociological methods. newyork: mcgraw-hill. fayol, h. (1949). general and industrial management. new york: pitman publishing. genesee, f. (2001). evaluation. in carter, ronald and nunan, david (eds.), the indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 233-245 245 teacher appraisers' perceptions of teacher appraisal cambridge guide to teaching english to speakers of other languages. cambridge: cambridge university press. goodwin, l., & stevens, e. (1993). the influence of gender on university faculty members' perceptions of "good" teaching. journal of higher education, 64(2), 166-85. hutchinson, b. (1995). appraising appraisal: some tensions and some possibilities. higher education, 29(1), 19-35. institutes of nursing, ministry of health, uae. (2012). diploma nursing program: program package. sharjah, uae: author. kyriacou, c. (1997). appraisers' views of teacher appraisal. teacher development, 1(1) 35-41. lo, c. (1998). teacher appraisal perceptions of appraisers (middle managers) and appraisees (teachers) in hong kong secondary schools. (unpublished m. ed. thesis, the university of hong kong, 1998). mcgreal, t. (1988). evaluation for enhancing instruction: linking teacher evaluation and staff development. in s. stanley, & w. popham (eds.), teacher evaluation: six prescriptions for success. alexandria, va: association for supervision and curriculum development. miller, wl., & crabtree, bf. (1992). primary care research: a multimethod typology and qualitative roadmap. in bf crabtree and wl miller (eds.) doing qualitative research. london: sage. missouri department of elementary and secondary education (modese). (1999). guidelines for performance-based teacher evaluation. jefferson city, mo: author. pennington, m. and young, a. (1989). approaches to faculty evaluation for esl. tesol quarterly, 23(4), 619-646. ramsden, p. (1992). learning to teach in higher education. london: routledge. quoted in casey, r. john, gentile, patricia, and bigger, stephen w. (1997). teaching appraisal in higher education: an australian perspective. higher education, 34(4), 459-482. smith, r. (1995). staff appraisal in higher education: a study of performance review at nene college, northampton. higher education, 30(2), 189-205 ur, p. (2012). a course in language teaching. cambridge: cambridge university press. microsoft word 5. mauly 19273-63513-3-ed.doc indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 45-60 45 toward continuous innovation in teaching: reflective practice on english teaching of indonesian and the philippine teachers toward continuous innovation in teaching: reflective practice on english teaching of indonesian and the philippine teachers mauly halwat hikmat1, regina f. santos2, suharyanto3, ainurvely gehandiatie maudy4, khamlan phommavongsa5 1,3,4faculty of teacher training and education, universitas muhammadiyah surakarta, indonesia 2faculty of education, pangasinan state university, philippines 5faculty of education, savannakhet university, laos doi: 10.23917/ijolae.v5i1.19273 received: july 22nd, 2022. revised: november 29th, 2022. accepted: december 1st, 2022 available online: december 15th, 2022. published regularly: january 1st, 2023 abstract the ability to reflect on a teacher is critical as part of his/her self-agency to become a professional teacher. this research aimed to compare indonesian and philippine teachers' reflection practice on english teaching. the research was focused on 1) the questions teachers of both countries ask as the reflection in their teaching, 2) their perceptions about their reflection of their teaching practice, and 3) their follow-up on the reflection. the participants in this study were 16 english teachers in the philippines and 30 teachers in indonesia. data were collected through questionnaires, interviews, and observations and analyzed through inductive analysis techniques. the study revealed a slight difference in the focus of the reflective questions asked by the philippine and indonesian teachers. indonesian teachers focus more on the students’ learning, while philippine teachers do self-reflection. however, both countries' teachers thought reflection was important for their professional development. the structured reflection practice will likely help teachers of both countries plan their professional development and innovation in teaching practice. keywords: innovation in teaching, professional development, reflective practice, self-agency corresponding author: mauly halwat hikmat, faculty of teacher training and education, universitas muhammadiyah surakarta, indonesia email: mh178@ums.ac.id 1. introduction teachers play an essential role in education. they should constantly improve themselves as long-life learners and improve the quality of teaching and learning activities. teachers are change agents in school improvement, curriculum development and classroom teaching and learning (e.g., organize collaborative discussions to motivate students) (guoyuan, 2020). improving teaching and learning quality involves the ability to do reflection as it is an integral part of learning and education. reflection is an active process since by doing this, people continuously think about experiences and construct and apply new knowledge to get a better experience. the ability to reflect for a teacher is essential as part of his self-development mechanism to become a professional teacher. reflection is also a critical part of teachers’ professional behavior and is relevant in their professional development (kalk et.al, 2014). by reflecting, the teacher is always expected indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 45-60 46 toward continuous innovation in teaching: reflective practice on english teaching of indonesian and the philippine teachers to improve the quality of learning in the classroom by improving the learning components, which include methods and the selection of media and supporting materials. however, the reflection carried out by a teacher must be done critically, namely by exploring what they feel and experience as well as revealing the problems they face factually so that the direction of improvement needed becomes clear. regardless of the country, the need for the teacher to be self-regulated and aware of the importance of professional development becomes the concern of the government of every country, including in asia. in indonesia, reflective practice is now trained in preservice and in-service teacher training. in the phillipines, another country in asia, the need for a professional teacher is a standard for a teacher and is stated in their policy (the philippine professional standards for teacher. the practice of reflection for teachers in indonesia is carried out, among others, through the obligation to conduct classroom action research (car). however, in both countries, car is often seen as an administrative load for a requirement of career promotion. research on reflective practice by teachers has been conducted in several countries, including indonesia and the philippines. in the philippines, valdez, et.al. (2018) discussed the teachers’ views on reflective teaching and the existing challenges faced in actualizing this practice in their respective contexts. research conducted by ulla, et.al (2017) in the philippines found that most respondents agreed that heavy teaching load affects the research practice. another research conducted by niones (2018) showed that english teachers in the phillipines need to undergo self reflection to know more about themselves. in indonesia, one of the studies investigating reflective practice was conducted by rahman (2014). this study showed that the ability of teacher reflection significantly contributes to the development of teacher professionalism. oktavia (2021) explored the beliefs about reflective teaching, finding that teachers perceive that reflective teaching as an essential aspect of developing teachers’ knowledge. the teachers’ beliefs are also reflected in their teaching practices, primarily through reflection-in-action. nurkamto and sarosa (2020) found that english teachers face many challenges in developing reflective practice due to their lack of understanding of reflective teaching. maulid (2017) investigated reflective teaching in the english teaching and learning process at high school in a city in indonesia. the result of the study showed that the teachers applied reflective teaching by using some reflective teaching strategies, namely video recording, observation, action research, students’ feedback, and joining the workshop. he also found that the teachers understood how to define reflective teaching and recognize the importance of being reflective in teaching; namely, the teachers learned new things while teaching; the teachers learned from their own experiences as learners and as teachers, and the teachers developed their teaching skills and continuously improved their knowledge. another research by sunra (2020) investigating teachers’ reflective practice and challenges in makassar, the central city of south sulawesi, indonesia. the study's results showed that the efl teachers perceived reflective practice mainly as an evaluative process to their teaching experience. they all believed that reflective practice was one of the effective teacher characteristics and useful for increasing the quality of teaching and learning. their reflections were mostly at descriptive and dialogic level. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 45-60 47 toward continuous innovation in teaching: reflective practice on english teaching of indonesian and the philippine teachers the research also revealed that the challenge for teachers to do reflection was teaching workload and inadequate knowledge of the reflective practice. other research in other countries conducted by benade (2015), khanam (2019), akbari, behzadpoor & dadvand, (2010) found that for teachers to develop the desired level of pedagogic integrity, they must be more involved in exploring students' learning styles and critical aspects of the teaching context. shalabi, m., almuqati, a. n., and sameem, m. (2018) found that reflective teaching requires good self-observations of self-assessment. reflective teaching gives teachers material and professional flexibility for teachers. niones (2018) found the importance of holding in-service training on reflective teaching practices to develop themselves in their reflective teaching practices. mesa, m. l. o. (2018) stated that reflective teaching can become a strategy for language teaching professional development. conclusions indicated that reflective teaching is an alternative to raise awareness about english language teaching and as a means to encourage teachers to open their minds, update their teaching methodologies, and make adjustments to their lessons. those researchers investigated the teachers’ reflective practice in teaching, but none of them explored what they reflect on and whether they have done critical reflection on the teaching practice they have done to improve their teaching practice. regarding indonesia and the philippines having similar cases related to the reflective practice of the teachers, this study aims to compare the reflective practice of english teachers in both countries. the questions to be answered are: 1) does the teacher always reflect after carrying out the learning process in class? 2) how do teachers in both countries practice reflection in their teaching? 3) what are their perceptions about the importance of reflection in their practice as a teacher? and 4) how do they respond to their reflection about their teaching practice? the importance of reflection was firstly suggested by john dewey (1933). reflection is deliberately and actively done. it does not only remember the learning experiences that have been passed, but also think about why those experiences occurred and whether there are ways to do it differently and get the better ones. schon (1991) developed a theory from dewey and connected the practice of reflection with development and practice. schon (1991) identified two types of reflection, namely reflection in action (reflection when the activity is in progress) and reflection on action (reflection after the activity takes place). according to schon (1991), if done frequently, this reflection activity will build a person's sensitivity to act quickly when an unexpected situation occurs. the reflective practice model was firstly proposed by kolb (1984), which promoted kolb’s experiential learning theory and kolb’s learning styles inventory. four distinct learning styles are based on a four-stage learning cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. concrete experience is the actual experience that occurs to be reflected. the next stage is reflective observation, in which the observation of the experience is evaluated to think about what has worked, failed, and needs to be improved. the result of observation is followed up by the effort to find different ways to deal with the situations and think up strategies for experiencing a similar situation again (abstract conceptualization). the last stage is active experimentation, in which the individual practices the newly acquired theoretical knowledge. the reflection that has been done is followed by the improvement in the next indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 45-60 48 toward continuous innovation in teaching: reflective practice on english teaching of indonesian and the philippine teachers practice as the basis for the new cycle as the new concrete experiences. kolb underlined that a learner prefers carrying out one part of the learning cycle over another. this causes an imbalance that can cause problems. gibbs (1988) added some more steps sothat the cycle consists of 6 stages, namely description, feeling, evaluation, analysis, conclusion, and action plan. students describe the learning experience and what was obtained and happened in the learning. the next step, students evaluate what works and does not work. next, students analyze why it happened and conclude what can be learned from the situation that has been experienced so that the results will be better. the final stage is to follow up on the evaluation results. figure 2. gibbs reflection model another scholar, larrivee (2008) identified four distinct levels of reflection represented diagrammatically as: level 1: prereflection: this is an external reflection in which teachers only respond to situations that they believe to be beyond their control and react to students and classroom situations automatically, without awareness of evaluation what is going on and thinking about it. level 2: surface reflection: teachers focus on achieving specific objectives and standards. there is an increasing awareness of the need to accommodate different learners. level 3: pedagogical reflection: the teachers evaluated their teaching practice and thought about the impacts on students learning. level 4: critical reflection: this is an ongoing reflection and critical inquiry into teaching actions. “teachers reflect on moral and ethical implications and consequences of their classroom practice on students” (larrivee, 2008). levels of reflection are a continuum where the pre-level reflection is at one end, and the critical reflection is at the other end. on the other end, there is a high level of reflective practice, which is profound and insightful. “at one end, it focuses on teaching functions, actions, and skills, generally considering single teaching episodes or isolated experience what happened? feelings what were you feeling? evaluation what was good or bad about the situation? analysis to make sense of the situation conclusion what else could you have done? action plan what would you do next time? indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 45-60 49 toward continuous innovation in teaching: reflective practice on english teaching of indonesian and the philippine teachers events right through to, at the other end, higher order reflection where the teacher examines the ethical, social and political consequences of their teaching and grapples with the purposes of schooling” (larrivee, 2008). a. reflective practice as self-agency for teachers timperley, wiseman and fung (2003) stated that teachers are long-life learners, reinforcing that teachers need to constantly update and improve their practice and engage in lifelong learning. this highlights the importance for teachers to improve their practice through reflective practice. dewey (1938) described the basis for reflective practice: open-mindedness, responsibility, and wholeheartedness. this basis for reflective practice will make teachers willing to consider new possibilities and identify problems or mistakes that might occur. and hence, they are open for other perspectives or change the viewpoint for the betterment of the practice or experience. the teachers are then responsible for carefully selecting the best teaching strategy that gives the students the best effect. these practices should be conducted wholeheartedly with the good commitment to seeking every opportunity to learn and believing that one can always learn something new. the ability to reflect on a teacher will increase his agency. agency “begins with the belief that humans can influence their lives and environment while they are also shaped by social and individual factors” (lasky, 2005, p. 900). being an agent means intentionally influencing the functions and circumstances of one's life (bandura, 2006). belief in personal efficacy is at the core of agency (bandura, 1997), creating a secure platform to initiate action. by demonstrating agency, teachers can overcome many challenges. self-efficacy beliefs are influenced by environmental conditions faced by teachers (schunk & meece, 2006), clearly influence teacher goals and behavior, and determine, in part, how environmental (schoolbased) opportunities and constraints can be perceived (bandura, 2006). agency describes the ability to identify goals and desired outcomes, and to pursue those goals and outcomes in a proactive, purposeful, and effective manner. the main components of the agency include identifying one's values and priorities, belief in one's abilities, and the capacity to purposely direct one's efforts toward specific goals. agency in education is a combination of action and intention. it is closely related to proactiveness, autonomy, ability to make choices, and self-regulation. teacher selfagency means the ability of a teacher to “consider and make choices, show resistance, and interpret experiences as they form their identities” (hamilton & pinnegar, 2015). agency arises from the interaction between the goals and efforts determined by the individual, the availability of resources, and the dynamics and structural influences in the socio-cultural context. when exercising agency, individuals draw on themselves contextual boundaries and constraints to make choices about what resources to use and actions to take to achieve individual transformations and goals (duff, 2012). teacher agency is influenced by social structure, beliefs, values, and teacher’s capacities in response to particular situations (priestley et al. 2012). this makes a teacher always adapt their agency which is also influenced by his interaction with his colleagues at his institution. teachers need time to set their goals to pursue and control how they position themselves in their interactions with co-workers, institutions, and administrators, and work closely with teachers and indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 45-60 50 toward continuous innovation in teaching: reflective practice on english teaching of indonesian and the philippine teachers engage in teacher education activities (hamilton & pinnegar, 2015). therefore, teachers' assertions of agency include tensions between the teacher profiles they aspire to and the profiles expected of them. b. reflection and teacher selfdevelopment teacher reflection is related to the teacher's self-development. the selfdevelopment of a teacher occurs realizing the available resources and potential challenges, making choices to lead their own learning and professional practice, and implementing innovative activities that support the aspired identity (martel, 2018). therefore, selfdevelopment requires individuals' awareness of their identity and the agency level they can assert in this identity construction. self-study is “a continuous, systematic and careful investigation into one's own practice . . . to develop [one's] basis for knowing about teacher teaching” (bullock, 2009, p. 292). such questions promote a teacher's self-development as they explore the focused aspects of teacher identity and practice with a critical self-reflection approach and inform the work of one's own and broader teacher education institutions (peercy & sharkey, 2018). self-study also allows teachers to engage in disciplinary and inquiry-based reflection on their identity and practice (izadinia, 2014). self-development occurs when teachers, aware of available resources and potential challenges, choose to lead their learning and professional practice and implement innovative activities that support the aspired identity (martel, 2018). therefore, self-development requires individuals' awareness of their identity and the agency level they can assert in this identity construction. one of the significant selfdevelopment tools that teachers use is selfstudy about teacher education practices. a teacher with good self-agency can independently develop himself as self-study also provides teachers with a discursive space to engage in disciplinary and inquirybased reflection on their identities and practices (izadinia, 2014). in addition, the research literature indicates that self-regulated learning can strengthen teacher agency in taking charge of their learning and teaching, which is essential when teachers encounter difficulties or challenges due to the requirements of educational and curriculum reform (yang & pei, 2019). therefore, the teachers’s goals should be determined. when teachers can self-reflect and think about their goal, it can lead them to develop themselves. gurney (2015) stated that teachers’ interactions with professional development are shaped and determined primarily by their individual goals and motivations for willing to develop professionally. 2. method this research is a qualitative survey that explores individual perspectives about the reflection. the participants in this study were 16 english high school teachers in the philippines and 30 high school teachers in indonesia. data were collected through questionnaires and interviews. data collection techniques used in this study were the results of questionnaires and interviews. interviews were conducted to obtain data regarding the implementation of reflective learning from the teacher and the lecturer. the data analysis technique used is descriptive data analysis by collecting factual data and describing the data. data comes from all information obtained from interviews and documents through several stages. the results obtained from the questionnaire were tabulated through the use of frequency count and percentage. these percentages were combined in order to indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 45-60 51 toward continuous innovation in teaching: reflective practice on english teaching of indonesian and the philippine teachers interpret and describe the findings. likewise, the group and individual interviews' data were recorded and transcribed. they were analyzed by highlighting the key themes from the interview data. after data collection and recording, researchers conducted interaction analysis consisting of data reduction, data presentation, and verification. the analysis of this research takes place together with the data collection process or is carried out after the data has been collected. 3. result and discussion a. how do teachers practice reflection in their teaching? all of the philippine teachers answered that they practice reflection in teaching. 90% of them said that they always reflect on their teaching. 10% of them said that they often reflect in teaching. on the other hand, 71% of indonesian english teachers sampled in this study said they always do reflection practice. 7.1% said that they sometimes do reflection and 21.9% said that they do reflection rarely. the reflection questions they ask themselves relate to the following points: table 1. reflective questions from teachers questions the teachers the indonesian teachers what questions do you ask yourself/think about your teaching practice? key term excerpt of questions key term excerpt of questions the lesson delivery (method) did i do it right? what strategies are practical to this day? did i create impact to my students? did they learn well lesson deliver what kinds of technique that i should use is the method and the one i chose appropriate? -is my approach correct? the students’ learning experience does my students learn from our lesson? did i laid out all the necessary information for my students' learning? the students’ learning experience do my students really understand / understand what i explain? students’ satisfaction are my students satisfied? did they enjoy learning our lesson? does the material that i gave to the students match with their needs? none none indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 45-60 52 toward continuous innovation in teaching: reflective practice on english teaching of indonesian and the philippine teachers questions the teachers the indonesian teachers the learning process was the class participative? if not, what might have gone wrong? none none self reflection what can i do to improve my teaching? , is my teaching method appropriate with them? do they understand and enjoy my teaching. none none b. teacher's perception of reflective practice in teaching english teachers from both countries stated that reflection was beneficial for selfimprovement and solving teaching problems. 80% of filipino teachers said that reflection gave them a plan to develop themselves (for their professional development), 10% said to improve the teaching and learning process, and 10% of them said that it was good to share experiences with others and identify problems they face in teaching. of indonesian teachers, 80% said that they could identify their strengths and weaknesses and improve their performance by reflecting. 20% said that by reflecting, they could get feedback from students about the effectiveness of the teaching and learning process. table 2. teacher's perception of reflection in learning questions teachers indonesian teachers do you think that as a teacher, doing reflection is important? why theme excerpt theme excerpt improving the teaching and learning process yes, to elicit from oneself how learning and teaching were carried out for the students. improving the teaching and learning process knowing my strengths and weaknesses in the teaching process. present the weaknesses i made during teaching (both from the preparation process and when in the field). from there, i can maximize my teaching performance in the next opportunity can increase the effectiveness of teaching and indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 45-60 53 toward continuous innovation in teaching: reflective practice on english teaching of indonesian and the philippine teachers questions teachers indonesian teachers learning in the classroom, streamline time, find the right teaching style for the teacher. professional development yes. to learn more about how i can improve as a teacher. yes. it encourage us to provide learning plan/development plan for our teaching career yes. because when we reflect, we find out if the things we are doing are useful or need adaptation. reflecting makes us be mentally and emotionally prepared amidst our demanding profession none none problem identification yes, it shares our experiences and reflects in any problems about teaching. getting feedback get feedback from students to determine how the students absorbed the material that day. the findings of teachers' perceptions and reflective questions in this study are slightly different from those found by nurkamto and sarosa (2020), who found that english teachers faced many challenges in developing reflective practice due to their lack of understanding of reflective teaching. the findings of this study indicate that teachers have begun to realize the importance of reflection and have questions that arise in carrying out their role in teaching. teachers realize that they must follow up on these reflective questions and continuously develop themselves. shalabi, m., almuqati, an, and sameem, m. (2018) stated that teachers need good self-observations and selfassessments. teachers need to monitor their teaching by ensuring that they understand their class and make improvements to their classroom processes if needed. c. teachers’ follow-up on reflection in the next question about the follow-up on the reflective questions they asked, 13 out of 16 teachers said they conducted action research. 1 in 16 said that teachers are also researchers. 3 out of 16 did so informally by improving what they felt was less than suc indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 45-60 54 toward continuous innovation in teaching: reflective practice on english teaching of indonesian and the philippine teachers cessful. unlike the philippine teachers, the indonesian teachers expected more on the students’ feedback. the data obtained from the follow-up carried out by indonesian teachers were: 1) exploring information from students teachers find more information about the learning problems by asking students about what they have not understood and extracting the information from them (12.5%). 2) planning improvements for the next meeting after reflecting, the teacher then plans what will be improved at the next meeting and looks for different strategies. (75%) "maximizing the potential of existing children by trying new strategies and ideas in applying techniques, models or learning methods that previously did not make students interested in the topic of learning" “sometimes some students feel that when i give the material to them, they feel that i explained the material too quickly so that some of them cannot understand the material. for that i try to improve the quality of my teaching by reducing my speaking speed when explaining the material. and i can feel the results, my students can understand the material i convey.” 3) self-developing when i have difficulty understanding the material, i usually search the materials via youtube (12,5%). table 3. teachers’ follow up on reflection teachers indonesian teachers theme excerpt theme excerpt extracting information from students i search for the information about the problems faced by the students extracting information from students usually after teaching and giving practice, then i see the results of the exercise. if the results are still many below the kkm, then at the next meeting i will review and ask questions to the students about the things they did not understand. then i will give retraining to see the results. after that i analyzed again. if the results are good (the average value is above the kkm) then i will assess the kd. planning improvement i plan a new strategy to improve the learning activity planning repairs i am related to teaching strategies. after reflecting on the teaching in the previous meeting, i usually indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 45-60 55 toward continuous innovation in teaching: reflective practice on english teaching of indonesian and the philippine teachers teachers indonesian teachers prepare a draft of what i need to do in class for the next meeting. self-developing i make improvement informally without doing any formal research. improve self-ability when i have difficulty understanding the material, i usually search the material via youtube. i analyze the results of the learning that i have done, if it is good i will continue but if it is not good i will change the method / model and sometimes the learning media. d. teachers self-development all philippine teachers and indonesian teachers answered that they develop their competence and their professionalism through training and independent learning, namely, reading research articles or journals, continuously learning, and keeping up with new developments from various sources such as reading literature about good teachers, and applying various teaching strategies and methods. table 4. teachers’ self development the philippine teachers indonesian teachers theme excerpt theme excerpt through training and workshop, analyzing process and outcome plans, attending training, applying various strategies, learning methods through training and workshop, i learn by attending training, reading articles/journals of research results about education. continuously learning, don't stop learning, and learning. continuously learning, i often look for references on how to be a good teacher keeping up with new developments from various sources, reading literature about good teachers, and applying various teaching strategies and methods. keeping up with new developments from various sources, always read new references, attend webinars, be active in activities that include public speaking. i learn new things about the development of learning, especially in 21st century learning and hots by reading literature and sharing indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 45-60 56 toward continuous innovation in teaching: reflective practice on english teaching of indonesian and the philippine teachers a. teacher’s reflective questions the questions asked by the teacher as self-reflection are about: the way they deliver the lesson, self-reflection, student learning experiences, and learning processes. they did reflection after the teaching practice. the reflection done by the teachers from both countries can be classified as what schon (1984) suggested: reflection on action – where the teacher reflects after the incident to review, analyze, and evaluate the situation. based on data on reflective questions asked by teachers, it was found that english teachers in the philippines asked themselves questions about teaching methods, student learning experiences, learning processes, and self-reflection of their teaching skills in teaching. indonesian teachers ask more questions about what students experience in learning. they tend to orient their reflections on what students experience and achieve and what students do in their teaching. although the focus of the questions is different, the teachers' questions from the two countries show that teachers' thinking about the quality of their teaching performance leads to good self-agency as teachers. referring to the level of reflection of the teachers as proposed by larrivee (2008), it can be concluded that the reflection belongs to level 3 (pedagogical reflection); that is, the teachers evaluate their teaching practice and think about the impacts upon students learning. teachers’ questions about the methods they use in delivering lessons allow teachers to consciously develop a repertoire of relevant and context-specific strategies and techniques as one of the advantages of reflective practice. the teacher's question about whether the students learned anything from what they have conveyed shows the teacher's awareness of the most important point of the teaching and learning process: students' understanding of the material being taught. whether students enjoy teaching and learning reflects the teacher's responsibility to create a pleasant environment to facilitate learning. whether the class is participatory is a good question because it will improve the learning process and make students more involved in the next class. the teacher will then recall the classroom teaching experience to get information about student participation during class. this is an example of the cycle's implementation, as kolb (1984) suggested. substantial experience that is about teachers’ experience during the teaching and learning process, reflective observation, that is the observation about the students’ experience in the teaching and learning process, and the teachers’ thoughts about what they experience in the event (abstract conceptualization), and the follow-up activities on reflection (active experimentation). b. teacher's perception of reflective practices in teaching teachers from both countries said that reflection was beneficial for their selfdevelopment. english teachers from both countries stated that reflection benefited them for self-development and solving problems. 90% of the phillipine teachers said that reflection gave them a plan to improve themselves and 10% of them said that it was good to share experiences with others and identify problems they face in teaching. for the indonesian teachers, 80% of them said that by reflecting, they could identify their strengths and weaknesses. 20% of them said that by reflecting, they could get feedback from students about the effectiveness of the teaching and learning process. the benefits felt by the teachers are in accordance with the opinion expressed by brookfield (2011) that reflective practice provides a means for teachers to improve their practice to meet the learning needs of indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 45-60 57 toward continuous innovation in teaching: reflective practice on english teaching of indonesian and the philippine teachers their students effectively, thereby helping teachers to take actions that can be justified and explained to others and which can be used to guide further action. thus the teacher can adjust and respond to problems. this helps teachers to become aware of their underlying beliefs and assumptions about learning and teaching. c. teachers’ follow-up on reflection follow-up by filipino and indonesian teachers showed that they followed up on the reflective questions they asked. most of the teachers follow up with action research formally (81%) and 19% do it informally. meanwhile, the data obtained from the followup conducted by indonesian teachers, the follow-up carried out was by informally improving (not through classroom action research) digging deeper into information from students, planning improvements for the next meeting, and developing themselves. following up the reflection with improvement is something that the teacher should do. following up on these reflections is part of the teacher's self-agency, where teachers can consider and make choices, show resistance, and interpret experiences as they form their identities (hamilton & pinnegar, 2015). in this case, the teacher determines their next steps to achieve the goal. they align goals with efforts to be made. as teachers, they face challenges that demand them to but also offer support dynamically and effectively for the learner's benefit”. thus the teacher tries to provide good teaching by showing concern and establishing good relationships with students to create a more comfortable and conducive learning environment for students to improve learning quality that allows the achievement of learning objectives. d. teacher self-development the self-development carried out by all teachers in the philippines and in indonesia who were the respondents of this research developed themselves in various ways. the teachers learn independently through training and workshops, reading research articles or journals, continuously learning, following new developments from various sources, reading literature on good teachers and applying various teaching strategies and methods. the findings above show that teachers independently develop themselves continuously in various ways. according to bullock (2009) self-study is “a continuous, systematic, and careful investigation into one's own practice . . . to develop [one's] basis for knowing about teaching teachers” teachers' reflection by asking themselves about their teaching can explore what they need to develop themselves. (peercy & sharkey, 2018). independent learning also allows teachers to reflect on their identity and practice (izadinia, 2014). furthermore, awareness about self-development also shows teachers' awareness of available resources and potential challenges, so they choose to lead their learning and professional practice and implement innovative activities that support the aspired identity (martel, 2018). referring to the literature on the four main principles of reflective practice that can be used effectively in our practice of reflection in learning and teaching, namely commitment, challenge and support, caring and building personal knowledge in practice, teachers are committed to providing time for reflection in order to achieve goals. teachers provide support to students to overcome problems that arise in learning, teachers care about problems in learning and try to develop their personal knowledge as or with time as they teach. this is paramount in impro indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 45-60 58 toward continuous innovation in teaching: reflective practice on english teaching of indonesian and the philippine teachers ving the quality of teaching and learning process since it can lead the teachers to innovate to improve the teaching practice. from the findings about teachers' reflective questions, their views on reflection, their follow-up to the results of reflection, and their self-development efforts, it can be concluded that overall, teachers have carried out four stages of reflection as proposed by kolb (1984) and gibbs (1988). description, feeling, evaluation, analysis, conclusion, and action plan. in this case, the teacher asks what has been experienced in class, what has been experienced by students in their learning, then evaluates what is lacking and needs to be improved, and what works and does not. next, the teacher analyses why it happened and concludes what can be learned from the situation that has been experienced so that the results will be better in the future. the last stage is to follow up on the evaluation results. 4. conclusion the awareness of the importance of reflective teaching is profound for a teacher. reflective teacher is an important factor in the success of the teaching and learning process. the quality of education depends on how teachers can improve their teaching and learning process based on reflective teaching practice. as the level of reflection is a continuum from the weakest to the strongest level, it is expected that the teachers are trained to become reflective teachers so that they can reach the highest level of reflection, critical reflection. the reflection, which is critically practiced and explicitly trained is more likely to make teachers continuously develop themselves consciously and continuously as an ongoing process. 5. references akbari, behzadpoor & dadvand, (2010). development of english language teaching reflection inventory system: an international journal of educational technology and applied linguistics, v38 n2 p211-227 jun 2010. bandura, a. 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(2019). effect of reflective teaching practices on the performance of prospective teachers. the turkish online journal of educational technology – january 2019, volume 18 issue 1. microsoft word 1. layout 18249-60441-2-ed ananda putri.doc indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 171-190 171 examination of conceptual change research over a decade: a bibliometric analysis using science mapping tool examination of conceptual change research over a decade: a bibliometric analysis using science mapping tool ananda hafizhah putri1, achmad samsudin2, muhammad guntur purwanto3, andi suhandi4 1,2,4 mathematics and science education faculty, universitas pendidikan indonesia, indonesia 3 college of education and human development, university of minnesota twin cities, usa doi: 10.23917/ijolae.v4i3.18249 received: may 10st, 2022. revised: august 26th, 2022. accepted: september 1st, 2022 available online: september 5th, 2022. published regularly: september 1st, 2022 abstract this study aims to deliver a summary of conceptual change research based on scientific production, most relevant researchers and countries, co-authorship collaboration, and research foci. a bibliometric analysis of the scientific output in the field of conceptual change was carried out utilizing articles published between 2012 and 2021.a total of 515 articles published in educational psychology, cognitive science and science education journals were extracted from scopus databases. the main findings reveal that the number of articles on conceptual change during the 2012-2021 period is relatively constant. co-authorship collaborations predominantly consist of researchers from the same country. in addition, a shift in the research foci was observed. past studies have been widely carried out across disciplines, such as educational psychology, cognitive science, and pedagogic. meanwhile, recent research foci have brought up curriculum and curriculum development as important keywords. keywords: bibliometric, cognitive science, conceptual change, curriculum development, science education corresponding author: ananda hafizhah putri, mathematics and science education faculty, universitas pendidikan indonesia, indonesia email: ananda.hafizhah@upi.edu 1. introduction the complexity that arises while “constructing new notions within the framework of old ones” has been referred to in the educational and educational psychology literatures for quite some time with the term "conceptual change" (potvin et al., 2020). according to the traditional view of conceptual change, alternative conceptions can be transformed or replaced by more scientifically accurate understandings of phenomena (mills et al., 2016). although this statement is simple, the interaction between prior and new conceptions is more complicated. it encompasses one's epistemological commitments as well as metaphysical beliefs concerning science (posner et al., 1982), and it has evolved over the last three decades to determine several affective factors (mason & zaccoletti, 2021). these affective factors have been widely explored by many studies, such as motivation (taasoobshirazi et al., 2016), confidence in prior knowledge and self-efficacy (cordova et al., 2014), emotional and attitude (chancey et al., 2021), and situational interest (thomas & kirby, 2020). some researchers have proposed a multidimensional model of conceptual change that considers epistemological (classical), ontological, and affective aspects (amin & smith, 2014). lastly, the most noteworthy current development in concepindonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 171-190 172 examination of conceptual change research over a decade: a bibliometric analysis using science mapping tool tual change research was the recognition of the impact of learner attributes on learning as sinatra (2005) stated as the “warming trend”. in addition, conceptual change literature has been fully included in numerous instructional approaches widely developed by researchers across the world. conceptual change texts (çil & çepni, 2016; ozkan & selcuk, 2016; sel & sözer, 2019; sevim, 2013), refutation texts (cordova et al., 2014; djudin, 2021; franco et al., 2012; mason et al., 2019; ranellucci et al., 2013; yazbec et al., 2019), cognitive conflicts (dega et al., 2013; madu & orji, 2015), analogies (hanson & seheri-jele, 2018; sevim, 2013), system modelling (c. b. lee et al., 2011), concept maps (hanson & seheri-jele, 2018), concept cartoons (çil & çepni, 2016; taşlıdere, 2021), concept clipboards (çil & çepni, 2016), meaning-making based instructions (sarioglan & kucukozer, 2017), and 3-2-1 readings (djudin, 2021) are, among others, widely implemented in conceptual change context. several researchers have even integrated some instructional approaches as well. for example, taşlıdere (2021) examined the relative effectiveness of conceptual change texts with concept cartoons (cctcc) and 5e learning model with simulation activities (5esa) on pre-service teachers’ conceptual comprehension of waves. in specific content, the field has successfully revealed students’ alternative conceptions in many levels of education, such as force and motion (anggoro et al., 2019; franco et al., 2012; mclure et al., 2020). buoyancy (djudin, 2021; edelsbrunner et al., 2018), simple electric circuits (dega et al., 2013), genetics (mclure et al., 2020; yazbec et al., 2019), natural selection (asterhan & resnick, 2020; mclure et al., 2020), photosynthesis (ahopelto et al., 2011), seasonal and climate change (cordova et al., 2014; heddy et al., 2018; mason et al., 2017), acidbase (hanson & seheri-jele, 2018), chemical bonds (sevim, 2013), intermolecular forces (sevim, 2013), and nature of science (çil & çepni, 2016). in other words, conceptual change literature is an ocean of important information in science education for science academics. consequently, it is important to present an overview of up-to-date research output in conceptual change. therefore, this study was conducted to perform a bibliometric analysis to create the essential summary. 2. method the rapid advancement of information technology in the twenty-first century leads to the enhancement in collecting, organizing, manipulating, and drawing assumptions on data (odewumi et al., 2019). as a result, bibliometric analysis has become popular in science education studies in recent years. issues such as technology and higher education (shen & ho, 2020), quantum physics (bitzenbauer, 2021), scientific literacy (effendi et al., 2021), virtual and remote labs (heradio et al., 2016), ste(a)m (özkaya, 2019; syahmani et al., 2021), or the linking behaviour in the network of physics education research co-authorship (anderson et al., 2017), among others, are bibliometrically analysed. the analysis is adopted since because it helps identify and map collective scientific research topics and provide a comprehensive summary of scientific outcomes and their growth in the investigated field of study over time (donthu et al., 2021). indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 171-190 173 examination of conceptual change research over a decade: a bibliometric analysis using science mapping tool phase 1: study design formulate the research questions define the specific date of data collection for the study phase 2: data collection select the appropriate database construct a set of criteria for the search query filter and export data into a document phase 3: data analysis select the proper method to answer the research questions select the appropriate bibliometric software clean the data phase 4: data visualization select the appropriate mapping software to conduct the visualization choose the corresponding visualization method phase 5: interpretation explain and discuss the output of the software figure 1. science mapping workflow using bibliometric analysis in this study, the standard workflow for science mapping by zupic and čater (2015) was adapted as presented in figure 1. in the following section, the stages in phase 1-4 are presented sequentially, whereas research findings are addressed in the results section. interpretation and discussion of the findings are subsequently delivered in the final section. a. study design scopus website (http://www.scopus. com) was accessed on january 24, 2022 to acquire the bibliometric data. to guide the bibliometric study, the research questions were formulated as follow (1) how have the publications and articles citation on conceptual change research developed from 2012 to 2021; (2) which authors and countries were the most relevant in the publication of articles on conceptual change from 2012 to 2021; (3) is there evidence of extensive collaboration among researchers and countries in conceptual change research from 2012 to 2021; (4) what were the most relevant keywords, and what co-occurrence patterns can be found in conceptual change research from 2012 to 2021. b. data collection study data were collected in january 2022. for search queries, a set of data-related common criteria which includes the combination keywords with binary operators such as or and and was established. conceptual change, misconceptions, and science education were the selected keywords for data collection, followed by filtering of article titles, article abstracts and the authors’ keywords. in addition, data collection was restricted to studies published between 2012 and 2021, and articles published in peer-reviewed journals. retrieved data from scopus were exported in .csv format and processed using the r-package bibliometrix. table 1 presents an overview of the data used for the bibliometric analysis. c. data analysis and visualization donthu et al. (2021) stated two primary methods of a bibliometric analysis: (1) performance analysis and (2) science mapping. the goal of performance analysis is to evaluate the scientific outcome in a given research area using qualitative (e.g., productivity per active year of publication) and quantitative indicators (e.g., number of contributing authors), associated with the general scientific indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 171-190 174 examination of conceptual change research over a decade: a bibliometric analysis using science mapping tool community and specific different researchers (gutiérrez-salcedo et al., 2018). science mapping depicts the relationships between various subject areas, documents, or authors of a given research field in a spatial format (cobo et al., 2012). in light of this, the research questions were answered by utilizing both performance analysis and science mapping methods. in addition, r package bibliometrix was used to perform the bibliometric analysis, vosviewer was utilized to visualize the science mapping results. table 2 illustrates a complete summary of the data analysis as well as the software analysis tool. table 1. summary of data extraction from scopus and data used in bibliometric analysis output results primary information duration number of sources number of documents average years from publication average citations per document average citations per year per document total number of references (without duplicates) total number of author keywords 2012 – 2021 186 515 5.54 11.47 1.526 24,526 1,389 authors number of authors number of authors of singled-authored documents number of authors of multi-authored documents 1,254 74 1,180 author collaboration number of single-authored documents authors per document co-authors per document 76 2.43 2.92 collaboration index 2.69 table 2. summary of data analysis and software analysis tools research question main method (actual analysis) science mapping tool how have the publications and articles citation on conceptual change research developed over time from 2011 to 2021? performance analysis (analysis of the number of articles published per year and the number of average article citations per year) r package bibliometrix ver 3.1.4 which authors and countries were the most relevant in the publication of articles on conceptual change from 2012 to 2021? performance analysis (identification of the most productive authors including their scientific publication over time and the most productive countries) r package bibliometrix ver 3.1.4 is there evidence of extensive collaboscience mapping (co-authorship analysis) r package bibliometrix indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 171-190 175 examination of conceptual change research over a decade: a bibliometric analysis using science mapping tool research question main method (actual analysis) science mapping tool ration among researchers and countries in conceptual change research from 2012 to 2021? ver 3.1.4 what were the most relevant keywords, and what co-occurrence patterns can be found in conceptual change research from 2012 to 2021? science mapping (co-word analysis) vosviewer ver 1.6.16 3. result and discussion a. development of scientific output on conceptual change in science education research figure 2 presents the development of conceptual change studies over time. during the 2012-2021 period, the number of articles was at a relatively constant number of approximately 50 articles. the highest number of article productions occurred in 2018 with a total of 64 articles. subsequently, a decrease in the number of article production was observed in 2016 (n = 39) and 2021 (n = 39). figure 2. annual scientific production of the 1,254 authors recorded within the documents, 135 published at least two articles on conceptual change research in the 2012-2021 period. in addition, 27 authors published three articles, 6 published four articles, and 8 published five or more articles. in other words, almost all authors only published one article between 2012 and 2021. each published article was cited an average of 11.37 times. each publication received approximately 0.80 citations per year on average. the average article citation per year is presented in figure 3. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 171-190 176 examination of conceptual change research over a decade: a bibliometric analysis using science mapping tool figure 3. average article citation per year b. leading researchers and countries in article publication on conceptual change in science education research a further analysis on the most productive researchers in conceptual change research area in terms of articles published and citations between 2012 and 2021 was conducted. the analysis results are presented in table 3, indicating that sinatra gm is the author with the highest number of publication and total citation. in addition, lombardi d and potvin p have smaller number of publications, but the total citation of these two authors as high as 317 and 159, respectively. table 3. top 10 most relevant authors publishing on conceptual change corresponding author np tc tc/np tcpy sinatra gm 10 499 49.9 57.19 samsudin a 9 78 8.67 15.14 södervik i 7 40 5.71 4.95 mikkilä-erdmann m 6 65 10.83 7.65 suhandi a 6 61 10.17 10.31 chiu m-h 5 44 8.8 5.78 lombardi d 5 371 74.2 37.32 potvin p 5 159 31.8 20.92 bogner fx 4 24 6 1.25 danielson rw 4 94 23.5 17.03 note: tc = total citation; np = number of publication; tcpy = total citation per year despite the fact that some of the most productive authors have constantly contributed to the field with publications over the last decade, it is observed that others published all of their work in a shorter period of time, primarily since 2016 as shown in figure 4. in contrast, lombardi d, as a corresponding author, has not published any articles since 2016. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 171-190 177 examination of conceptual change research over a decade: a bibliometric analysis using science mapping tool figure 4. top authors’ production over the time since the total number of citations presented in table 3 also includes citations from outside the conceptual change research area, it is therefore necessary to identify the most significant articles for the conceptual change research community by examining how many times a given article in the dataset was cited by other authors from the same collection, which is known as the number of local citations. table 4 presents the ten articles with the highest number of local citations. table 4. top ten most cited documents published on conceptual change during the 2012 – 2021 period corresponding author publication year name of journal lcs gcs doi shtulman a 2012 cognition 12 182 10.1016/j.cognition.2012.04.005 cordova jr 2014 contemporary educational psychology 10 63 10.1016/j.cedpsych.2014.03.006 potvin p 2015 international journal of science and mathematics education 8 42 10.1007/s10763-014-9520-6 lombardi d 2013 learning instruction 7 101 10.1016/j.learninstruc.2013.03.001 van loon mh 2015 contemporary educational psychology 7 49 10.1016/j.cedpsych.2015.04.003 lee g 2012 research in science education 7 24 10.1007/s11165-011-9234-5 durkin k 2012 learning instruction 6 151 10.1016/j.learninstruc.2011.11.001 sinatra gm 2012 instructional science 6 83 10.1007/s11251-011-9166-5 samsudin a 2016 asia-pacific forum on science learning and teaching 6 36 furnham a 2014 teaching of psychology 6 22 10.1177/0098628314537984 note: gcs = global citations; lcs = local citations indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 171-190 the brief outlook of conceptual change research over a decade: a bibliometric analysis using science mapping tool 178 an examination was also conducted on the countries of the corresponding authors, as well as the number of single and multiple country publications in order to present a summary of the countries contributing in the scientific discussion on conceptual change research. the analysis results are presented in figure 5. based on figure 5, it can be seen that the top ten publishers consist of countries from asia, australia, europe, and the u.s. in other words, research on conceptual change have been developed predominantly by many authors from wide-ranging regions. particularly, the majority of publications on conceptual change were written by corresponding authors from the u.s. with a total of 110 articles or more than one fifth of the analysed publications. furthermore, the percentage of multiple country publication was merely 9.09%. in contrast, indonesia has the biggest percentage of multiple country publication (26.67%), followed by china (20%), germany (17.24%), and turkey (14.63%). figure 5. corresponding author’s country c. collaborations among researchers and countries in conceptual change research research collaboration has played an important part in scientific productivity (s. lee & bozeman, 2005), academic quality (rigby & edler, 2005), and the promotion of knowledge construction in modern science, owing to its ability to support the knowledge and skills transfer while also reducing time spent and error occurrences (ebadi & schiffauerova, 2015). not all forms of research collaboration are formally documented in papers (hargreaves, 2019). notwithstanding, the number of joint publications may serve as an indicator of academic collaboration among researchers (mahi et al., 2021) since they are positively related (moed et al., 2004). thus, a co-authorship analysis was carried out to examine whether researchers in the conceptual change research community cooperate extensively and the analysis results are visualized in figure 6. each node in figure 6 denotes one author and the node size grows in proportion to the number of articles published by the corresponding author. the lines connecting two nodes represent co-authored papers by these authors, while the thickness of the line in creases with the number of co-authored articles. the colours express the established clusters. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 171-190 179 examination of conceptual change research over a decade: a bibliometric analysis using science mapping tool the research is limited to authors with a minimum of two joint publications in clustering criteria. in other words, the visualization excludes authors who have only published single-authored articles. figure 6. co-authorship network concentrating on authors of conceptual change research publication from 2012 to 2021 based on figure 6, it can be seen that there are several prominent disjoint clusters which consist of a few authors. there are even three collaborations between two authors, suggesting that there have been collaborations among conceptual change researchers. nonetheless, there are no authors in one cluster with extensive collaboration with author from other clusters. for clearer description, table 5 is presented to focus on individual cluster analysis. based on table 5, the individual clusters mostly consist of authors from the same country. this highlights the evidence that only a small number of international collaborations occurred among conceptual change researcher during the 2012-2021 period. table 5 supports the results presented by figure 6. table 5. exemplary national and international collaboration among researchers on conceptual change clusters authors (country) exemplary publication(s) blue fratiwi, kaniawati, samsudin, suhandi, suhendi, wibowo (indonesia), coştu (turkey) (fratiwi et al., 2020) (kaniawati et al., 2016) aqua ernst, edwards, hamouda, shaffer (usa), elmongui (egypt) (hamouda et al., 2020) (hamouda et al., 2017) red danielson, lombardi, sinatra, taasoobshirazi, (usa) (cordova et al., 2014) (lombardi & sinatra, 2012) (sinatra et al., 2012) rose lewthwaite, mills, tomas (australia) (mills et al., 2019) brown golke, prinz, wittwer (germany) (prinz et al., 2021) green mikkilä-erdmann, södervik, vilppu (finland) (mikkilä-erdmann et al., 2012) light orange potvin, riopel (canada) (potvin et al., 2015) (brault foisy et al., 2015) grey chang, pascua (singapore) (chang et al., 2018) (chang & pascua, 2016) purple chiu, chou (taiwan) (chiu et al., 2019) pink brown, montfort (usa) (brown et al., 2018) indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 171-190 the brief outlook of conceptual change research over a decade: a bibliometric analysis using science mapping tool 180 d. keyword co-occurrence patterns in conceptual change research according to frequency analysis, the most frequently discovered keywords in the articles were “misconceptions” (310 times), “conceptual change” (235 times), and “science education” (35 times). these terms are extremely broad and neither allow the identification of the primary research themes in the field nor the tracking of how they have shifted over time. therefore, a co-word analysis was carried out to reveal co-occurrence patterns which enabled deeper perspectives, since co-word analysis generally investigates the concrete content of the publication itself (donthu et al., 2021). in other words, the presumption underlying a co-word analysis is that thematic relationships among keywords occur when the words appear frequently together (donthu et al., 2021). vos viewer software was used to visualise the results of the co-word analysis. the software generated a two-dimensional map after the calculation of a similarity matrix based on a normalized co-occurrence matrix. to obtain the complete data, terms derived from the article titles, the abstracts, and the author keywords in the co-words analysis have been included. however, only terms that occurred in a minimum of three articles for the co-word analysis were included. of the 1390 keywords, 131 satisfied the requirement. subsequently, two terms (“students” and “education”) with low relevance value and obtain no additional content were manually excluded. as a result, 129 terms remained for mapping. the complete coword network is visualized in figure 7. figure 7. final visualization of co-word analysis in figure 7, the font size represents the relative frequency of term occurrence, and the connecting lines represent keyword cooccurrence. term clusters that appear repeatedly are highlighted in similar color. the coword analysis reveals numerous clusters that are not mutually exclusive. the red and blue are two primary clusters which dominate the mapping. the blue cluster is the largest cluster consisting of eleven terms, such as “mis indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 171-190 181 examination of conceptual change research over a decade: a bibliometric analysis using science mapping tool conceptions”, “active learning”, “mental models”, “preconceptions”, “recursions”, etc. meanwhile, the red cluster consists the most terms, such as “conceptual change”, “critical thinking”, “engagement”, “higher education”, “interest”, etc. nevertheless, the red cluster does not have both occurrence and link strength as high as the blue cluster. in addition, both these primary clusters link to mostly other clusters and indicate the interdependency of these two pillars. on other hand, these two clusters also allow the identification of two main pillars of conceptual change studies. surprisingly, the green cluster appears on the second position in the context of number of terms, although this cluster indicates a lower link strength than the blue cluster. the green cluster mainly highlights participants’ educational level of conceptual change research. lastly, in a more thorough observation, it was discovered that three clusters only include one term, namely “magnetism”, “scientific reasoning”, “myths”, and “rational number” which link to misconceptions and/or conceptual change term. the co-words analysis for conceptual change research concluded that each cluster does not indicate a specific theme since it consists of various aspects of conceptual change research as previously mentioned for the red, blue, or green cluster. it suggests that conceptual change studies have extensively investigated various learner characteristics, examined students of various educational levels, implemented several instructional approaches, and matched with all science education content. the sequential shift of conceptual change research theme was further explored by converting figure 6 into an overlay visualization. the vosviewer software calculated the average publication year based on the publication year of the articles, which was then linearly transformed into a scale ranging from 0 to 1 represented in colors. figure 7 shows the corresponding overlay visualization. figure 8 shows a shift on the main focus of conceptual change research over the average years. majority of the terms, the primary terms in particular, were published in old publications. some aspects of conceptual research research have not been studied in recent years, while others are under examinations. subject matters such as climate change, greenhouse effect, natural selection, algebra and photosynthesis are included in past research cluster (average publication year of 2015) and barely examined in recent years. on the other hand, meiosis and magnetism are among the topics discovered in recent research clusters (average publication year of 2019). meanwhile, instructional context, conceptual change text, textbook, analogy, curriculum (development) and constructivism have an average year of 2013 and rarely contributed in recent conceptual change research. in addition, multiple representation and refutation text with average year of 2019 still exist and contribute in recent conceptual change studies. learner characteristics and abilities, attitudes, argumentation, (pre)conceptions, engagement, and scientific argumentations were frequently examined in old publications since they have average year of 2015 and are undiscovered in recent conceptual change studies. in contrast, belief, metacognition, text comprehension, meta-comprehension accuracy, problem solving are identified in recent conceptual change studies since they indicate average year of 2019. figure 7 illustrates that researchers mostly involve primary school students, high school students, and first year undergraduates in conceptual change studies. meanwhile, pre service indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 171-190 the brief outlook of conceptual change research over a decade: a bibliometric analysis using science mapping tool 182 teachers are involved in both past and current conceptual change studies. figure 8. overlay visualization of the co-word analysis results the main results of research questions are summarized following a discussion on the possible direction to contribute in developing future conceptual change research as follows. research question 1: the number of articles is at a relatively constant number of approximately 50 articles. the highest number of article production occurred in 2018 with a total of 64 articles and a decrease in article production was observed in 2016 and 2021. research question 2: majority of publications on conceptual change were written by corresponding authors from the u.s. it is in accordance with the results indicating that the list of most relevant authors in conceptual change research was led by authors from the u.s., namely sinatra gm as the most active and most cited author and shtulman as the author with the most local citations. nevertheless, the u.s. only represented a small percentage of multiple-country publication. in contrast, indonesia represented the highest percentage of multiple-country publication, followed by china, germany, and turkey. the results on research question 1 and 2 serve as a hint for future development of researchers in conceptual change from wideranging countries. these results may stimulate the researcher community with respect to the scientific publication on conceptual change in highly-regarded journals as the future potential task, since many authors and countries have contributed to develop the field. in particular, a few have started multiple-country collaborations in publishing scientific results on conceptual change. this growth is in accordance with the response that uncovering the occurrence of conceptual change has been a prodigious agenda for science academics since the 1980s (gao et al., 2020). in addition, investigating students’ misconceptions is regarded as a crucial teaching pedagogy in science learning (schroeder, 2016). the efforts will help close the gap with the u.s, which is currently in the lead. research question 3: the researcher community on conceptual change has not established a strong international collaboration yet. instead, some researchers have par indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 171-190 183 examination of conceptual change research over a decade: a bibliometric analysis using science mapping tool ticipated in several smaller and mostly national co-authorship initiatives. it is believed that the results of the coauthorship analysis (see figures 6 and table 5) are important data for the research community since they demonstrate the need for stronger (multinational) collaboration to improve the field. the efforts are not impossible since many previous studies have shown the development of research collaboration (glänzel, 2001; wagner, 2004). for example, the proportion of internationally coauthored papers doubled in the 1990-2000 period. several studies have found that scientists in developing countries are not excluded from the global research community (steenwerth et al., 2014), and that the number of international co-authors in both developed and developing countries has increased in last decades (khor & yu, 2016). in addition, nagendra et al., (2018) proposed that international collaboration is critical in developing countries' efforts to build scientific capacity. one way to respond the study results is to form a research community on conceptual change as a forum for world researchers to carry out further collaboration. this can be initiated by researchers from the u.s. as the most productive country in conceptual change research. this process has appeared in other fields, such as quantum physics education within the european quantum flagship. research question 4: conceptual change research includes numerous connected terms and co-words analysis cannot specify the established clusters. conceptual change is the most common aspect in learning, and educational psychology, cognitive science, as well as instructional science have broadly influenced the research foci. consequently, many researchers have integrated numerous aspects in examined conceptual change. in the introduction section, the long and exhaustive efforts of conceptual change researches since 1970s have been highlighted. several research domains have widely contributed to determine the nature of conceptual change and academics have implemented numerous instructional approaches to facilitate students’ conceptual change. it is in accordance with the co-words analysis results which consist of various clusters with several aspects of research foci. co-words analysis reveals the occurrence of new terms currently included in conceptual change research, namely “curriculum” and “curriculum development”. curriculum plays the strategic role in teaching and learning process. considering many instructional approaches have successfully facilitated students’ conceptual change and factors influencing student’s conceptual change have been explored by educational psychology field, it is the right time for conceptual change to be inserted in science education curriculum. it is relevant with previous studies which proposed the revision of teaching methods and content of textbooks for related unsuccessful parts in several topics in science domain (al-rsa’i et al., 2020; edelsbrunner et al., 2018; rochintaniawati et al., 2019; stieff & desutter, 2021). as for other subjects besides science, the results only indicate geography learning was involved in the research during the 2012-2021 period. in other words, conceptual change has not been an emerging aspect in other subjects of research. further co-words analysis also discovers that teacher preparation on conceptual change learning have rarely been examined in recent studies. it can be observed from terms such as “teacher education”, “teacher program”, “pre-service (biology) teacher” that were included in old average year clusters. therefore, teachers should be well pre indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 171-190 the brief outlook of conceptual change research over a decade: a bibliometric analysis using science mapping tool 184 pared to implement successful curriculum oriented on conceptual change. several studies show that teachers do not have inadequate understanding of scientific idea (anisimova et al., 2020) and others reported that students and teachers have the same naïve idea (soeharto et al., 2019; chancey et al., 2021). this study proposes that future researches on conceptual change to keep exploring both pre-service teachers’ and teachers’ preparation in implementing conceptual change learning. it is consistent with previous studies (e.g darmawan & suparman, 2019; hermita et al., 2021; rapanta et al., 2020) that a closer examination of science teachers' preparation is required to assist students in achieving various learning objectives. in addition, teaching is a complex and demanding intellectual task that cannot be achieved without proper preparation (yusuf, 2022). 4. conclusion in conclusion, the results of this study may contribute to future development on conceptual change field and trigger researchers both in terms of research foci and multinational co-authorship. the exhaustive literatures on conceptual change have inspired this work, with the goal of providing a vision that explains the current state of the scientific literature on this subject and the shift to its emerging state. 5. references ahopelto, i., mikkilä-erdmann, m., anto, e., & penttinen, m. 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(2015). bibliometric methods in management and organization. organizational research methods, 18(3), 429–472. https://doi.org/10.1177/1094428114562 629 microsoft word 2. layout adenike aderogba.docx indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 86-95 86 secondary school teachers’ accessibility to internet facilities for advanced instruction in nigeria secondary school teachers’ accessibility to internet facilities for advanced instruction in nigeria adenike aderogba onojah1, amos ochayi onojah2, charles olubode olumorin3, esther o. omosewo4 1-4department of educational technology, university of ilorin, nigeria doi: 10.23917/ijolae.v3i2.10686 received: april 12nd, 2020. revised: december 21st, 2020. accepted: december 24th, 2020. available online: january 11st, 2021. published regularly: may 1st, 2021. abstract for internet facilities to be adopted and integrated in schools, the resources should not only be available, it must also be accessible. the objectives of this study were to: identify internet facilities available for secondary school teachers; determine whether secondary school teachers are able to access the internet facilities; and investigate how teachers’ gender influence the accessibility of internet facilities in secondary schools in ilorin. the population of the study was limited to secondary school teachers in ilorin, nigeria and 251 respondents were randomly selected. there was no significant difference between male and female secondary school teachers’ level of accessibility of internet facilities for instruction. the study concluded that teachers have access to the available internet facilities for advanced instruction. it was recommended that, internet service providers (isps) should be allowed to establish centres on campus in order to bring online services close to teachers. keywords: advanced instruction, assessment, gender, internet facilities corresponding author: amos ochayi onojah, department of educational technology, university of ilorin, nigeria email: haymoresonojah@yahoo.com 1. introduction the guiding principle of education in nigeria is equipping every citizen with knowledge, skills, attitudes and values as to derive maximum benefits from individuals’ membership in society, lead a fulfilling life and contribute to the development and welfare of the community. education is a social medium and process of acquisition of relevant knowledge, skills and attitudes for survival in a changing world (sanni, amosa & danmaigoro, 2017). the innovation that is taking place in ict has positive effects on the way undergraduate students perform their functions of learning and instructional strategy, especially on the creation, dissemination and application of knowledge as well as skills. education also empowers communities and citizens to fully participate in development and prosperity. education in its broadest sense is generally acclaimed as a tool that has a germane impact on the mind, character, or physical ability of an individual (briggs, ololube, kpolovie, amaele & amanchukwu, 2012). owolabi, oyewole, and oke (2013), asserted that teachers are crucial within the teaching – learning process. hence, teachers constitute a major input in the accomplishment of educational goals and objectives in all nations. ict has been viewed as electronic-based technologies that are generally used to retrieve store, process and package information as well as provide access to knowledge (abdulrahman, 2016). ict encourages coopeindonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 86-95 87 secondary school teachers’ accessibility to internet facilities for advanced instruction in nigeria rative learning, enhances teaching and learning process, and encourages communication through websites, blogs and social networks (augustine, et al. 2018). similarly, olanikawu, omiola, and aboyeji (2017) submitted that ict is the sole creation of humankind that has thrown off and balance the conventional perceptions of time and information. the effects of information communication and technology on education cannot be over emphasized. adebo, adekunmi, and daramola (2013) stated that the effects of ict to classroom and education process include offering the opportunity for more student centered teaching; giving greater opportunity for communication and collaboration between teacher-to-teacher and student-to-student; exposing students greatly to vocational and workforce skills; providing opportunities for multiple technologies delivered by teachers; creating greater enthusiasm for learning amongst students, providing teachers with new sources of information and knowledge; preparing learners for the real world; and providing distance learners country-wide with online educational materials. according to wadi and sonia (2002), icts can enhance the quality of education by increasing learner’s motivation and engagement; facilitating the acquisition of essential skills; and enhancing teacher training. despite the relevance of computer and internet in the world educational systems, its application and use in a developing economy has not gained significant attention as expected, in particular among the student teachers, who are expected to impact such knowledge to the next generation, through primary and secondary education (juliani et al, 2020). amoo, ayodele and egbowon (2000) defined teaching as "guiding the students to acquire basic knowledge, attitude and skills (through the use of various media and methods) that can be effectively applied to solve relevant problems and improve the environment. they added that, effective teaching requires a careful and selective application of learning theories, materials to meet the various conditions of a given learning situation. the ashby commission was set up by the federal government in 1959 to make recommendation on the way and means of tackling the educational problem in nigeria, one of the recommendations of the commission is that both the pre-service and in-service training of teachers should be intensified. the internet has allowed students, and teachers to learn and connect with each other as well as provide an avenue for both students and teachers to relate. kofi anan (2005) viewed ict as the key to unlock the doors of the educational systems. the computer and its related technologies according to adeyemo (2010) have formed an integral part of everyday life that it must be an ingredient in educating for participation in present and future society. the computers are essential tools, required for student teachers, to fit into the global information and communication technological development of the 21st century. in the developing countries, ict can be used to compensate for the inadequate well trained teachers and unavailability of equipment in the educational sector. adebo, adekunmi, and daramola, (2013) affirmed that despite the high percentage of women involved in teaching, studies have shown that female teachers in schools have less access to the usage of internet. women internet users in almost all developing countries including nigeria are very few. in the developed world, evidence shows a higher proportion of internet usage among the people, irrespective of gender and ages (alison, anne, and christoph, 2010). bola and ogunlade (2012) established that students did not have as much access to internet service as the staff indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 86-95 88 secondary school teachers’ accessibility to internet facilities for advanced instruction in nigeria and proximity to cybercafé and valid information contained from the internet were their major motivating factors for surfing the internet. it also found that the respondents strongly agreed that the purposes for their surfing the internet were to register courses, enroll for exams, gather information for literature review, send and receive mails, amongst others. dede, salzman & loftin (2013) established that limited access to technology in secondary schools may contribute to a lack of technology usage in schools. soetan, ogunlade, fakomogbon, and bolaji (2014) recommended more provisions need to be made concerning the availability of ict tools for teaching at the early childhood education level. similarly, shehu, urhefe and promise (2015) noted that internet will level the educational activities due to its availability to everyone, everywhere and any time, irrespective of gender, race, income or other socio-demographic characteristics. furthermore, daniel and oghal (2015) stated that, internet is the network of interconnected networks and websites containing files; every website is also identified using an address for easy location. in similar finding, osuafor and ofor (2015) reported that there was no significant difference between male and female lecturers on utilization of e-learning facilities in teaching in colleges of education. similarly, makewa, kuboja, yango and ngussa (2014) reported that there was no significant difference in application of icts and research between male and female lecturers of arusha university tanzania. moreover, ogunlade, et al. (2015) reported that there was no significant difference between male and female respondents in the use of internet facilities. furthermore, nwankwoala, (2015) reported that, gender of university lecturers did not predict their usage of icts and also revealed that icts usage contribute to the national development. nigeria’s education system contemporary still faces challenges on the quality of education provided for students. national policy on education (federal republic of nigeria, 2013) identified obsolete facilities as one of the numerous indicators of the poor state of education in nigeria. most primary and secondary schools have inadequate support services that enhance teaching and learning. also, federal government recognized low funding for capital investment projects such as classrooms, ict facilities, laboratories and so on. various challenges are facing adequate implementation of ict policy, dysfunctional telephone lines, and low level of internet connectivity amongst others. emmanuel (2013) established most schools in kwara state does not have internet facilities. ministry of education and other government agencies still rely heavily on paper-based system in their daily activities. although previous studies have examined availability of internet facilities among teachers or students for teaching and learning in either secondary schools or universities but none of these studies known to the researchers focused on its accessibility in ilorin, nigeria. to fill these identified gaps, this study therefore assessed the accessibility of internet facilities for instruction among secondary school teachers in ilorin, nigeria. the purpose of this study was to accessed the internet facilities available for secondary school teachers; whether secondary school teachers are able to access the internet facilities; and determined whether gender of teachers influence the accessibility of internet facilities in secondary schools in ilorin. in order to conduct the research, the following research questions were raised and answered: (1) are there internet facilities in secondary schools in ilorin; (2) are secondary school teachers in ilorin able to access indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 86-95 89 secondary school teachers’ accessibility to internet facilities for advanced instruction in nigeria internet facilities in their schools; and (3) will teachers’ gender influence the accessibility of internet facilities in secondary schools in ilorin. research hypotheses this following hypothesis was raised and tested at 0.005 level of significance in this study. ho1: there is no significant difference in teacher’s accessibility of internet facilities based on gender 2. method this chapter presents the method and procedures that was employed in the process of collecting necessary and useful data for this research. this study employed a descriptive survey method. it involved the use of questionnaire; the response to which produce the required information from the teachers. the questionnaire was used to collect necessary information on secondary school teachers’ accessibility of internet facilities. the population for the study consisted of all secondary school teachers in ilorin, nigeria. the target population consisted of the entire secondary teachers in ilorin by purposive sampling. over two hundred and fifty secondary school teachers based on their availability were randomly selected. an adapted questionnaire from the study of ogunleye (2012) was used to elicit information from the respondents. it consisted of two sections. section a required bio data of the respondents’ personal information to know if their genders can have influence on their accessibility of internet facilities, section b consisting ten items was on availability, accessibility of internet facilities among secondary school teachers which answer the research questions 15. likert response mode of strongly agreed (sa), agreed (a), disagreed (d), and strongly disagreed (sd) was used. the instrument was validated for the face validity and content validity by the researcher’s supervisor and three other lecturers in the department of educational technology in university of ilorin. the various suggestions after the validation were used to modify the instrument. in order to ascertain the consistency of the instrument, the instrument was pilot tested on twenty-five teachers in ogbomoso, oyo state which do not consist part of the study sample. internal consistency of the instrument at 0.81 was tested using cronbach alpha. after, obtaining letter of introduction to the appropriate departments, the school principals’ permission was sought before the instruments are being administered with the help of a research assistant from each of the schools of the study. data was collected through the questionnaire that were distributed to the respondents’ schools within ilorin, nigeria. the questionnaire were collected immediately from the teachers after filling them. the respondents were not coerced in filling the questionnaire as they will be given the opportunity to fill it at their own convenient time. also, all authors cited in this work were properly referenced. data collected through the questionnaire was subjected to descriptive and inferential statistics. descriptive statistics (percentage, count and mean) was used to answer research questions. while in inferential statistics of t-test was used for the hypotheses. all the hypotheses were tested at 0.05 level of significance. 3. result and discussion this chapter presents the analysis and results obtained from the data based on research questions and research hypotheses stated in chapter one. the results are preceded by the demographic information of the respondents. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 86-95 90 secondary school teachers’ accessibility to internet facilities for advanced instruction in nigeria table 1 percentage distribution of respondents by gender gender frequency % male 119 47.4 female 132 52.6 total 251 100 the distribution of secondary school teachers involved in the access and utilization of internet facilities for instruction according to gender showed that there was a difference in the distribution along gender lines. the results in table 1 shows that 119 (47.4%) were males while 132 (52.6%) were females in all the schools. this part presents the result of the analyses on access and utilization of internet facilities for instruction among secondary school teachers in ilorin metropolis. research question 1: are there internet facilities in secondary schools in ilorin? table 2 teachers’ response towards the availability of internet facilities in secondary schools availability of internet facilities in secondary schools yes no there is an e-library in the school. 79 (31.5%) 172(68.5%) teachers are allowed to use the e-library at any time. 75 (29.9%) 176(70.1%) the school provides other means for teachers to access information online. 148 (59.0%) 103(41.0%) the government supplies computers and its accessories to the school for helping teachers enhance their instruction skills. 136 (54.2%) 115(45.8%) there are sufficient internet centers in schools. 70 (27.9%) 181(72.1%) the responses on the availability of internet facilities in secondary schools were investigated and the result presented in table 2. it indicated that 31.5% of the respondents agreed that there was an e-library in their school and just a few of the respondents agreed to the statement that teachers are allowed to use the e-library any time. however, the majority of the respondents agreed that the school provides other means for teachers to access information online. also, the government supplies computers and its accessories to the school for helping teachers enhance their instruction skills. but there are not sufficient internet centers in nigerian secondary schools. on the whole, the study established that schools make no provision for internet facilities, likewise, the government does not supply computers and its accessories to the school for helping teachers enhance their instruction skills and as a result of this, the respondents’ response on the availability of elibrary and sufficient internet centers in the school was low, and thereby teachers are not allowed to use the e-library any time. research question 2: are secondary school teachers in ilorin able to access internet facilities in their schools? indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 86-95 91 secondary school teachers’ accessibility to internet facilities for advanced instruction in nigeria table 3 teachers’ response on the access of internet facilities by secondary school teachers in ilorin access to internet facilities in secondary schools yes no teachers have been allowed to teach with the internet in their classroom practice. 103(41.2%) 148(58.8%) information is very difficult to source from the internet so i don’t like using it. 84(33.5%) 167(66.5%) i use the internet to communicate socially than for instruction. 221(88.0%) 30(12.0%) there is little access to the internet in school. 211(84.0%) 40(16.0%) the cost of accessing the internet is too expensive. 220(87.7%) 31(12.3%) table 3 presents the result of teachers’ responses to their access to internet facilities by secondary school teachers in ilorin. the findings revealed that 41.2% of the respondents agreed to the statement that teachers have been allowed to teach with the internet in their classroom practice while 58.8% disagreed with the statement. also, it was revealed via the study that the majority of the respondents don’t have access to internet facilities thereby making the information very difficult to source from the internet. furthermore, it was deduced from the study that most of the respondents (221, 88.0%) use the internet to communicate socially than for instruction. besides, there is little access to the internet in the school. lastly, 220 (87.7%) majority of the respondents agreed that the cost of accessing the internet is too expensive. the findings indicated that most teachers use the internet to communicate socially than for instruction, many teachers admitted that the cost of accessing the internet is too expensive and that there is little access to the internet in the school. hypothesis one ho1: there is no significant difference in teacher’s accessibility of internet facilities based on gender. table 4 t-test of male and female secondary school teachers’ level of accessibility of internet facilities for instruction gender n x sd df t sig. (2 tailed) remarks male 119 13.99 2.64 249 .998 .319 not sig. female 132 13.68 2.27 from table 4, it can be deduced that there was no significant difference between male and female secondary school teachers’ level of accessibility of internet facilities for instruction in ilorin. this is reflected in the result: t (249) = .998, p > .05. that is, the result of t-value of .998 resulting in .319 significance value was greater than 0.05 alpha value. thus, the hypothesis is not rejected. this implies that there was no significant difference between male and female secondary school teachers’ level of accessibility of internet facilities for instruction. the benefits of ict being nature-protecting, non-polluting, indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 86-95 92 secondary school teachers’ accessibility to internet facilities for advanced instruction in nigeria less energy consumption and above all, more human-friendly, it is applications are becoming indispensable parts of contemporary culture, spreading across the globe through general and vocational education (ogunlade, olafare, & udom, 2013). similarly, ict functions as a change agent on learning process, it impacted on place ‘when’ and ‘where’ to learn, improve quality of education and enhanced educational management (kaur, 2015). the result obtained indicated that schools make no provision for internet facilities, likewise the government does not supply computers and its accessories to the school for helping teachers enhance their instruction skills and as a result of this, the respondents’ response on the availability of e-library and sufficient internet centres in the school was low, and thereby teachers are not allowed to use the e-library any time. bola and ogunlade (2012) established that students did not have as much access to internet service. dede, salzman & loftin (2013) established that limited access to technology in secondary schools may contribute to a lack of technology usage. the influence of gender on teachers’ accessibility of internet facilities for instruction examined. the results of the t-test established no significant difference was established between secondary school male and female teachers’ use and accessibility of internet. in support of these findings, shehu, urhefe and promise (2015) noted that internet will level the educational activities due to its availability to everyone, everywhere and any time, irrespective of gender. habib, enite, and aworo, (2015) conducted an empirical study on the accessibility and utilization of internet service in nigeria libraries, the outcome of the study reveals that majority of the participants asserted that internet was very accessible to them while some indicated that internet was not accessible to them at all. it also found that the participants strongly agreed that the reasons for which staff used the internet in nigeria libraries are for research purpose, for current awareness services/ update of knowledge and to develop personal competencies among other. professor s. a. onasanya of the department of educational technology, university of ilorin, nigeria, who delivered a paper entitled, ‘educating for the next generation,’ stated that teaching in the 21st century had undergone a typical shift and stated that education must prepare pupils especially in ilorin for success in a fast-changing and inter-connected world (nwogu, 2016). furthermore, apuke and iyendo (2017) stated that the internet is a technology that has reshaped tertiary educational practice in terms of improving academic learning. it also revealed that lack of search skills, information overload, power outage, irrelevant information, difficulties in the navigation of the website, inaccessibility of some sites and unavailability/inaccessibility of the internet services were some of the challenges faced by the staff in nigeria libraries. olokoba, abdullahi, omosidi (2014) established that the nonavailability of ict facilities will continue to hinder teachers from using the resources. the findings have strong implication on the teaching process in nigeria. it is an indication that there would be great improvement in the teaching and instruction process generally at all secondary schools if teachers could have access to internet facilities and fully utilize those facilities. therefore, if schools and government make provision for internet facilities in schools, it could be of great help for teachers to be more competent in their use of the internet irrespective of their gender. 4. conclusion the result indicated that internet facilities are not available in secondary schools. it indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 86-95 93 secondary school teachers’ accessibility to internet facilities for advanced instruction in nigeria was also revealed that since there is low availability of internet facilities in the schools, teachers’ use of internet facilities is low because they are not available despite the fact that teachers have knowledge of computer. this implies that more attention should be given to what can be done to positively improve the availability level of internet facilities in schools and seminars or training that will make them access the facilities for instruction regardless of their gender. based on the findings and conclusions of this study, the following recommendations were hereby made; government, ngos, and schools should organize conferences, trainings, and workshops to educate teachers on the benefits of using internet facilities and ict generally for instruction; school owned internet centres should be established for easy access to the internet by the students; and internet service providers (isps) should be allowed to establish centres on campus in order to bring online services close to teachers and the cost of accessing 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(1) (2) (2019) 72-90 72 role of education in financial inclusion of poor and unbanked women in india role of education in financial inclusion of poor and unbanked women in india amra sabic-el-rayess1 1teachers college, columbia university, usa doi: 10.23917/ijolae.v1i2.8703 received: july 7th, 2019. revised: september 1th, 2019. accepted: september 9th , 2019 available online: september 30th, 2019. published regulary: july 1st, 2019 abstract in recent times, the global financial system has embraced more people from more regions of the world, but we are yet to fully understand who remains excluded and why. globally, 2 billion adults are still unbanked. of those, many are poor women. even when they gain financial access, women tend to refrain from actively using their bank accounts. india represents a potent example of this global challenge. our study offers a quantitative analysis of the financial insights inclusion and findex datasets and finds that even when they are given the opportunity and potential benefits of financial access many of india’s poor women opt out of actively engaging with the formal banking institutions. in examining reasons behind their account dormancy, we find that education is a significant determinant shaping decisions of india’s poor women. keywords: role of education, financial inclusion, women’s education, education impacts, primary education corresponding author: amra sabic-el-rayess, teachers college, columbia university, usa email: as2169@columbia.edu 1. introduction technological innovation has led to a rapid growth in financial engagement across the globe. mobile money has enabled financial transactions at a simple press of a button, expanding financial access to the poorest and most remote parts of the world. from 2011 to 2014 alone, 700 million individuals became banked by opening their first-time accounts with financial institutions (world bank, 2015). only 2 percent of the global adult population has mobile money accounts, but, surprisingly, that measure jumps to 12 percent in the sub-saharan africa, with nearly half of those individuals being banked exclusively via mobile money (world bank, 2015). in kenya, m-pesa, a preferred mobile money platform, has grown in subscribers from 1 million in 2007 to nearly 30 million by 2017 (monks, 2017). if solely evaluated by the rise in new accounts, we are arguably witnessing a global expansion in financial access. but, are we? in recent times, the global financial system has embraced more people from more regions of the world, but we are yet to fully understand who remains excluded and why. globally, 2 billion adults are still unbanked (world bank, 2015). of those, many are poor women. even when they ultimately gain access to a financial account, women tend to refrain from actively using their financial accounts. notwithstanding mobile money platform’s success in sub-saharan africa, other countries have not been able to indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 72-90 73 role of education in financial inclusion of poor and unbanked women in india replicate kenya’s success even in part. india represents a potent counter example to kenya’s success story. we derive this study from an extensive quantitative analysis of the financial insights inclusion (fii) and findex datasets, which has confirmed that the mobile money inclusion of women is negligible in india: mobile money account ownership amongst poor women is nearly non-existent; most women do not have enough to save via mobile money; or they express concerns with their lack of knowledge of how to open or use mobile money accounts. further, our fii analysis shows that only 14% of low income women own mobile phones and no poor woman use mobile money accounts for emergencies. why even when they are given the opportunity and potential benefits of financial access many of india’s poor either entirely opt out of actively engaging with the formal banking institutions or, if they opt in, they keep their accounts dormant, in some cases, all the while using informal financial networks for their financial needs. to address this complex question, our analysis builds a broader financial profile of india’s poor women. within that profile, we determine the key factors impacting the account dormancy and disengagement problem, most notably finding that education is one of the most significant and powerful determinants shaping decisions and behaviors of india’s poor women. we ultimately hope that this study particularly our finding that education plays a key role in women’s financial behavior will initiate a broader discussion on ways to better include and engage the poor, unbanked, and under-banked women in india and beyond. financial exclusion is a relatively recently studied phenomenon that the concerned scholars and practitioners have defined as the exclusion of certain groups from having access to financial services (leyshon and thrift, 1995). india, under its current prime minister, narendra modi, has particularly pushed towards greater financial inclusion through a government-led program that added 260 million of the new bank accounts over a period of only two years, followed by a 2016 demonetization of bank notes that increased bank deposits over night (datwani, 2017). despite the improved bank use in india, the poor and particularly women in india still experience high levels of exclusion. realizing that the gender gap in terms of economic opportunities and financial access remains profound in developing countries like india, world bank has revamped its 2016-2023 gender strategy, underlining the importance of gender equality and equal economic opportunities for poverty eradication (world bank, 2016). world bank has committed to improving financial access and lessening gender participation gap within the banking sector in 25 countries that capture over two-thirds of the financially excluded population globally (world bank, 2016). however, much of the financial industry is still lagging in producing a substantive impact on the poorest women in india. a meaningful material change in lives of the poor women is not the only change that results from financial inclusion: women often benefit from cognitive, behavioral, relational and other changes that their financial independence and security provide (kabeer, 2003). without material change, however, women cannot be fully empowered nor can they engage actively with their banking institutions. we extend kabeer’s argument by demonstrating that a meaningful material change is often a necessary prerequisite for other benefits to occur, including improvements in women’s education, skills, their self-esteem, and their community and institutional relationships. indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 72-90 74 role of education in financial inclusion of poor and unbanked women in india while development community has made substantive efforts to accomplish gender mainstreaming within institutions internationally, mainstreaming of women’s perspectives and needs has not necessarily occurred in india. despite some improvements, one of four financially excluded women in the world today is indian (agrawal, 2016). mahajan, india’s microlending pioneer, notes that india’s challenge is in its institutionally embedded exclusion of women that cannot be easily overcome (biswas, 2013). this differential is particularly visible in our lack of understanding how, why and when the poor women decide to interact with the formal financial institutions. existing research has suggested that hiring female bank agents, providing saving accounts, providing digital services, consumer protection of poor women, and expansion of financial literacy would all likely improve female financial inclusion (world bank, 2016). the ifcinitiated global banking alliance for women is an umbrella effort that includes 46 financial institutions and organizations aimed at reducing gender gap in financial access by providing credit, education, markets and mentorship to women entrepreneurs (global alliance for women, 2017; ismail & buang, 2019; rasid & buang, 2019). in india specifically, the government has introduced unique identification number with the goal of easing the financial access for the country’s population of 1.2 billion; by 2014, nearly 60 million accounts were directly linked to the official identification numbers allowing delivery of many subsidies via formal financial system (chen, 2014). the needs of poor women are neither well understood nor fully addressed in india, which was the key motivation behind this study and the broader research from which the study is derived. the current state of india’s poor women suggests that a more thorough profile and understanding of their needs is necessary to devise effective policies and lessen account dormancy amongst india’s poor. karmaker, benerjee, and mohapatra (2011) rightly argue that inclusion of the poor into the formal financial system is necessary for india to grow, develop, and exponentially benefit from its financial inclusion of the poor. however, many of the ongoing financial inclusion efforts are yet to solve the continued account dormancy observed amongst the poor women because, despite improvements in the last several years, 62% of india’s women either do not have a bank account or simply do not use it (agrawal, 2016). in an effort to address this challenge, we analyze existing datasets on india to better understand poor women’s rationale for self-exclusion and dormancy in the financial sector. 2. method for this study, we worked to understand behavioral patterns of poor women and their use of financial services in india, as well as barriers those women face in actively engaging with financial institutions. we analyzed secondary data sources and conducted demand side data analysis across various demographic, educational, financial, socioeconomic, and behavioral variables. the two financial inclusion datasets on india we used were global findex dataset for 2014, with its sample of 3,000 male and female respondents aged 15+, and the financial insights inclusion dataset with a sample of 45,036 male and female respondents aged 15+. our regression analyses systematically probed the extensive data ultimately uncovering novel insights into the financial needs and behaviors of women in india. when possible, we validated trends and findings across both datasets though indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 72-90 75 role of education in financial inclusion of poor and unbanked women in india variations are expected given differentials in sampling, variables, missing data, data collection methods, and timing of data collections. we took descriptive data a step further with binary logistic regression modeling to predict financial behaviors and account usage. some of the key factors we studied in relation to poor women’s financial behaviors included their education, ownership of bank accounts, welfare payments, employment, healthcare costs, and other related variables. in the broader study, our thorough approach helped create the in-depth profiles of different sub-groups of women in india though this paper specifically zooms in on our findings relevant to the poor women in india and the impact education has had on their financial behaviors. in the forthcoming sections, we synthesized those findings from both datasets to articulated a manner in which education impacts poor women in india. a. data sources the analysis of the 2014 india dataset from the global findex database was based on a sample of 3,000 male and female respondents aged 15+. about 62% of the sample had primary education or less. of the total, more than 44% participants did not have an account with a financial institution and a meager 2.4% have used mobile money in the past. when asked on primary reasons for not having an account (i.e. distance, expense, lacking trust, religion, lacking money, another family member has account, not able to obtain account, or account not needed), the leading rationale amongst the 2014 findex survey participants for not having a formal account were, first, lack of money and, second, having a family member who already has an account. findex data showed that women were overrepresented in the low income category while men were more frequently higher income earners. our analysis systematically probed these, and numerous other, trends and relationships within the 2014 findex dataset to better profile and predict financial behaviors of poor women in india. the analysis of the 2015 india fii dataset was based on a sample of 45,036 male and female respondents aged 15+. about 66% of the sample was at the basic level of literacy. of the total, 33% of the participants were from the rural areas of the country while 67% resided in urban locations. as for the socioeconomic split, 78% were below the $us 2.50 a day with 22% being above the poverty line. of all the poor, there were more poor women than men both amongst the singles and married couples. awareness of mobile money was low both amongst women and men, but comparatively lower amongst women. it was further coupled by low digital literacy rate despite higher financial literacy rate. our unpacking of various trends across poor women in india helped inform and expose the relationship between the key education-related variables and women’s financial inclusion and empowerment. while significant challenges remain, fii data also suggested that improvements have been made in providing financial access to poor women in india. the number of bank users amongst poor women has increased from 2014 to 2015. in fact, across all income groups for 2015, the number of full service bank female users was greater than the number of nonusers. the 2014 dataset did not mirror the same patterns; instead, in 2014, the number of poor women who were bank users was lower than the number of bank nonusers. b. binary logistic regression the study examined the findex and financial inclusion insights databases to understand behavioral patterns of poor women and their use of financial services in india. indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 72-90 76 role of education in financial inclusion of poor and unbanked women in india data was analyzed using extensive binary logistic regressions to ultimately understand whether there are any factors that can reliably impact or predict behaviors of poor women in india. the logistic regression’s coefficients were converted into the odds ratios for the ease of interpretation. binary logistic regression was a suitable choice given that it makes no assumptions about predictors’ distributions. this method also enabled the use of binary variables as dependents. the method’s assumption of a linear relationship between the logit of the dependent variable and the predictor variable was tested using box tidwell test for each model throughout the broader study. if the logistic regression model contains variables with the linearity assumption being violated between the predictors and the logit of the dependent, the predictor can be reformulated by creating categories for a continuous variable. the newly recoded variable can then be used within the logistic regression model. the study applied this standard approach to non-linearity issues, if any emerged. in addition, this study tested each model for multicollinearity by calculating the relevant variance inflation factors (vif). vifs determine whether the multicollinearity inflated the variance of relevant coefficients. vif of 10 or greater indicates presence of multicollinearity, an issue that this analysis did not encounter in any of the models presented in this paper. in sum, relevant coding, recording, and assumption testing was conducted for each of the regression models discussed. 3. result and discussion a. finding answers to how to financially engage poor women of india india’s women are not alone in lagging behind men in labor force participation, ownership of small business, and access to credit, but this study zeros in on their specific condition and financial access. the following section of the report synthesizes study’s key findings and articulates a financial inclusion story, as impacted by education, of the low income women in india. the trends and factors that we discuss in the following sections can help inform targeted products, policies, and services for the poor and unbanked. we bring to light those factors that our research has found to be producing a meaningful change and effect on financial behavior of india’s poor women. we also find that the material change is the likely instigator of other progress for women, therefore, we recognize the sequential impact income, social benefit payments, or other forms of financial change can have on the financial profile and behavior of poor women in india. together, these factors shape women’s behaviors and build an informative profile. it helps us understand what currently blocks and would, with the right set of interventions, likely facilitate a more active banking relationship between the poorest women in india and the banking sector. b. financial landscape of poor women in india: lack of knowledge and comfort despite improved financial access for women in india in recent years, the poor women continue to be unbanked in greater numbers than women with higher income (figure 1). more poor women try to earn wages as compared to the wealthy, but the their jobs are often part-time or seasonal (figure 1). poor women continue to rely on the informal lending and saving groups, making the informal financial sector relevant in providing financial liquidity, comfort, and security to india’s poor. for women, our analysis suggests, the top reasons for saving in the informal clubs are emergency, safety indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 72-90 77 role of education in financial inclusion of poor and unbanked women in india of savings, easy access, and provision of lump sum. men share similar views with only one caveat: provision of lump sum is more important to men than easy access. when asked about the most frequent reasons behind saving with the informal savings groups, we find that nearly 14 times more women than men said informal savings clubs give them funding in the event of an emergency. about 6 times more women than men felt their funds were safe while about 9 times more women than men thought they could easily access their money if they needed it. many more women than men also enjoy getting a lump sum when it is their turn. these savings patterns suggest that the formal banking system does not compete effectively with the informal saving groups or address the needs of women. women resort to using informal savings clubs not only for the ease of access, but more importantly because they lack knowledge of how to interact with the formal banking institutions as well as having direct control, safety, and the comfort of the informal savings clubs that formal financial institutions do not seem to offer. these very basic trends clearly point to the need for greater investment in cultivating relationships with women and, in the process, informally educating women through an informal and accessible curriculum how to engage with the formal financial institutions. others have similarly suggested that women would benefit from accessing financial services at places like community schools and hospitals to ensure women feel comfortable when interacting with the formal banking institutions (agrawal, 2016). specific factors dictate poor women’s resistance to using the formal financial sector in india: amongst them, education and healthcare costs are some of the most important ones. educational programs aimed at lower income groups, informal saving club users, and products that ease the barrier to formal financial engagement may help change those perceptions. similarly, women rarely borrow from financial institutions, but when they do, education and health are the top drivers of poor women’s financial decisions and engagement. employing women’s informal networks may be one of the ways to help spread content knowledge amongst women that would boost their both financial and digital literacy (agrawal, 2016). when further probed on reasons for not saving with the banking institutions, most men and women do not think they have sufficient funds to save with the bank. secondly and perhaps more importantly, they view the informal entities as providing a viable alternative to the formal banking institutions where they can find comfort and immediate assistance as compared to the more rigid and intimidating formal banking institutions. thirdly, men and women often directly share they simply do not know how to open a bank account, an issue indicative of the basic lack of financial knowledge and training on how to interact with the formal banking institutions. aside from the banks’ need to more effectively compete with the informal and private lenders, this lack of financial literacy and ability to engage with the banking institutions underlines that the banking institutions need to create effective education and training platform that would ease the poor’s access into the formal financial world. providing effective training on the ways to access and use financial accounts would induce systemic and material changes amongst poor women in india. our findex data analysis complements our fii dataset analytics with additional insights: more poor men than women rely on their wages and savings in emergencies. women lack wage earning opportunities, which may partly explain why they do not indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 72-90 78 role of education in financial inclusion of poor and unbanked women in india resort to wages in emergencies. they simply do not have them. instead, women often rely on their family members as a source of emergency funding. a small number of men and women use financial institutions and credit cards for emergency funds. similar to these findex findings, only 1.8% of all poor women in the fii sample use bank accounts in emergencies. when it comes to lending sources, women simply do not rely on banks; instead they turn to family and friends, which is likely indicative of women’s need to gain trust before engaging in financial transaction with any one individual or entity. it further suggests that women, particularly when they are poor, find comfort in engaging with informal institutions because of their familiarity and knowledge of how to interact with those institutions, which is not the nature of the formal relationships they could have with banks or other formal financial actors. c. financial landscape for poor women in india: income, education and other influencers there are several vital factors precluding women from engaging financially with the formal banking institutions and therefore experiencing material changes in their lives that could result from effectively leveraging that relationship. we argue that only the informed interventions accounting for the poor women’s needs and conditions can lead to a productive engagement with banking institutions that would ultimately materially change their lives, producing other cognitive, perceptual, and relational changes for them, their families, and their broader communities. a provision of a bank account does not necessarily warrant the women’s effective or informed use of that financial access. in the following sections, we spell out few reasons that have led surveyed women in india to disengage with the banking institutions. 1. wage earner and social benefits factor figure 1. segmenting india’s women by income indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 72-90 79 role of education in financial inclusion of poor and unbanked women in india one of the main findings of this study is that women are more likely to engage with financial products and service providers producing life changes for themselves, their families, and their communities when women themselves receive their own wages, have accounts in their own name, receive social benefit payments, and are direct beneficiaries of products and services offered. changes in their families and communities are consequential to the material, financial improvements in the lives of the poor women. when women undergo material changes that benefit them individually and financially, other forms of positive change for women, their families, and their communities sequentially follow. this is not to suggest that different types of changes cannot occur concurrently, but there exists an initiator effect and potential multiplier effect when the poor women receive a material and financial independence boost. with the lack of income generating opportunities, poor women are frequently reliant on their social benefits payments. poor women and men are, surprisingly, the least represented amongst the social benefit payments recipients in india (figure 2). the largest sub-category within findex data that does not receive social benefits at all are unbanked women followed by unbanked men. other forms of government-to-person benefits similarly suggest that the governmental benefits may favor the higher income groups over the poor. for instance, of the fii survey participants who indicated whether they are gas subsidies recipients, only 18% were the poor women. however, women’s inclusion substantively increases to 38% and 59%, respectively, for women in the next two income groups. observed gender and socioeconomic differentials in social benefits payments raise questions regarding the social benefits eligibility and implementation process in india. this observation is important given that, as later detailed, receiving social benefits positively impacts poor women’s engagement with the formal financial institutions. simply put, if banking institutions are to actively engage with poor women in india, more should be done to ensure that there is an effective social benefits system ensuring that the recipients of the subsidies are india’s poor. 2. deprivation factor poor women in india feel a great sense of deprivation. the poor are most frequently challenged by not being able to afford a doctor when they need one (figure 3). many are also going without food (figure 3). these problems are compounded by the poor often going without fuel, not being able to afford transportation, or needing a fertilizer or a vet. the prevalence of varied forms of deprivation amongst the poor represents the financial pressure the poor women in india are figure 2. social benefits recipients by income indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 72-90 80 role of education in financial inclusion of poor and unbanked women in india forced to cope with. when we further compare women and men within our fii sample, we find that there are many more poor women than men who are unable to afford food. irrespective of their literacy level, there are still many more women who are unable to afford food than there are men. the same pattern is reflected in the data that measures poor women’s ability to afford clothing. there are many more women, both literate and illiterate, who are unable to afford clothing than there are men. these insights into deprivation of the poor should inform design of the new products and services aimed at materially changing the status of poor women in india. as we demonstrate and argue throughout this paper, poor women when not understood or heard often selfmarginalize and exclude from the official financial system. further, if not wellunderstood, informed, and educated on their options to financially engage, the poor may also become, as gloukoviezoff (2007) argues, over-indebted, which is another risk factor for damaging trust and relationship with the banks. 3. education factor improvements in education produce, firstly, cognitive changes and, secondly, impact other forms of change. however, for the poor women to obtain education, financial investment is necessary. expectedly, our analysis of the findex data suggests that a number of india’s unbanked poor women declines as their education increases from primary, through secondary, and to ultimately tertiary education. education matters to both poor women and men, but poor women across both datasets lead in saving more often for education than men. they likely see it as the exit mechanism from the poverty circle. within our findex sample, we compare poor women by whether they save in the formal bank accounts for education fees, old age or for their farm/business, and we find that the poor women most frequently opt to save for education. our fii analysis validates poor women’s preference for education: figure 3. sources of deprivation for india’s poor indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 72-90 81 role of education in financial inclusion of poor and unbanked women in india about 12% of the total number of poor women save for their kids’ education as compared to only 7% of the poor women who save for their retirement. education is clearly one of the key factors that plays prominently in women’s financial empowerment and holds potential for financial interventions and products that would reflect this commitment of india’s poor women to their own education and that of their children. we further probe this important relationships between banking status and education. we regress whether being unbanked for women is predicted by education, age, employment status, income, source of emergency fund, social benefits, and informal lending. the magnitude of education’s impact on being unbanked is unparalleled to any other factor: women with primary education are 23.9 times more likely to be unbanked than those with higher education (table 1). women with secondary education are still 9.5 times more likely to be unbanked than women with higher education degrees. this underlines the importance of education in instigating not only cognitive change for women but also producing a material impact by affecting their banking status. informal lending is a significant predictor in this model as well. women who lend informally are more likely to be unbanked. as for the income, it is interesting to note that women in all other, but the bottom, income quintiles have greater odds of having a bank account as compared to the wealthiest women. this again suggests that the poor women are least likely to be financially included and served. table 1. predicting women being unbanked by education. variable name odds ratio age group 1 (age1), 15-24 age group 2 (age2), 25-34 age group 3 (age3), 35-44 age group 4 (age4), 45-54 2.239** .978 .790 .784 education 1 (education1), primary education 2 (education2), secondary 23.900** 9.527** social benefit payment (sbp), received payment .270 received wages (rw), received wages .492** source of emergency funds 1 (sef 1), savings source of emergency funds 2 (sef 2), family, relatives & friends source of emergency funds 3 (sef 3), money from working or a loan from an employer source of emergency funds 4 (sef 4), a credit card or borrowing from a formal financial institution source of emergency funds 5 (sef 5), private lender .276** .689 .313* .313 .303* informal lending (il), lending funds 1.459** indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 72-90 82 role of education in financial inclusion of poor and unbanked women in india variable name odds ratio income 1 (income1), poorest 20% income 2 (income2), second 20% income 3 (income3), middle 20% income 4 (income4), fourth 20% 1.490 2.418** 2.416** 1.659** constant .086 chi-square, df 183.564, 18 % of cases correctly predicted 69.2% 4. income and literacy factors women’s financial profiles in india are largely based on their life needs, socioeconomic conditions, and demographics, but the lack of financial means is one of the key factors that materially impacts women and their financial behavior. the top four reasons, based on our analysis of the findex dataset, for why india’s poor women do not have a bank account is the lack of money, having a family member with an existing account, expense of opening the account, or simply not needing an account. women who lack financial means have a limited potential to create a fertile ground for material change in their lives. without material change, other forms of change are difficult to follow. without adequate funds, women may not be able to afford education, may lack selfesteem or may have difficulties engaging with their communities or institutions. when they lack funds, women opt out of engaging in formal banking system. in table 2, we determine whether being satisfied with their present financial condition for women can be predicted by their age, marital status, number of kids in household, literacy level, living in urban or rural area, income, and having bank account in own name. expectedly, the higher the income, the greater the odds of being satisfied with their financial condition. if women have a bank account in their own name, they are 1.075 times (p<.01) more likely to be satisfied with their own financial conditions. having basic literacy skills also means women are 1.290 times more likely to be satisfied with their financial situation than women who do not have basic literacy skills. women living in the urban versus rural areas have greater odds of being satisfied with their financial situation. this evidence on which factors impact women’s satisfaction with their financial conditions should help inform new financial product design and interventions aimed at women’s financial inclusion. table 2. predicting women’s satisfaction with their financial situation variable name odds ratio age group 1 (age1), 15-24 age group 2 (age2), 25-34 age group 3 (age3), 35-44 age group 4 (age4), 45-54 .973 .956 .946 .950 indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 72-90 83 role of education in financial inclusion of poor and unbanked women in india variable name odds ratio married, married 1.095** family financial situation 1 (ffs1), not enough for food family financial situation 2 (ffs2) food, but not clothes family financial situation 3 (ffs3) food & clothes, not expensive goods family financial situation 4 (ffs4), afford expensive goods .191** .326** .514** .722** bank account in own name (bao), bank account in own name 1.075** urban (u), urban 1.277** household size kids (hsk1), no kids household size kids (hsk2), 2-3 kids household size kids (hsk3), 4-5 kids household size kids (hsk4), 6-7 kids 1.009 .922 .975 1.004 literacy 1.290** constant 1.963 chi-square, df 1369.431, 16 % of cases correctly predicted 60.5% 5. wages, social benefits, and savings factors women, when they enhance and expand their financial resources through a material change that secures a greater degree of financial independence, are significantly more likely to engage with the financial institutions. we also show that education plays a key role in women opting for a formal bank account. their lack of income and education, for the poor women in india, is the likely reason for the financial disengagement: they require interventions not only through the offer of new financial products, education and training on their usage, but also income generating opportunities that will allow these women to actively engage with the financial institutions. the new income generating opportunities should have an unquestionably positive impact on inducing engagement with banks and expanding material changes in the lives of poor women in india. for this reason we next test whether women opt for a formal account because of their education, age, received wages (aka employment status), income, informal lending, source of emergency fund, and social benefits (table 3). women who receive wages, we find, are 2.047 (p<.01) times more likely to have an account with a financial institution than those women who do not receive their own wages. women receiving social benefits payments, have 3.761 (p<.01) times greater chance of having a bank account than women who do not receive social payments. women who rely on their savings for emergency funds are 3.584 (p<.01) times more likely to have an account than women who rely on other emergency funding sources. in other words, we show that having financial account ownership amongst women indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 72-90 84 role of education in financial inclusion of poor and unbanked women in india is more likely if women exercise a degree of financial independence by receiving their own wages, social benefit payments, and by relying on their own savings in the event of an emergency. informal lending and education also remain relevant in impacting women’s decision to open a bank account, but to a lesser degree. table 3. predicting women having a formal bank account variable name odds ratio age group 1 (age1), 15-24 age group 2 (age2), 25-34 age group 3 (age3), 35-44 age group 4 (age4), 45-54 .449** .052 1.303 1.310 education 1 (education1), primary or less education 2 (education2), secondary .041** .104** social benefit payment (sbp), received payment 3.761** received wages (rw), received wages 2.047** source of emergency funds 1 (sef 1), savings source of emergency funds 2 (sef 2), family, relatives & friends source of emergency funds 3 (sef 3), money from working or a loan from an employer source of emergency funds 4 (sef 4), a credit card or borrowing from a formal financial institution source of emergency funds 5 (sef 5), private lender 3.584** 1.437 3.167* 1.996 3.256* informal lending (il), lending funds .679** income 1 (income1), poorest 20% income 2 (income2), second 20% income 3 (income3), middle 20% income 4 (income4), fourth 20% .689 .402** .416** .594** constant 11.699 chi-square, df 186.139, 18 % of cases correctly predicted 70.8% 6. poverty, school fees, and healthcare factors women’s financial behavior, as we demonstrate, is expectedly impacted by their financial goals. if they need to care for other family members, pay for school fees, or pay off other debts, women are more likely to be unbanked. women who pay for school fees, their own debt, or healthcare costs may be preserving funds for those needs rather than engaging with the banking industry to leverage banks in managing their education ex indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 72-90 85 role of education in financial inclusion of poor and unbanked women in india penses, healthcare costs, and other debt obligations. this points to the fact that women do not see banking institutions as partners in addressing those financial challenges they face. with more training and education as well as innovative and new products designed to form better partnerships between india’s poor women and banking institutions, banking institutions would likely find themselves in a better relationship with india’s poor. well designed products should address poor women’s financial needs relating to healthcare, education, and debt that they currently address on their own and largely outside the formal financial system. such changes would bolster financial inclusion and result in both the material and relational changes for women in india. we also examine whether women are banked because of factors such as women’s age, education, marital status, employment status, income, mobile phone ownership, their financial goal, and being rural poor (table 4). the poor women are about 1.7 times more likely to be unbanked than the wealthiest women. this comes as no surprise. as the income rises, the difference between the wealthiest women in india and other categories in terms of income lessens, but is still significant. other factors remain relevant as well. women who are 15-24 are more than 3 (p<.01) times more likely to be unbanked as compared to those older than 55. women seeking employment are similarly more likely to be unbanked as are those, interestingly, who own mobile phones. table 4. being poor matters in predicting unbanked status for women variable name odds ratio age group 1 (age1), 15-24 age group 2 (age2), 25-34 age group 3 (age3), 35-44 age group 4 (age4), 45-54 3.136** 1.897** 1.300** 1.084 education 1 (edu1), no formal education 2(edu2), primary education 3 (edu3), secondary education 4 (edu4), higher 1.753 1.576 1.188 .541 married, married 1.302** family financial situation 1 (ffs1), not enough for food family financial situation 2 (ffs2) food, but not clothes family financial situation 3 (ffs3) food & clothes, not expensive goods family financial situation 4 (ffs4), afford expensive goods 1.663** 1.345** 1.204** 1.094 indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 72-90 86 role of education in financial inclusion of poor and unbanked women in india variable name odds ratio financial goal 1 (fg 1), paying off debt/fees financial goal 2 (fg 2), caring for family financial goal 3 (fg 3), buying assets financial goal 4 (fg 4), investing .759** 1.159** 1.036 .957 employment 1 (employ1), full-time employment 2 (employ2), part-time employment 3 (employ3), self-employed employment 4 (employ4), looking for job .480** .707** .637** 1.473** rural poor (rp), rural poor .991 mobile phone ownership (mpo) .568** constant .257 chi-square, df 1954.497, 23 % of cases correctly predicted 65.1% 7. healthcare and safety factors healthcare needs shape financial behaviors of poor women in india. the ability to afford a doctor is regressed on the participants’ gender, living in urban or rural area, literacy, marital status, employment status, income, having access to mobile money and bank account, and having a financial plan to cover for unplanned expenses. the dependent variable here captures whether a survey participant needed a doctor in the last 6 months but could not see the doctor or has delayed a doctor’s visit due to insufficient funds. income plays a material role in determining the ability of india’s men and women to see a doctor. the lower the income, the greater the challenge with being able to afford a doctor. in fact, the odds of having difficulties affording a doctor visit were greatest for the poorest: they were as much as 8.48 times more likely to have difficulties affording a doctor as compared to the wealthiest (table 5). those with basic literacy levels and those in urban areas are similarly more likely to experience delays in seeing a doctor. married women and men are 1.126 times more likely to experience a delay in seeing a doctor. this demonstrates that healthcare needs are not only a challenge for the illiterate and poor, but also an opportunity to intervene with novel financial products to actively and financially engage poor women in india. protecting oneself from poverty and crime carries importance in india, across all gender lines. amongst the poor, the numbers of both men and women in our fii analysis who save to protect their families and themselves from crime and poverty are 3,372 and 4,596, respectively. these are some of the top concerns across all income groups in the fii data. our findings help us assert that the fear of crime and, equally, fear of falling below poverty line are the key drivers of poor women’s financial behavior in india. indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 72-90 87 role of education in financial inclusion of poor and unbanked women in india table 5. predicting healthcare needs for women and men variable name odds ratio sex, female=1 1.006 married, married 1.126** employment 1 (employ1), full-time employment 2 (employ2), part-time employment 3 (employ3), self-employed employment 4 (employ4), looking for job .833** 1.271** .824** .976 family financial situation 1 (ffs1), not enough for food family financial situation 2 (ffs2) food, but not clothes family financial situation 3 (ffs3) food & clothes, not expensive goods family financial situation 4 (ffs4), afford expensive goods 8.480** 5.523** 2.665** 1.416** access to mobile money & full service bank (afsb), access to mm & fsb .795 plan emergency fund (pef), have emergency fund for unexpected .773** urban .818** literacy .726** constant .079 chi-square, df 3000.547, 14 % of cases correctly predicted 83.0% 8. mobile money factor the absence of mobile money services and products is a novel opportunity that can impact how women interact with financial institutions. patterns of use we uncover also suggest that women’s independence is key to how women interact with mobile money. findex analysis suggests that poor women are not frequent debit card users. in fact, only when women have debit cards in their own name, the frequency of their use is the multiples of the use for women without a debit card in their own name. most interestingly, when examining the pool of women who have debit cards in their own name and have used their credit cards in the last 12 months, we determined that only women who have debit cards in their own name have also used their credit cards. still, across all income categories, mobile account ownership for women is negligible. very few women use mobile phones for financial transactions. if they engage in mobile transactions, they are nearly always formal bank account holders. the number of women with mobile account access or women who use mobile account for payments or to receive remittances, social benefits payments, or for utility payments is insignificant. expectedly, more poor men have debit cards as compared to poor women. based on our findex analysis, less than 40% of the poor women used their debit card over a 12month period; further, no woman used her mobile phone to send remittances and only indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 72-90 88 role of education in financial inclusion of poor and unbanked women in india two women received remittances via phone, domestically. most prominent reasons for not saving with a mobile money account for those in our fii dataset include not having enough money to save, saving via other means, and not knowing how to open the account. these reasons for not using a mobile money account coincide with the top reasons for why this population in india is not inclined to open bank accounts: they do not have enough money; do not know how to open an account; and they save via other means. novel interventions therefore should focus on better training on products and account usage, product development, information campaigns, and overall knowledge of the products and services. we predict debit card use amongst women (table 6), using education, age, income, whether they save for business/farm, old age, or education fees, and whether they pay for school fees. we find that the most notable predictor here is saving for education fees. if a woman is saving for education, she is 2.901 times more likely to use a debit card account as compared to a woman who does not save for education. education fees are important to women. in fact, the number of women who do not have a mobile account within fii dataset but use a phone to pay for school fees is greater than the actual number of women with a mobile account who use phone to pay for school fees. schools fees should be further explored to incentivize mobile phone use and, ultimately, impact both material and cognitive changes for women in india. table 6. predicting women’s debit card use variable name odds ratio age group 1 (age1), 15-24 age group 2 (age2), 25-34 age group 3 (age3), 35-44 age group 4 (age4), 45-54 .785 1.269 .109 .448 education 1 (education1), primary education 2 (education2), secondary .624 .462 paid for school fees (psf) .751 income 1 (income1), poorest 20% income 2 (income2), second 20% income 3 (income3), middle 20% income 4 (income4), fourth 20% .930 1.780 0.854* .650 saving for business/farm (sb) 1.978 saving for education fees (sef) 2.901* saving for old age (soa) .563 constant .043 indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 72-90 89 role of education in financial inclusion of poor and unbanked women in india variable name odds ratio chi-square, df 21.447, 14 % of cases correctly predicted 73.3% 4. conclusion the financial access factors studied in this research suggest that, despite some improvements observed across other income groups, the poorest women in india remain, at least in part, forgotten and excluded by the formal financial system. our study aimed at building a fuller financial profile of those women with specific accent on the role of education-related variables. women, we find, tend to vocalize their dissatisfaction with their financial condition to a lesser degree than men. they also receive less social benefit payments and have less wage earning opportunities than men. instead of fully engaging with the formal banking institutions, women prefer informal entities in hope of easier and more reliable access to financial means than what they expect to encounter within the formal financial institutions. in many cases, women who are poor and uneducated do not know how to engage with the formal financial sector and, therefore, opt out of the formal system. if they had sufficient opportunities to earn, control, and direct earnings within the financial system knowledgably, women could more actively engage with the formal and particularly mobile banking sectors. the existing gaps between the poor women and other groups highlight the need for more targeted educational interventions that would help produce a greater financial inclusion and engagement amongst the poor and, consequently, material change for the poor women currently left behind. as our work evidences, improvements in the women’s education and their greater earnings independence can serve as the impetus for the material change amongst all those women who are presently unbanked, forgotten, and poor in india. 5. references agrawal, s. (2016). “one out of four financially excluded women across the world is an indian” available online at: http://www.livemint.com/politics/kh3o 9ivqhvswhlhkt5vywi/one-out-offour-financially-excluded-womenacross-the-world.html bisas, s. (2013). does india need a bank for women? available online at: http://www.bbc.com/news/21611787 chen, g. (2014). india’s unique id could generate big boost in financial access. the consultative group to assist. available online at: http://www.cgap.org/blog/indias-uniqueid-could-be-about-generate-big-boostaccess datwani, l. (2017). india’s push for financial inclusion. the consultative group to assist. available online at: http://www.cgap.org/publications/india’ s-push-financial-inclusion gloukoviezoff, g. (2007). from financial exclusion to overindebtedness: the paradox of difficulties for people on low incomes?. in new frontiers in banking services (pp. 213-245). springer berlin heidelberg. ismail, afiah binti sheikh and nor aishah buang. 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(1995) geographies of financial exclusion: financial abandonment in britain and the united states transactions of the institute of british geographers, new series, 20(3): 312-41. monks, k. (2017). m-pesa: kenya’s mobile money success story turns 10. cnn. february 24, 2017. rasid, nordalila binti mohammad, and nor aishah buang. (2019). the tendency towards entrepreneurship among students of maktab rendah sains mara (mrsm). ijolae indonesian journal on learning and advanced education. vol.1 (1), july 2019. doi: 10.23917/ijolae.v1i1.7287 world bank (2016). gender equality, poverty reduction, and inclusive growth. available online at: http://documents.worldbank.org/curated/ en/820851467992505410/pdf/102114revised-public-wbg-genderstrategy.pdf microsoft word agatha saputri_9998-27437-1-ed.doc ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (2) (2020) 91-99 91 developing android game-based learning media “go accounting” in accounting learning developing android game-based learning media “go accounting” in accounting learning agatha saputri1, sukirno2, heri kurniawan3, taufik probowasito4 1department of economics education, graduate school, universitas negeri yogyakarta, indonesia 2department of accounting education, faculty of economics, universitas negeri yogyakarta, indonesia 3faculty of economics and business islam, uin sunan kalijaga, indonesia 4faculty of education, monash university, australia doi: 10.23917/ijolae.v2i2.9998 received: january 20st, 2020. revised: january 30th, 2020. accepted: february 5th, 2020 available online: february 8th, 2020. published regulary: july 1st, 2020 abstract this study aims to: (1) develop android game-based learning media “go accounting” in trading company accounting learning (2) reveal the feasibility of the develop learning media according to material experts, media experts, teachers, and student. this study is research and development that refers to the addie model. the subjects of the trial are the students of class xi accounting of vocational high school. the data collection is done through interviews and questionnaire. the instruments used are interview guide, expert validation questionnaire, teacher response questionnaire, and student response questionnaire. the feasibility of the develop learning media is analyzed using the quantitative 5 category conversion. the result of this study is android game-based learning media “go accounting”. the development of learning media is feasible according to material experts, media experts, teachers, and students each of whom subsequently gave a score of 4.18, 4.35, 4.70, and 4.22. keywords: android game, accounting education, learning media, trading company corresponding author: agatha saputri, department of economics education, graduate school, universitas negeri yogyakarta, indonesia email: agathasaputri87@gmail.com 1. introduction learning media is a teacher's tool in conveying messages to students (harsono et al, 2019). thus learning media aims to facilitate the teacher in delivering material to students. in this case the learning media plays an important role in the accounting learning process. based on preliminary observations made by writers at vocational high school, accounting learning carried out is still verbal and teacher centered. in teacher centered learning, the teacher becomes the center of learning so that the teacher’s activities in learning become very dominant (dole et al, 2016). this is the main factor that influences the behavior of students being less active and creative. to make students active and creative, innovative learning is needed. learning media used by teachers are relatively the same from one meeting to the next. the teacher uses microsoft office power point learning media during learning. one innovative learning is learning that uses learning media. some researchers already developed learning media and show signifiindonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae vol. 2 (2) (2020) 91-99 ijolae | p-issn 2655-920x, e-issn 2656-2804 92 developing android game-based learning media “go accounting” in accounting learning cant result (odewumi, 2019; hermawan, 2018). the emergence of the android system is one of the media for teachers to utilize this media in accounting learning. currently android ranks first as the most popular mobile operating system in indonesia (hermawan, 2015). based on statcounter global stats data until february 2019 android os mobile users in indonesia reached 50.13% followed by windows in second place with 36.55% users. whereas in the global scope android also ranks first with a number of users of 36.5%. android is very appropriate to be used as a learning media to facilitate students in understanding accounting learning material (onan et al, 2018). in fact, the use of android in today's students is more on social media in the form of instagram, whatshap, facebook, twitter, youtube, and other social media. this shows that the use of android is not optimally as a learning media. android game application as a learning media that can facilitate students in understanding this learning material named android game "go accounting". the previous studies show the positive impact of using android games as a learning media. the results of research conducted by poh-sun seow and suay-peng wong show that the android game-based learning media "accounting challenge" in accounting learning is able to increase student interest and motivation (seow, 2016). learning media also designed to enhance students' creativity regarding the subjects being discussed and able to introduce technology (novaliendry, 2013). some of the results of this study support this research to develop an android-based learning media in accounting learning. this phenomenon is the background of researchers to conduct research on developing "go accounting" learning media. this development research produces learning media that are creative, effective, and fun. this research also intended to increase the use of android games as a media for accounting learning. the word media comes from latin and it is the plural form of the word media which literally means "middle", "intermediary", or "introduction". this term refers to something that can convey information from the source to the recipient of the message (arsyad, 2017). media as a communication channel used to convey messages between the provider of the message and the recipient of the message (smaldino et al, 2004). whereas according to costello et al., defines media as "ways of transmitting and compressing all of the various technologies we use to record information and transmitting it to others" (costello, 2012). so that the media is a transmission that includes all technology to record information and send it to others. learning media is everything that can be used to channel a subject's content, stimulate thoughts, feelings of concern, and students' abilities so as to encourage the teaching and learning process (ibrahim & syaodih, 2013). learning media is everything that can be used to channel messages from communicators to communicants so that they can stimulate students' thoughts, feelings, concerns, and interests so that the learning process takes place (sadiman et al., 2011). learning media is various components in the environment that can stimulate student learning activities (gagne et al., 2004). from several definitions it can be concluded that learning media is everything that can be used as an intermediary to channel messages from communicators to communicants so as to facilitate the learning process. one element of the game according to prensky is “games are a form of fun and play that provides anjoyment and pleasure to all ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (2) (2020) 91-99 93 developing android game-based learning media “go accounting” in accounting learning of us” (presnsky, 2001). the game is an activity, tool, or object that can be fun. games on android are already soaring in popularity and the demand for more challenging games increases (hassan, 2016). learning by playing provides opportunities for children to manipulate, practice, and get consumerable concepts and understandings (sudono, 2000). enjoyment and fun are important in a learning process (prensky, 2001). games as an educational media have many roles (sadiman et al., 2011). educational games as media learning, have six characteristics, namely fantasy, rules, and goals, sensor stimuli, challenges, mysteries, and controls (rothschild, 2008). mobile games are games that can not only be played through cellular phones, but can be developed in various mobile handsets (lam, 2005), in this study designed games that can run on mobile devices on the android platform suggest that the advantages of mobile games compared to other similar games are development costs that are not as expensive as game consoles, and mobile games have a broad market (kawagoe, 2012; marpaung et al., 2014). boot et al (2011) found that from several studies using games in learning can improve student performance and cognition. a trading company is a company which main activities are buying merchandise and then reselling without changing form. the process of trading company accounting activities includes the recording phase, overview phase, and the reporting phase. adjusting journal entries is a journal that is made to show the true financial condition of the company. adjusting journal entries are important studies in trading company accounting. in the international encyclopedia on social science, mentions that r&d research and development is a term commonly used to describe activities carried out by companies or individual entrepreneurs to create new products and processes that are better (hall, 2008). development research is one form of descriptive research (koh, 2000). descriptive research aims to describe the process and examine a symptom that occurs in research (sunyoto, 2013). the idea of developing addie first appeared in the mid 1970s made by the center for educational technology at florida state university for the u.s. army. and then adapted by all u.s. armed forces (watson, 1981). addie is an acronym for analysis, design, development, implementation, and evaluation (branch, 2010). the researcher chose the addie development model because this model can be used for various forms of product development such as models, learning strategies, learning methods, learning media, and teaching materials. the model chosen to develop the android game-based learning media "go accounting" is the addie research and development model. this is based on consideration; among the development models that have been described, the addie model is the best and most complete research and development model (piskurich, 2015); the addie model is a procedural model that has been used in many development research oriented learning media products (branch, 2010); the stages in the addie development model are in accordance with the standards, can be monitored (piskurich, 2015); the development of addie is easily implemented in research and development (piskurich, 2015). 2. method the type of research used in the preparation of this study is research and development (r&d). research and vol. 2 (2) (2020) 91-99 ijolae | p-issn 2655-920x, e-issn 2656-2804 94 developing android game-based learning media “go accounting” in accounting learning development is a research method used to produce certain products and test the validity of these products. research and development contains steps to develop a new product or improve existing products, which can be accounted for. the research subjects in this research and development are class xi accounting students and financial institutions. the total sample is 155 students. the procedure for developing an android game-based accounting learning media "go accounting" consists of five stages, namely: a. analyze the first stage is the analysis of needs to determine the problem and the right solution for students. new learning media requires analysis to determine the feasibility of the learning media that is applied. the analyze phase consists of selecting the material to be developed, determining learning objectives, checking the foundation of development, confirming prospective users, and identifying the necessary resources, developing a project management plan. b. design the design phase consists of creating a story board, creating and collecting content, and choosing a test and preparation test strategy. c. develop the steps taken at the develop stage are building the product, developing product usage guidelines, and conducting expert validation. d. implement the implement stage consists of preparing students, using products, and analyzing data obtained from students to find out the assessment of the "go accounting" learning media made. e. evaluation the evaluation phase has the purpose of evaluating products developed at each stage of addie. after the implementation phase, the activity carried out is to analyze the changes resulting from the use of the product to see the quality of the product. the expected change is an increase in student learning outcomes in trading company accounting learning. the use of the learning process provides suggestions and recommendations for improvement. products are revised and reproduced into final products. data collected is quantitative data. data collection techniques in this research and development are using interview guides and questionnaires. guidelines for interviewing teachers are used to obtain information in the form of material that will be used in the media and the difficulties of students in learning. questionnaires are used to assess media validity based on material experts, media experts, learning practitioners, and students. the instrument used to collect data in this development research is in the form of interview guidelines and product assessment questionnaires. analysis of questionnaire instrument data comes from questionnaires on product validity assessment given to media experts, material experts, accounting learning practitioners, and students. the validity assessment of android games is obtained through the following analysis. ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (2) (2020) 91-99 95 developing android game-based learning media “go accounting” in accounting learning table 1. provisions for granting scores category value strongly agree 5 agree 4 less agree 3 disagree 2 strongly disagree 1 the data collected is analyzed by calculating the average score with the formula: information x̄ = average score = total score n = the number of trial subjects the average rating obtained is converted back into the game feasibility category so conclusions can be drawn about the quality of the game based on the ideal conversion guidelines outlined in the table 2. table 2. score conversion guidelines value formula range classification 5 x > x̄i + 1,8 s𝐵i 4,21 5,00 very feasible 4 x̄i + 0,6 s𝐵i < x ≤ x̄i + 1,8 s𝐵i 3,41 – 4,20 feasible 3 x̄i – 0,6 s𝐵i < x ≤ x̄i + 0,6 s𝐵i 2,61 – 3,40 less feasible 2 x̄i – 1,8 s𝐵i < x ≤ x̄i – 0,6 s𝐵i 1,81 – 2,60 not feasible 1 x ≤ x̄i – 1,8 s𝐵i 0 – 1,80 very not feasible information : x̄i = (ideal average) = ½ (ideal maximum score + ideal minimum score) s𝐵i= (ideal standard deviation) = 1/6 (ideal maximum score-ideal mininum score) x̄ = ideal score 3. result and discussion the assessment results from experts are used as a validation of the product. there are 4 validators, namely media expert validators, material expert validators, and 2 learning practitioner validators. the following are the results of the material expert validation analysis. vol. 2 (2) (2020) 91-99 ijolae | p-issn 2655-920x, e-issn 2656-2804 96 developing android game-based learning media “go accounting” in accounting learning figure 1. graph of material validation results figure 2. graph of media expert validation results figure 3. graph of results of validation of accounting learning practitioners figure 4. graph of student validation results ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (2) (2020) 91-99 97 developing android game-based learning media “go accounting” in accounting learning figure 4. interface go accounting figure 1 shows the results of the material expert validation graph. in this validation which is assessed by material experts in the form of material aspects, question aspects, language aspects, and aspects of implementation. validator material experts give an assessment score of 4.18 with an average on as rating scale of 1 to 5 for the product developed. figure 2 shows the graph of the results of the validation of media experts. in this validation which is assessed by media experts in the form of software engineering aspects and visual communication aspects. the media expert validator provides a score of 4.35 on the product with an average on the rating scale of 1 to 5. figure 3 shows a graph of the results of the validation of accounting learning practitioners. in this validation the learning practitioner assessed aspects of software engineering, aspects relevance of material, aspects of learning design, aspects of visual communication, and aspects of effects for learning strategies. validators of learning practitioners provide an assessment score of 4.70 with an average on a rating scale of 1 to 5 for the product developed. figure 4 shows a graph of student validation results. in this validation students assess aspects of software engineering, learning design aspects, visual communication aspects, and aspects of learning strategies. students provide an assessment score of 4.22 with an average on a rating scale of 1 to 5 for the product developed. figure 5 shows the product developed contains text, image, animation and sound content. the storage space that must be provided to install the go accounting apk is 45 mb. the product developed has educational characteristics that incorporate the concept of the game and provide journal material for trading company accounting adjustments. based on the assessment of material expert validators, media experts, accounting learning practitioners, and students the products are worthy of being used in learning. the contents of the trading company accounting adjustment material contained in the products are arranged sequentially. prod vol. 2 (2) (2020) 91-99 ijolae | p-issn 2655-920x, e-issn 2656-2804 98 developing android game-based learning media “go accounting” in accounting learning ucts can be used by students to study independently. 4. conclusion based on the results of the discussion presented, the products produced can be summarized as follows, (1) the resulting product is an android game-based learning media "go accounting" in trading company accounting learning. the application "go accounting" has a capacity of 45 mb and can be downloaded on the google play store, and (2) products produced from the development stage are assessed by material experts in eligible criteria, with a score of 4.18 from the maximum score 5. media experts provide an assessment score of 4.35 from the maximum score 5. accounting learning practitioners give a score of 4.70 from the maximum score 5. this assessment is given by 4 validators, namely material experts, media experts, and 2 practitioners of accounting learning. learning media are assessed by students in very feasible criteria, with a score of 4.22 from a maximum score of 5. so that from the validity aspect, the product produced is considered valid. as explained in the final product review section, the products produced from this research and development have valid quality. the suggestions given for product utilization are as follows, (1) limitations of accounting adjusting journal accounting material contained in this application so that it should be used as a learning resource for additional accounting materials for trading companies of class xi accounting and financial institutions, (2) teachers and students can use the shareit and midrop application to share applications with others. it is better to check the availability of wifi in schools to speed up the process of installing "go accounting" learning media on student smartphones, (3) in order to see student scores as a whole, the teacher can manually record student scores, and (4) before using the product in class, the teacher needs to pay attention to the smartphone specifications of the student whether it is appropriate to use the learning media "go accounting" which is a minimal android os lollipop 5. 5. references arsyad, a. 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(2000). sumber belajar dan alat permainan. jakarta: pt. grasindo. sunyoto, d. (2013). metode dan instrumen penelitian (untuk ekonomi dan bisnis). yogyakarta: caps (center for academic publisshing service). watson, r. (1981). instructional systems development. nort washington: the association for supervision and curriculum development. microsoft word 4. layout endry boeriswati.doc indonesian journal on learning and advanced education(ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 114-129 114 syntax device and unit disorder in children with mental retardation: a neurolinguistic perpspective on language learning innovations and progressive education syntax device and unit disorder in children with mental retardation: a neurolinguistic perpspective on language learning innovations and progressive education fathiaty murthado1, fernandes arung2, endry boeriswati3, silfia rahman4 1,3,4faculty of language and art, universitas negeri jakarta, indonesia 2faculty of teachers education, universitas sulawesi tenggara, indonesia doi: 10.23917/ijolae.v3i2.11885 received:august 16th, 2020.revised: december 21st, 2020. accepted: december 24th, 2020. available online: january 11st, 2021. published regularly: may 1st, 2021. abstract this study aimed at obtaining information from neurolinguistic perspective about how children with mental retardation experience language learning by focusing on syntax device and unit disorder. with a qualitative paradigm, this study involved three children with mental retardation aged 17, 12, and 13 years at a special school in east jakarta. data in the form of utterances from three children with mental retardation through communication interactions were collected and produced 12 recordings which were then analyzed by applying content analysis technique. the results of this study indicated that there were 151 errors in the form of syntax unit disorder, and the most errors were in the form of the phrase unit, amounting to 61 errors. in terms of syntax device disorder, 37 errors were found, of which the most errors were in intonation defects, amounting to 12 errors. the conclusion of the study is that children with mental retardation experience language disorders in the form of syntax defects because they are influenced by neurological disorders. however, we see that these findings should not be standard benchmarks for mental and neurological disorders, so we argue that the defects in the syntax devices and units exhibited by children with mental retardation should be seen as a componential model of language issue on which their language development should be more focused on the meaning they get from information. in other words, we cannot just stick to the results which state that children with mental retardation have language difficulties but we must focus more on what they can understand as meaningful language to them. therefore, we recommend trying to approach it with the concept of componential model of language that may be applicable with some technologies as innovative teaching and learning for teachers as well as progressive education for the children with mental retardation for their language learning experiences. keywords: language learning innovation, mental retardation, neurolinguistics, syntax device disorder, progressive education corresponding author: fathiaty murthado,faculty of language and art, universitas negeri jakarta, indonesia fathiaty.murtadho@unj.ac.id 1. introduction language and cognition are two different things, but they are closely related because they influence each other. apart from being a tool for communication, language is also a means for thinking and expressing thoughts. language is a process, usage, text, capacity, and competence, so it can be said that words have properties that affect every substructure in language and are also the threshold between language and thought (brandt, 2018). therefore, there is a close relationship between language skills and cognitive abilities. according to boeriswati (2016), the link between language and thought is possible because thinking is an attempt to associate words and concepts to get a conclusion through language media. in addition, our knowledge is built by our minds and language is the giver of images indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education(ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 114-129 115 syntax device and unit disorder in children with mental retardation: a neurolinguistic perpspective on language learning innovations and progressive education and concepts or an explanation of what we think and understand (boeriswati & arung, 2019). therefore, someone who is low in thinking ability will have difficulty in composing good, logical, and systematic words. conversely, someone who is high in thinking ability will be very good at his or her language skills. this condition can be caused by neurological problems. however, this condition is still considered in relation to age levels (etchell, adhikari, weinberg, choo, garnett, chow, & chang, 2018), especially among people with mild mental retardation who could be influenced by genetic factors (hof-fenberg, 2011; plomin, 1999); age of children, and person with mental retardation after 18 years of age; adult age. in relation to cases of neurological language, the field of neurolinguistics sees the process of understanding, producing, and acquiring language taking place in the same space, namely in the brain. therefore, dargassies (1965) has suggested that there are three neurological signs that need to be considered at the birth of a baby after the first day, namely signs of maturity, pathological signs, and indicative signs of developmental level. the brain controls how the processes of language and thinking are properly interwoven through neural network mechanisms. the brain also has an important role in the language process because the brain is the controller of language activities. the brain processes how speech sounds can pass through the articulators. likewise, on the contrary, speech sounds that come out of the articulators are processed by the brain so that they can be properly understood by the interlocutor so that a good communication process is created even though syntax problems and their roots do not depend on phonology and are even outside the realm of linguistics (herbert, anderson, best, & gregory, 2014; amebu seddoh, 2008). the main purpose of neuroliguistics is to find out how language is stored and how it is processed in the brain from the beginning of language acquisition until it develops in human life. in fact, not everyone can speak normally because language disorders may occur caused by impaired brain function, to be precise, the nerves of the brain. several types of brain function disorders that cause language disorders in humans such as dysgraphia, namely impaired writing power; alexia, namely loss of reading power; aphasia, namely loss of language power; and dysphasia which is a developmental language disorder. one of the language disorders during mental development related to cognitive aspects is mental retardation. according to veskarisyanti (2008), mental retardation is a condition of a person's intellectual ability which is generally below the average accompanied by deficits in adaptive behavior and occurs during development which has a major impact on the overall level of intelligence of children, for example, cognitive, motor skills, language, and social. however, mental retardation is seen more as a social construct than a pathology in individuals who even ignore ethnic, religious, cultural, and geographical differences because they are considered deficits in intellectual or cognitive function (st claire, 2014; gargiulo & cerna, 2014; detterman, 2009). a child can be classified as mentally retarded when his social and intellectual functions indicate a disturbance. mental retardation is seen as a chronic condition that starts before 18 years of age and cannot change. if a person's intellectual function falls to a level of retardation after the age of 18, the condition is classified as dementia. people with mental retardation have language acquisition disorders as a means of communication. however, near-normal language acquisition seems possible despite indonesian journal on learning and advanced education(ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 114-129 116 syntax device and unit disorder in children with mental retardation: a neurolinguistic perpspective on language learning innovations and progressive education serious intellectual impairment (rondal, 2003). the cause of this disorder is due to impaired brain function. this disorder usually affects a person's inability to respond to external stimuli. the stimulus can be in the form of writing or speech. a person who has impaired brain function will affect his or her language skills, both in writing and orally and in conveying his or her thoughts. it may not be correct. rondal (2006) mentions some language difficulties in children with mental retardation such as difficulty composing phrases using functional words, difficulty producing words with the right affixes, difficulty putting together phrases to form simple sentences, difficulty producing various pragmatic sentences, and difficulty composing and understanding the difference between active and passive voice. in the case of schizophrenia, tan & rossell (2018) show that 'syntactic sentence processing has a significant and independent contribution to the above severity of the formal thought disorder from neurocognition, whereas semantic sentence processing and semantic single word processing do not'. based on this, it can be seen that impaired brain function can make it difficult for a person to master grammar. the difficulties faced by people with mental retardation in language occur at the syntactic level. the difficulties faced by people with mental retardation at the syntactic level can be said to be a form of the child's language disability. however, even if individuals with mental retardation have difficulty learning language, the reasons vary from person to person, partly due to the etiology of their backwardness (abbeduto, keller-bell, richmond, & murphy, 2006) and no available datum will depend on associative networks for their plausible interpretation (rondal, 2003). if the child's inability to speak language causes deviations or errors in the syntactic hierarchy relationship, there is a language disorder called a syntactic defect or syntax disorder. syntax disorder itself is a disturbance in sentence structure, so that there is an error in the syntax devices and unit. therefore, the understanding that this condition can be mediated in therapy must be considered separately, especially in the learning domain. ralph, snell, fillingham, conroy, & sage (2010) show that language especially phonological factors and cognition are the two main predictive keys to determine the outcome of a therapy, especially anomia therapy for aphasia sufferers. aphasia is also a form of language development disorder which is included as mental retardation. this research focuses on the syntax device and unit disorder uttered by children with mental retardation. practically, the results of this study are expected to facilitate the recognition of the types of syntactic defects in the form of syntactic unit defects and syn-tactic device defects experienced by these children. in addition, the results of this study can also make it easier for parents to recognize early childhood language difficulties. in the education domain, teachers in schools will find it easier to find various strategies, models, methods, and suitable media to reduce syntactic defects that occur in students with mental retardation. the author hopes that this neurolinguistic study with further development can be useful for exploring the relationship between language and the human brain. 2. method this research is qualitative research using content analysis techniques involving three children with mental retardation aged 12, 13, and 17 years at dian kahuripan special needs school, east jakarta. the age classification is based on the american indonesian journal on learning and advanced education(ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 114-129 117 syntax device and unit disorder in children with mental retardation: a neurolinguistic perpspective on language learning innovations and progressive education association mental retardation statement that mental retardation disorders occur before the age of 18 years (schalock & luckasson, 2005). the data in the form of utterances were collected through a communication interaction between the researchers and the participants using a voice recorder and produced as many as 12 recordings with duration of about 5 to 12 minutes per recording. data collection activities were carried out with the help of pictures (see figure) such as pictures of food, activities, animals, events, and professions with the aim that the participants could describe the images displayed by the researchers in obtaining recorded utterances and because they were considered to improve the ability to speak for children with mental retardation (afifah &soendari, 2017). the results of the recordings were transcribed and then analyzed by focusing on utterances related to syntax device disorders which included word orders, parts of speech, intonations, and particle defects, and syntax unit disorders which included defects in phrases, clauses, and sentences. analysis tables were used to help the data analysis process to stay focused on the main data analysis. figure 1 pictures used as visual aid in interaction those pictures were various in content, but we just put some. the interactions were going through this method in order to initiate interactions as well as to make some field notes concerning the method application on children with mental retardation. 3. result and discussion it is to say that children with mental retardation must need special education and behavioural therapy. children with mental retardation seem to be more limited to intelectual function which results in negative behoviour as well as language attitude. however, to avoid the negative behavior concern language, the teachers should create fun and conducive learning so that the students may actively engage in the learning (prasetyarini, hikmat, & thoyibi, 2021). besides, the application of creative and innovative cooperative learning models (juliani, mustadi, & lisnawati, 2021) are suggested in trying to facilitate how children behave during language learning process. the results of the research in the form of syntax disorders in the speech production of indonesian journal on learning and advanced education(ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 114-129 118 syntax device and unit disorder in children with mental retardation: a neurolinguistic perpspective on language learning innovations and progressive education children with mental retardation based on errors in syntax units and devices are described in the findings and discussion. syntax unit disorders can be seen from errors in phrases, clauses, and sentences formed from utterances. syntax device disorders can be seen from the word order, parts of speech, intonations, and particles or task words formed from utterances. table 1 shows that in the utterances of three children with mental retardation there were 151 errors in the form of syntax unit disorder. most errors are found in phrase units, which amounted to 61 errors, then sentence units are 48 errors, and clause units are 42 errors. table 1 syntax unit disorder data description no name utterances type of syntax unit disorder amount phrase clause sentence 1 participant 1 54 20 17 19 56 2 participant 2 41 17 12 13 42 3 participant 3 49 24 13 16 53 total 144 61 42 48 151 % 40% 28% 32% 100% phrase errors the results of this study find that the phrases with the most errors are prepositional phrases which are 24 errors, then nominal phrases are 20 errors, numerical phrases are 14 errors, verbal phrases are 2 errors, and an adjective phrase is 1 error, while for adverbial phrases uttered by three children with mental retardation they do not have errors. the following is an example of a prepositional phrase error that children with mental retardation utter. r : [kuciƞňa ada di mana?] ‘where is the cat’ p : [mobil ] ‘car’ the answer is in the form of the word "car" which first participant utters as a prepositional phrase error because there is no preposition "under" before the description of the place for "car". the answer that participant 1 should say is the prepositional phrase "under the car" with the preposition "under" functioning as a coupler and the noun "under the car" as the axis. phrase errors that occur due to impaired brain development, especially in the cerebrum of the left hemisphere, so that participant 1's language skills are impaired. thus, there are errors in prepositional phrases due to the omission of prepositions before adverbs. clause errors the results of this study find that the clause that has the most error is the bound clause, namely 29 errors, then the verbal clause has 12 errors, and the adjective clause with 1 error. meanwhile, for free clauses, nominal clauses, numerical clauses, and prepositional clauses, there are no errors. the following is an example of a bound clause error that children with mental retardation utter. r: [kalau ini lagi ƞapain?] ‘what are they doing?’ p: [sepak bola ] ‘football’ the second participant utterance in the form of the word “football” is included in the bound clause error because there is no predicate function in the utterance. indonesian journal on learning and advanced education(ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 114-129 119 syntax device and unit disorder in children with mental retardation: a neurolinguistic perpspective on language learning innovations and progressive education supposedly, if she looks at the picture displayed, there is the expression "bǝrmain [playing]" which functions as a predicate. therefore, the answer that the second participant should say is the clause "playing foot ball". the clause error that occurs is due to impaired brain development, especially in the cerebrum of the left hemisphere, so that participant 2's language skills are impaired. so, there is a bound clause error due to the absence of a predicate function in the resulting expression. sentence error the results of this study find that the sentences with the most errors are the interrogative sentences which have 13 errors, then the command sentences, exclamation sentences, and compound sentences each have 9 errors, and single sentences have 8 errors. meanwhile, for the indirect sentence there are no errors. the following is an example of an interrogative sentence error that children with mental retardation utter. we asked her to repeat the interrogative sentence. sentence: [ayahňa: bǝlum pulaƞ?] ‘is his father not home yet?’ response: [ udah ] ‘he is‘ based on this example, it can be said that first participant is unable to repeat the interrogative sentence we exemplify, but first participant actually answers the question. this makes the response included in the interrogative sentence error. the cause is participant 1 cannot repeat the interrogative sentence due to impaired brain development, especially in the left hemisphere of the cerebrum. so, there are errors in the interrogative sentences due to the inability to repeat the interrogative sentence we utter. in the case of this syntax unit disorder, we need to consider the problem of the componential model of language that the language should be seen as a component structure and not as a developmental domain (snow & pan, 1993). this means that people with mental retardation do difficulty in language production, particularly when displaying receptive vocabulary of unknown origin and poor expressive vocabulary (simons & dedroog, 2009), but in terms of componential model of language, they can actually understand the meaning of speech so, according to snow & pan, a componential model of language can help us to understand currently available descriptive data about the language development of children with mental retardation. in addition, according to alhammadi (2017) and stojanovik (2010), children's language development is strongly influenced by environmental, social, genetic, and developmental factors in other cognitive domains. so, linguistic disorders are not always only experienced by children with mental retardation but also normal people. based on table 2, it can be seen that in the utterances of the three children with mental retardation, there are 37 errors in the form of a syntax device. most errors are found in intonation error, amounting to 12 errors, then word order totaling 11 errors, then particle totaling 9 errors, and the word form totaling 5 errors. indonesian journal on learning and advanced education(ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 114-129 120 syntax device and unit disorder in children with mental retardation: a neurolinguistic perpspective on language learning innovations and progressive education table 2 syntax device disorder data description no name utterances type of syntax device disorder amount word order word form intonation particle 1 participant 1 10 4 3 4 6 17 2 participant 2 12 3 1 7 1 12 3 participant 3 6 4 1 1 2 8 total 28 11 5 12 9 % 30% 14% 32% 24% word order errors the results of this study find that the errors in the form of word order errors experienced by the three participants are almost the same. participant 1 and participant 3 have 4 errors, while participant 2 has 3 errors. the errors in the word order produced by the three participants are due to the reverse word order, causing a phrase / sentence to change its meaning. the following is an example of a word order error uttered by one of the three participants. r: [jadi, ada bǝrapa apǝl pada gambar ini?] ‘so, how many apples are there in the piscture?’ p: [apǝl lima] ‘the fifth apple’ based on the example, it can be seen that the participant can answer the questions given, but the given answer is in the reverse order of words. the utterance "apǝl lima [the fifith apǝl]" is considered to have an order error because the word order is reversed causing a change in meaning. the meaning produced by the utterance "the fifith apǝl" is not acceptable with the questions given by us. the given question is to ask about the number of “apǝl” contained in the picture. meanwhil, the answer "the fifith apǝl" uttered by the participant does not mean "the number of apǝl". the phrase "apǝl lima" means the fifth apple. referring to the questions given by us, the answer to the number of apples uttered by the participant is also wrong. the participant should have answered the question by saying “three apples”, which means there are three apples in the picture. the error in the order and number stated by the participant occurred because of a deficit in brain development, especially in the left hemisphere of the cerebrum, so that the language ability of the participant is impaired. so, there is a word order error because the resulting utterances are reversed. for the listener, the reversed phrases and sentences become a semantic problem, but possibly for children with mental retardation, it is not a semantic problem for them. this means that the semantic mental process in people with mental retardation can have an understanding of information, but it becomes problematic when the meaning of the message is to be conveyed in the form of speech through articulators. it is known that 'information in the brain is not only conveyed between two neurons – sender and receiver – but by a collection of neurons' (watson & buzsáki, 2015). meanwhile, people with mental retardation have experienced impaired brain function, which is certainly caused by impaired brain nerve function. in other words, 'some people are indicated as agrammatic in terms of sentence production, but they are not disturbed by sentence comprehension' (kolk, 1998). this is where, in general, lies the principle of education that is meaningful to anyone and does not focus solely on what is currently happening to any student. however, the indonesian journal on learning and advanced education(ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 114-129 121 syntax device and unit disorder in children with mental retardation: a neurolinguistic perpspective on language learning innovations and progressive education concept and goal of education must be the main orientation, not on the disorders. word form error the results of this study find that the errors in the form of word form experienced by the three participants are almost the same. participant 2 and 3 utter 1 error, while participant 1 utters 3 errors. errors in the form of word form produced by the three participants are due to the absence of affixes in words or the use of inaccurate affixes so that the meaning of words does not match the context of the conversation. the following is an example of an error in the form of a word form. r: [kalau main ini bisaaňa di mana sih?] ‘where do we usually play this game?’ p: [ taman ] ‘park’ r: [taman apa?] ‘what park?’ p: [taman mainan ] ‘toy park’ based on the example, it can be seen that the participant 3 can answer the questions given, but the answer uttered has an error in the form of the word form. it occurs in this utterance that it is due to the use of inappropriate affixes. the root word for "main [play]" should not be given a suffix -an [main-an (toy)] instead, it should be given a prefix ber[ber-main (playing)] so that the meaning of the utterance becomes "a park where you can play activities". the error in the word form uttered by the participant 3 occurred because of a deficit in brain development, especially in the large brain in the left hemisphere, so that the participant 3's language skills are impaired. based on what has been described, it can be concluded that word form errors uttered by children with mental retardation occur because of one thing, namely the absence of affixes in words or inaccurate use of affixes so that the meaning of words does not match the context of the conversation. in this case, children with mental retardation have difficulty applying the affixation because of weakness in morphosyntax. janssen & penke (2002) stated that affixes are regulated with respect to the morphosyntax features they encode, so those inflected affixes are best captured in an unspecified paradigm. in addition, the general abstractness of affix meaning is not considered a sufficient reason by itself to classify bound morphs as affixes (carstairs-mccar, 2006). the research evidence shows that even in normal conditions, language speakers still have significant difficulties in applying affixation, especially in people with mental retardation. intonation error the results of this study find that errors in the form of intonation are a syntax device disorder that mostly occurred in three children with mental retardation. these intonation errors occur because each child is only able to utter a sentence with flat intonation; no rising or falling intonation. the error in pausing also affects the intonation error in the sentences uttered by the three children. the following is an example of an error. sentence: [mari kita bǝrnyanyi bǝrsama!] ‘let’s sing together’ response: [ mari / kita / bǝrnyanyi / bǝrsama ] ‘let/ us/ sing / together’ based on this example, it can be seen that there is an error in the intonation of the speech produced by the participant 2 when repeating that sentence. this error is caused by improper pauses and flat intonation. this intonation error causes the message to be indonesian journal on learning and advanced education(ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 114-129 122 syntax device and unit disorder in children with mental retardation: a neurolinguistic perpspective on language learning innovations and progressive education conveyed not to be achieved. the intonation error uttered by the participant 2 occurs because of a deficit in brain development, especially in the left hemisphere of the cerebrum which makes participant 2's language skills are impaired.look at figure 2 to understand the intonation error in question. figure 2 intonation error we can conclude that the disability of intonation produced by children with mental retardation occurs due to two things, namely that each child is only able to utter a sentence with flat intonation. second, the error in pausing also affects the intonation error in the sentence uttered by the three children. this case is generally experienced by people with dyslexia which causes them to experience difficulties in segmental phonology such as phonemes and differentiation of sound pressure patterns but not in phrase production problems (schaadt &amp; männel, 2019), however, dyslexia sufferers are not included in the category of retardation because they are children who have normal intelligence but have learning disabilities and reading difficulties. in addition, research evidence on intonation errors is shown by amebu seddoh (2008) that the roots of acoustic deviation may lie outside the linguistic system. from these findings and the case of dyslexia, it can also show that the structure and function of the brain related to language does not only occur in people with mental retardation, so that consideration of language learning should be of great concern, especially for children with mental retardation. particle error the results of this study find that the most errors in the form of particle defects are uttered by the participant 1, namely 6 errors. then, third participant counted 2 errors. finally, second participant uttered only 1 error. particle errors in the speech of the three children with mental retardation are caused by missing a preposition in a sentence. the following is an example of an error. sentence: [adik sǝdang mǝnulis cǝrita pendek di kamar] ‘younger brother is writing ashort story in the room’ response: [adik / mǝnuis / pǝn/dǝk / kamar] ‘younger brother / writes /short / room’ indonesian journal on learning and advanced education(ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 114-129 123 syntax device and unit disorder in children with mental retardation: a neurolinguistic perpspective on language learning innovations and progressive education based on the example, it can be seen that the particle error that occurs in this utterance is due to the loss of the preposition di [in] in the utterance. the utterance produced by the participant 1 when repeating the preposition 'in' was missing, even though the preposition is to connect the phrase "short story" and the word "room". the preposition "in" is used to tell that the short story writing activity is done in the room. the particle error uttered by the participant 1 occurs because of a deficit in brain development, especially in the cerebrum of the left hemisphere so that participant 1's language skills are impaired. based on what has been described, it can be concluded that the particle error uttered by children with mental retardation occurs because of one thing, namely the loss of a preposition in a sentence. this is because children with mental retardation have difficulty using functional words, which in this case are prepositions. in connection with difficulties in particle production, research by christou, guerra, coloma, andreu barrachina, araya, rodriguez-ferreiro,… sanz-torrent (2020) shows that there are different developmental trajectories in groups of people with language development disorders, however, regardless of the group of sufferers mental disorders in producing particles, it seems that they can understand the particles in the current experimental conditions. that is, there is still hope to mediate how children with mental retardation can understand the use of functional language such as particles, prepositions, articles, conjunctions, and interjections, and this understanding the use of functional language must be continuously experienced by the children. children with mental retardation need to be immersed in language learning experiences, and therefore, andrade & santos (2012) suggested that the foundation is the experiential attitude of the educator, based on attention and respect to children’s internal experience, and on trust on children’s competences and intrinsic value. progressive education proposes an experiential learning that are further developing instructional, curricular, and evaluative methods (kridel, 2020), may be more applicable for the language learning experiences for children with mental retardation especially in motivating their active language learning. thambu, prayitno, & zakaria (2021) showed that active learning can develop students’ verbal linguistic intelligence, and what a person wishes will come true if it is reached through working hard and intelligence (yamin, saputra, deswila, 2021). in the case of this syntax device disorder, we see that all devices such as word orders, word forms, intonations, and particles again cannot be understood as a developmental domain, but they must be seen as a component structure (snow & pan, 1993). herbert, anderson, best, & gregory (2014) also stated that syntax is independent of phonology; as a syntactic tool, and its activation flexibly operates depending on the demands of the task and the integrity of other processing routines. this implies that, both syntax unit and device, are not seen as a domain of linguistic development but as a component structure where meaning is the very main thing in mediating the real language development. meaning can be emphasized in language experiences so teachers are encouraged to design some innovative learning applications. teachers may design educational robotics for children with neurodevelopmental disorders, hypermedia application to help children with learning and communication difficulties, web-based application to address individual interests of children with autism spectrum indonesian journal on learning and advanced education(ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 114-129 124 syntax device and unit disorder in children with mental retardation: a neurolinguistic perpspective on language learning innovations and progressive education disorders, or educational computer games in developing psychomotor ability in children with mild mental impairment, (pivetti, di battista, agatolio, simaku, moro, & menegatti, 2020; morfidi, mikropoulos, & bellou, 2012; da silva, gonçalves, guerreiro, & silva, 2012; karal, kokoç, & ayyıldız, 2010). note figure 3 below. figure 3 particle error in the context of learning, we see the expectation of language development for children with mental retardation by providing appropriate therapy while carrying out a learning process – language intervention (brady & warren, 2003; prayitno, h. j., kusmanto, h., nasucha, y., rahmawati, l. e., jamaluddin, n., samsuddin, s., & ilma, a. a., 2019). seeing language development in children with mental retardation, teachers should be more innovative revisiting pedagogical methods that have been conventional in nature towards methods that are more concerned with developing creative and innovative ways of thinking (ismail & buang, 2019). for example, learning uses visual and audio-visual media which are considered capable of stimulating the brain with concrete things. in addition, recent findings in the domain of neurolinguistics show changes in brain structure and function in terms of how language acquisition is a natural experience and learning as an active skill and knowledge acquisition process (luk, pliatsikas, & rossi, 2020). here, we may consider an active learning to provide learners with ‘time and assistance to realize their potential’ (thambu, prayitno, & zakaria, 2020) as well as the teachers as professional should be in active learning in which they can have a group project in communicating and discussing their own experiences with other teachers (fitriansyah, fatinah, & syahril, 2020). that is, the process of acquisition and language learning; bilingual recommended (wu, yang, chen, li, zhang, kang, … guo, 2019; legault, grant, fang, & li, 2019) can at least facilitate changes in brain structure and function for people with mental retardation so that when they do 'language learning' for the first time in adulthood, it will have a striking effect on language processing in the brain (mayberry, davenport, roth, & halgren, 2018). in fact, according to asaridou, demir-lira, goldin-meadow, levine, & small (2020), a 14-year-old child who is born without the left hemisphere of his brain can still experience changes in brain structure and function caused by the result of compensatory brain plasticity manifested in a very large right dorsal tract indonesian journal on learning and advanced education(ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 114-129 125 syntax device and unit disorder in children with mental retardation: a neurolinguistic perpspective on language learning innovations and progressive education and an outstanding performance in phonology, speech repetition, and decoding. finally, we also saw that the effect of our presence as researchers in their midst was actually very helpful to their language development. we consider this to be a social effect for people with mental retardation and this is in line with research conducted by hinchcliffe, jiménez-ortega, muñoz, hernández-gutiérrez, casado, sánchezgarcía, & martín-loeches (2020) that to understand language comprehension, it is incomplete without considering the impact of the inherent effects of social presence on the most natural and basic communicative scenario. if we relate to the lifelong learning concept, the presence of people as a social principle in a learning process, especially the learning of children with mental retardation, really helps their educational development, both for now and throughout their lives. children with mental retardation need to be immersed in language learning experiences, and therefore, andrade & santos (2012) suggested that the foundation is the experiential attitude of the educator, based on attention and respect to children’s internal experience, and on trust on children’s competences and intrinsic value. the principle of social presence is the main asset for a learning process, especially for the progressive education that focuses on language learning experiences for children with mental retardation. besides, the componential language learning may become teachers’ learning innovation in order to facilitate the children’s language learning experiences with mental retardation. a lifelong learning which is the concept of the 21st century has covered and as well mediate both learners and educators as individual in involving them to gain their intelectual and social intelligence as what progressive education proposed in the end of 19th century. 4. conclusion based on the results of the analysis, it can be concluded that children with mental retardation experience language disorders in the form of syntax disorder because they are influenced by neurological disorders. the syntax unit disorder experienced by children with mental retardation is in the form of a phrase, clause, and sentence errors. in addition, there is syntax disorder in the form of word order, word form, intonation, and particle errors. in this study, there are implications between the language skills of children with mental retardation and the models and methods, 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2020. accepted: april 9th, 2020 available online: april 20th, 2020. published regularly: january 1st, 2021 abstract this research aimed to determine the level of student response with logical-mathematical, verbal-linguistic, and visual-spatial intelligence tendency in solving mathematical problems of linear programming material based on solo taxonomy. the level of students’ responses as the output in this research is expected to be used as a reference by mathematics teachers to determine the appropriate learning methods and strategies in accordance with the tendency of students' multiple intelligence types. it can be useful in realizing the effectiveness of mathematics learning about what needs to improved and emphasized in learning so that all students can achieve optimal responses in solving mathematical problem and can develop their multiple intelligences. this research is descriptive qualitative research with six students in the 11th grade of sman 1 gondanglegi as research subjects: two students with logical-mathematical intelligence tendency, two students with verbal-linguistic intelligence tendency, and two students with visual-spatial intelligence tendency. data collection was done by providing multiple intelligence classification tests, linear programming problem tests, and interviews. the result of the research showed the students’ response level in solving the mathematical problem of linear programming material based on solo taxonomy is that students with logicalmathematical intelligence tendency reached extended abstract response level, students with verbal-linguistic intelligence tendency reached multi-structural response level, and students with visual-spatial intelligence tendency reached multi-structural and relational response level. keywords: mathematical problem, multiple intelligences, response leveling, solo taxonomy corresponding author: amalia silwana, mathematics and natural science faculty of universitas negeri malang, indonesia email: amaliasilwana@gmail.com 1. introduction the rank of indonesia's human resource competitiveness is in the 87th out of 157 countries (sugiarto, 2019). to improve the competitiveness of indonesian human resources, national development is more directed to improve the quality of education. mathematics as one of the fields of study taught from primary to secondary level education is an important part of the attempt to improve the quality of education (novitasari, 2016). the purpose of mathematics at school is not only understanding the concepts by students but also applying the concepts learned to solve problems in their lives. duncker (1945) explained that problems arise when a person has a goal but does not know how to achieve his goal. when someone cannot switch from a given situation to the desired situation only by action, then the other way is through the indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 1-16 2 students’ responses leveling in solving mathematical problem based on solo taxonomy viewed from multiple intelligences process of thinking. furthermore, mathematics is identical to solving problems and the main purpose of learning mathematics is to develop students' abilities in solving various mathematical problems because someone who can solve problems in daily life and at work will make a big profit (bhat, 2014). so by studying mathematics, students are trained in solving various problems in daily life especially mathematical problems in society, so that they can prepare their lives in the future as the next generation of the nation. also, problem-solving is beneficial for teachers. through the process of solving mathematical problems by students, teachers can find out the responses of each student as an effort to develop students' mathematical thinking processes (ekawati et al., 2013). this is because when students are faced with problems, students will show their responses to the problems. therefore, to find out the level of student response, tests can be used. then, the researcher conducted a preliminary study in sman 1 gondanglegi. the reason for choosing sman 1 gondanglegi as a place to conduct the research is because it is based on the results of observation done by the researchers. the researchers found that the problem at the school is that many students get grades below the minimum completeness grades criteria in the linear program material which causes them take the remedial test several times. according to a preliminary test at sman 1 gondanglegi, students’ responses were obtained from their answers to linear programming problem-solving tests. from the twenty students who were given the test, eight students answered by giving appropriate conclusions and making generalizations to other situations or applying them to other situations. while other students made mistakes at the process skills stage with the various location of errors. some mistakes made by students are shown in the following figures below. figure 1. answer of student a on preliminary test figure 2. answer of student b on preliminary test the mistake of student a shown in figure 1 is the student a does not write all the constraints given by the problem so that the graph is incorrect. while the mistake of student b shown in figure 2 is unable to determine objective function of the problem correctly so that it causes an error in determining the optimum value of the problem. based on this, it can be seen that students show different responses in solving mathematical problems. therefore, the teacher is expected to know the level of student indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 1-16 3 students’ responses leveling in solving mathematical problem based on solo taxonomy viewed from multiple intelligences response to detecting the location of students' lack or misunderstanding related to learning material. so, teachers can make improvements and set appropriate learning strategies as the efforts to increase students’ response levels efficiently and on target. the level of students’ responses, when faced with mathematical problems, can be measured by using solo taxonomy. solo taxonomy includes five levels of response, namely prestructural, uni structural, multi-structural, relational, and extended abstract (wardani et al., 2017). the solo taxonomy was chosen to determine the level of students’ responses in this research because it provides an effective and systematic way to describe students’ performance to understand academic assignments given. as stated by kuswana (2014) that the purpose of the solo taxonomy is to provide a systematic step describing how students perform when they grow in structural complexity when facing various tasks. also, based on the explanation of hasan (2017), the solo taxonomy has also been widely applied in various disciplines, especially in the field of mathematics. in responding to a problem, students process according to the intelligence capacity they have. the way students solve problems can be proven in students facing problems (gardner, 2011). gardner examines the diversity of human intelligence called multiple intelligences. gardner (1999) stated that there are eight types of multiple intelligences, namely logical-mathematical intelligence, verbal-linguistic intelligence, visual-spatial intelligence, musical intelligence, kinesthetic intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalist intelligence. and he suggested the ninth intelligence, namely existentialist intelligence (allan & shearer, 2012). concerning solving mathematical problems, students with logica mathematical intelligence tendency have superiority in their ability to do mathematical calculations, students with verbal-linguistic intelligence tendency have superiority related to their ability to translate written problems, while students with visual spatial intelligence tendency have superiority in their ability to visualize the problems (zulfairanatama & hadi, 2013). then nugroho, et al. (2013) explained that the process of solving mathematical problems requires high understanding, analysis, calculation, and imagination so that logical-mathematical, verballinguistic, and visual-spatial intelligence affect the process of solving mathematical problems. since these three bits of intelligence have contributed to solving mathematical problems, so the intelligence used as a review in this research are logical-mathematical, verbal-linguistic, and visual-spatial intelligence. futhermore, some recent studies discuss about multiple intelligences, especially regarding multiple intelligences in mathematics learning. the research done by sulaiman et al. (2010) examined teaching strategies based on multiple intelligences theory among science and mathematics secondary school teachers. rahbarnia et al. (2014) also examined the relation between multiple intelligences and mathematical problem solving based on the revised version of bloom taxonomy. considering some recent researches and the multiple intelligence approaches which have also begun to be widely applied in indonesia (ilyas, 2019), the researcher decided to discuss about multiple intelligences in this research. then through the relation between intelligence and students’ responses, the researcher intends to examine the extent of students’ responses with logical mathematical intelligence, verbal-linguistic intelligence, and spatial-visual intelligence tendency indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 1-16 4 students’ responses leveling in solving mathematical problem based on solo taxonomy viewed from multiple intelligences when faced with mathematical problems based on solo taxonomy. furthermore, the research by hasan (2017) examined students’ responses in completing assignments based on the solo taxonomy viewed from students’ ability levels. the other than that, the research by salistiyani et al. (2016) also examined the students’ responses level in solving geometry problems based on the solo taxonomy viewed from the metacognition level. no research describes the students’ response level in solving mathematical problems viewed from multiple intelligences, especially students with logical-mathematical, verballinguistic, and visual-spatial intelligence tendencies. in this research, the researcher used a linear programming problem. linear programming is a method used to solve the problem of optimization (maximizing or minimizing) of an objective function with certain constraints in the form of equations or linear inequalities so that the goal of linear programming problems is to obtain an optimal solution (mishra & ram, 2018). based on the description, this research aimed to determine the level of student response with logical-mathematical, verbal-linguistic, and visual-spatial intelligence tendency in solving mathematical problems of linear programming material based on solo taxonomy. 2. method this is article using descriptive qualitative research. the research was conducted in sman 1 gondanglegi at jl. raya ketawang no. 02 gondanglegi. the research subjects were six students of grade xi of natural science 1 department at sman 1 gondanglegi on odd semester 2019/2020. the six students consist of two students with logicalmathematical intelligence tendency, two students with verbal-linguistic intelligence tendency, and two students with visual-spatial intelligence tendency. the method of selecting subjects in this research is a purposive sampling (sample objectives). criteria established as consideration in the process of selecting research subjects are (1) subjects are in the superior class of the natural sciences program, (2) subjects have tendencies to logical-mathematical, verbal-linguistics, or visual-spatial intelligences, and (3) subjects have good oral and written communication skills. data collection procedures in this research were carried out by providing multiple intelligences classification test sheets, linear programming problem-solving test sheets, and interviews. at the stage of research implementation, students of grade xi of natural science 1 department were given multiple intelligences classification tests first. the results of the multiple intelligences classification tests are analyzed by the researcher so that the researcher obtained the students who have logical-mathematical, verbal-linguistic, and visual-spatial intelligence tendencies. furthermore, students with logical mathematical, verbal-linguistic, and visual-spatial intelligence tendencies were given linear programming problem-solving tests. then, students with good communication skills were chosen, namely two students representing logical-mathematical intelligence tendency, two students representing verballinguistic intelligence tendency, and two students representing visual-spatial intelligence tendency as the research subjects. besides, the research subjects were interviewed by the researcher on how to solve the linear programming problems that had been carried out by them. the results of linear programming problem-solving tests and interviews were used to analyze, identify, and classify students' responses in solving mathematical problems of linear programming material indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 1-16 5 students’ responses leveling in solving mathematical problem based on solo taxonomy viewed from multiple intelligences based on the solo taxonomy. data analysis used miles et al. (2014), which is an analysis model with three stages: (1) data condensation; (2) data display; and (3) conclusion drawing/ verification. the data verification process in this research uses data triangulation. triangulation techniques used in this research are source triangulation and method triangulation. source triangulation is done by comparing the results of students work in the answer sheets and the results of interviews. method triangulation is done by taking several subjects for one category. 3. result and discussion multiple intelligences tests are given to students in classes that have been determined. the results of the multiple intelligences tests of 25 students are shown in the following figure 3. figure 3. diagram of students’ multiple intelligences tendencies from the multiple intelligences test results, 13 students with logical-mathematical intelligence, verbal-linguistic, and visualspatial tendencies will be given linear programming tests. afterwards, students with good communication skills were chosen, namely two students with logicalmathematical intelligence tendency, two students with verbal-linguistics intelligence tendency, and two students with visualspatial intelligence tendency. based on the answers given by students to the linear programming problem, students’ responses can be leveled with level based on the solo taxonomy. 1. students’ responses leveling with logical-mathematical intelligence tendency students with logical-mathematical intelligence tendencies are labeled by sm 1 and sm 2. the answer of sm 1 is shown in figure 4, and the answer of sm 2 is shown in figure 5. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 1-16 6 students’ responses leveling in solving mathematical problem based on solo taxonomy viewed from multiple intelligences figure 4. answer of sm 1 to the problem figure 5. answer of sm 2 to the problem activities that indicate subject's response is at uni structural level are: (1) capturing and using a structure/information that is known from the problem to solve the problem, (2) solving the problem from the information provided directly, and (3) determining the profit from the sale of one milk bread and one butter bread. this is corresponding with the uni structural level response scheme by biggs & collis (1982) which is explained in more detail in chick (1998) stating that students reach uni structural level if students can apply a single process or concept to at least one data or information item uni structural multistructural relational extended abstract extended abstract relational relational multistructural uni structural indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 1-16 7 students’ responses leveling in solving mathematical problem based on solo taxonomy viewed from multiple intelligences to solve a problem. in line with this, lucas and mladenovic (2009) stated that students at the uni structural level use information in the problem to solve the problem. activities that indicate that the subject's response is at the multi-structural level are: (1) capturing and using two or more structures/information from the problem to solve the problem given, (2) solving the problem by first completing information that is not yet known, namely information about the profits of the sale of one milk bread and one butter bread, (3) using information of the profits from the sale of one milk bread and one butter bread that has been obtained to determine the objective function, and (4) determining a mathematical model of the problem given. this is corresponding with the multi-structural level response scheme by biggs & collis (1982) which is explained in more detail in chick (1998) stating that students reach a multi-structural level if students can apply processes or concepts to more than one information structure contained in the problem to solve the problem. furthermore, activities that indicate subject's response is at the relational level are (1) connecting all relevant information, (2) using integrated strategies and concepts, (3) associating information from determined constraints to determine feasible set, and (4) determining the coordinates of the corner points and the optimum value of the given problem so that they can make relevant conclusions. this is corresponding with the relational level response scheme by biggs & collis (1982) which is explained in more detail in chick (1998) stating that students reach the relational level if students integrate all aspects of the information presented on the problem into related structures or related to each other. the information provided is not enough to solve the problem directly, but it needs additional information obtained through the implementation of concepts in some data. the additional information is related to other data or processes. in working on point c of the problem, there are differences in answers by sm 1 and sm 2. sm 2 can answer the point c of the problem correctly as shown in figure 4, while sm 1 gives the answer as shown in figure 3, but sm 1 still doubts about his answer as shown in interview passage below. p : "how do you relate your results to other situations such as point c?" sm 1 : "this is my prediction, miss, but i am not sure." p : "tell me how you got this answer!" sm 1 : " milk breads means that the is equal to . then, the value of must be more than equal to . thus, the minimum profit at point is idr . afterwards, most produce 100 breads, so is reduced by , the result is . therefore, the maximum profit at point is idr . in calculating maximum benefit, i am still not sure and i am still confused, miss. " after being interviewed by the researcher, sm 1 realized the right steps to improve his answer. it was shown in interview passage below. p : "you said is equal to , it means here (pointing to the -axis), then what is the value of ?" sm 1 : "the value of n is more than 15" p : "so what are the possible values?" sm 1 : "the values are many, miss." p : "can you explain the various possible values of on this graph?" sm 1 : "mmm ... oh, i know, that means we can make a line, miss. so, i have indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 1-16 8 students’ responses leveling in solving mathematical problem based on solo taxonomy viewed from multiple intelligences to find the intersection of the line with the line . hang on, miss. i will count it first." p : "yes, please" sm 1 : "i have found the answer, the maximum profit at point is idr ." so that the final answers of point c by sm 1 and sm 2 are the same. based on the two answers, the subject activity can be known which is a subject response form when faced with problems. activities that indicate subject's response is at the extended abstract level are: (1) determining the maximum and minimum profit which obtained when successfully selling 34 milk breads and n butter bread, and (2) making relevant conclusions and making generalizations to other situations or apply it to other situations. this is corresponding with the statement of lian & idris (2006) that students at the extended abstract level can expand the application of information provided in new situations. in line with this statement, lian & yew (2012) stated that students at the extended abstract level can apply all aspects of the data to other situations. braband & dahl (2008) also provided a statement that students at this level can use their ideas in new situations. the process of problem-solving by subjects with logical-mathematical intelligence tendency, when associated with the characteristics of students with logical mathematical intelligence tendencies, is shown by their ability in good mathematical calculations. subjects with logical-mathematical intelligence tendency to solve the given problem using systematically arranged procedures. this is corresponding with afthina, et al. (2017) which stated that the superiority of students with logical-mathematical intelligence tendency is their ability to carry out the mathematical operation. also, students with logical-mathematical intelligence tendencies have a high curiosity and continue to think about something that is considered wrong and not yet believed to be correct as shown by sm 1 when solving point c of the problem. this is in line with yaumi (2012) which stated that the characteristics of students with logical-mathematical intelligence tendency is not stopping doing the task until all questions can be answered correctly by what he believes to be true. based on the discussion of the subjects’ response activities with logical-mathematical intelligence tendency in solving linear programming problems as well as the relevant opinions of experts, it can be concluded that subjects with logical-mathematical intelligence tendency tend to respond at the uni structural, multi-structural, relational, and extended abstract levels. this is corresponding with the research conducted by aoyama (2007) and lian & idris (2006) which showed that high school students can reach the extended abstract level. therefore, the response level of subjects with logicalmathematical intelligence tendency reached the extended abstract level. 2. students’ responses leveling with verbal linguistic intelligence tendency students with verbal-linguistic intelligence tendencies are labeled by sl 1 and sl 2. the answer of sl 1 is shown in figure 6, and the answer of sl 2 is shown in figure 7. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 1-16 9 students’ responses leveling in solving mathematical problem based on solo taxonomy viewed from multiple intelligences figure 6. answer of sl 1 to the problem figure 7. answer of sl 2 to the problem activities that indicate subject's response is at uni structural level are: (1) capturing and using a structure/information that is known from the problem to solve the problem, (2) solving the problem from the information provided directly, and (3) determining the profit from the sale of one milk bread and one butter bread. this is in line with the uni structural level response criteria proposed by putri et al. (2017) who stated that students on uni structural level response can be involved in one single aspect, make simmulti structural uni structural uni structural multi structural indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 1-16 10 students’ responses leveling in solving mathematical problem based on solo taxonomy viewed from multiple intelligences ple algorithms, and make obvious connections. activities that indicate that the subject's response is at the multi-structural level are: (1) capturing and using two or more structures/information from the problem to solve the problem given, (2) solving the problem by first completing information that is not yet known, namely information about the profits of the sale of one milk bread and one butter bread, (3) using information of the profits from the sale of one milk bread and one butter bread that has been obtained to determine the objective function, and (4) determining a mathematical model of the problem given. this is in accordance with the multi-structural level response criteria by sudihartinih (2019) who stated that students on multi-structural level response can solve the problem based on two or more information structures. based on answer sheet of sl 1 in figure 6 and the results of the researcher's interviews with sl 1, it is known that sl 1 is not able to determine the coordinates of the corner points of the feasible set due to being unable to determine the coordinates of the intersection points of two lines. consequently, sl 1 did not continue his calculations, so that sl 1 did not get a conclusion. while on the answer sheet of sl 2 in figure 7 and the results of the interview with sl 2, it is known that sl 2 is not able to draw one of the inequalities as a constraint in the problem so that there are mistakes in the final results obtained. however, sl 2 continues to calculate, even though the conclusion she got was wrong because there was an error in processing. from this explanation, sl 1 and sl 2 made a mistake at the process skill stage. the process skill stage is the stage after students change the information in the problem into its mathematical form then the students do the calculation process, determine the feasible set, and determine the optimum value or optimum point. according to singh, et al (2010), mistakes in process skills occur when students can choose the methods needed to solve problems but are unable to carry out procedures correctly. for the point c of the problem, sl 1 and sl 2 do not give any answer. whereas, the characteristic of students on relational level response can use a lot of data or information, do the process of finding additional information and connect data or other processes to make conclusions; and the charachteristic of students on extended abstract level response can generalize to other situations (mulbar et al., 2017). hence, based on the explanation of the location mistakes of sl 1 and sl 2 in solving linear programming problems, it indicates that the subjects’ response has not yet reached the relational and extended abstract levels. the process of problem-solving by subjects with verbal-linguistic intelligence tendency if related to the characteristics of students with verbal-linguistic intelligence tendency is shown by sl 2 which writes information about the problems he knows in detail. this is in line with yaumi (2012) which stated that students with verballinguistic intelligence tendency can communicate their ideas both verbally and in writing well. also, according to sujarwo (2013), someone with verbal-linguistic intelligence tendency can use language to express what comes in mind, both verbally and in writing, as well as the ability to understand the words and writings of others. when sl 2 was interviewed by the researcher, students with verbal-linguistic intelligence tendencies showed a dislike to involve in mathematical problems. this is shown by his attitude which immediately gave up and did not want to think deeper when given a little help by the researcher. this attitude is corresponding with gardner (2006) which stated that stu indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 1-16 11 students’ responses leveling in solving mathematical problem based on solo taxonomy viewed from multiple intelligences dents with verbal-linguistic intelligence tendency prefer language lessons and have less interest in mathematics. based on the discussion of the subject's response activities with verbal-linguistic intelligence tendency in solving linear programming problems as well as the relevant opinions of experts, it can be concluded that subjects with verbal-linguistic intelligence tendency tend to respond at uni structural and multi-structural levels. therefore, the response level of subjects with verballinguistic intelligence tendency reaches a multi-structural level. 3. student responses leveling with visual-spatial intelligence tendency students with visual-spatial intelligence tendencies are labeled by sv 1 and sv 2. the answer of sv 1 is shown in figure 8, and the answer of sm 2 is shown in figure 9. figure 8. answer of sv 1 to the problem uni structural multi structural indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 1-16 12 students’ responses leveling in solving mathematical problem based on solo taxonomy viewed from multiple intelligences figure 9. answer of sv 2 to the problem activities that indicate subject's response is at uni structural level are: (1) capturing and using a structure/information that is known from the problem to solve the problem, (2) solving the problem from the information provided directly, and (3) determining the profit from the sale of one milk bread and one butter bread. this is in accordance with the uni structural level response criteria by biggs & tang (2011) who stated that students on uni structural level response only focus on using data related to questions. activities that indicate that the subject's response is at the multi-structural level are: (1) capturing and using two or more structures/information from the problem to solve the problem given, (2) solving the problem by first completing information that is not yet known, namely information about the profits of the sale of one milk bread and one butter bread, (3) using information of the profits from the sale of one milk bread and multi structural uni structural indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 1-16 13 students’ responses leveling in solving mathematical problem based on solo taxonomy viewed from multiple intelligences one butter bread that has been obtained to determine the objective function, and (4) determining a mathematical model of the problem given. this is in line with the multistructural level response criteria by putri et al. (2017) who stated that students on multistructural level respons can be involved in several aspects that are considered unrelated, apply methods, and carry out procedures. based on the answer sheet of sv 1 and the interview with sv 1, it is known that sv 1 can determine the feasible set, as well as the optimum value and optimum point of the problem so that sv 1 can write the correct conclusion. whereas in the sv 2 answer sheet in figure 9 and the results of the researcher's interview with sv 2, it was found that sv 2 was unable to determine one of the corner point coordinates of the feasible set, so there was a mistake in the final results obtained. however, sv 2 continued to calculate. from the description, it is seen that sv 2 made a mistake at the process skill stage. according to singh, et al (2010), mistakes in process skills occur when students can choose the methods needed to solve problems but are unable to carry out procedures correctly. on the other hand, activities that indicate the response of sv 1 is at the relational level are (1) connecting all relevant information, (2) using integrated strategies and concepts, (3) associating information from determined constraints to determine feasible set, and (4) determining the coordinates of the corner points and the optimum value of the given problem so that they can make relevant conclusions. while the activities that indicate that sv 2 response has not reached the relational level are: (1) unable to connect all relevant information, (2) unable to use integrated strategies and concepts, and (3) unable to determine the coordinates of the corner points and the optimum value of the given problem so that she cannot make relevant conclusions. on the relational level response criteria by putri et al. (2017), it is stated that students on relational level response can understand and explain the relation among several aspects, connecting, analyzing, and applying theories. this experts’ opinion also indicates that the response sv 1 has reached the relational level, while the sv 2 response has not yet reached the relational level. in working on point c of the problem, sv 1 answered, while sv 2 did not provide the answer. from the answer of sv 1 in figure 7 and interview with sv 1, sv 1 answered with irrelevant steps, so that sv 1 got irrelevant conclusions. sv 1 also wrote conclusions that did not correspond with the questions in the problem (writing error on the final answer). according to singh, et al. (2010), writing errors in the final answer occurs when students incorrectly write the conclusion of the answer even though they have finished solving the problem. whereas, students on extended abstract level response can make generalization to other situation (biggs & tang, 2011). hence, by the explanation above, the mistake of sv 1 and sv 2 indicates that the response of the two subjects has not reached the extended abstract level. the process of problem-solving by subjects with visual-spatial intelligence tendency if related to the characteristics of students with visual-spatial intelligence tendencies that are indicated by sv 1 prefers to presented information from the problem by using a table to make it easier to solve the problem. this is in line with yaumi (2012) which stated that students with visual-spatial intelligence tendency tend to like to present data in the form of graphics, diagrams, or tables. also, sv 2 can draw graphs according to the information in the problem, but sv 2 cannot indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 1-16 14 students’ responses leveling in solving mathematical problem based on solo taxonomy viewed from multiple intelligences determine the corner points of the feasible set by algebra. this is in line with gardner (2006) stating that students with visualspatial intelligence tendency feel that the concept of geometry is easier than the concept of algebra. based on the discussion of the subjects’ response activities with visual-spatial intelligence tendency in solving linear programming problems and the relevant opinions of experts, it can be concluded that subject sv 1 tends response at uni structural, multistructural, and relational levels. while sv 2 subject tends responses at the uni structural and multi-structural levels. therefore, the response level of subjects with visual-spatial intelligence tendency reaches the relational and multi-structural levels. 4. conclusion based on the results of research and discussion, it can be concluded that the response levels of students of grade xi of natural science 1 department at sman 1 gondanglegi are (1) students with logicalmathematical intelligence tendency in solving linear programming problems are at the extended abstract level, (2) students with verbal-linguistic intelligence in solving linear programming problems are at the multistructural level, and (3) students with visualspatial intelligence tendency in solving linear programming problems are at the relational and multi-structural levels. 5. references afthina, h., & pramudya, i. 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(2013). kecerdasan logika-matematika berdasarkan multiple intelligences terhadap kemampuan matematika siswa smp di banjarmasin. edu-mat: jurnal pendidikan matematika, 1(1), 18–26. https://doi.org/10.20527/edumat.v1i1. 549 microsoft word 3. koesoemo ratih.docx indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 180-193 180 learning patterns during the disruptive situation in informal education: parents’ efforts and challenges in the adjustment of progressive learning learning patterns during the disruptive situation in informal education: parents’ efforts and challenges in the adjustment of progressive learning koesoemo ratih1, muhammad fahmi johan syah2, nurhidayat3, sally jarin4, jenny buckworth5 1-3faculty of teacher training and education, universitas muhammadiyah surakarta, indonesia 4professional education department, pangasinan state university, philippines 5school of education, charles darwin university, australia doi: 10.23917/ijolae.v3i3.15151 received: july 12nd, 2021. revised: july 31st, 2021. accepted: august 15th, 2021 available online: august 18th, 2021. published regularly: september 1st, 2021 abstract this study investigates informal learning during the covid-19 pandemic in indonesia. distant learning during the covid 19 pandemic affects all aspects of education, including parents’ roles that switch to be teachers at home. this condition enables new learning patterns in order to offer children learning opportunities in their home. this study employs a qualitative approach with ethnographic design. the data collection techniques used an open observation guide which was examined for its validity using face and content validity. the techniques of analyzing data included data analysis across sites with some analysis components of data collection, reduction and conclusion. the research findings, in the form of description and formulation of learning patterns reveal adaptive ways to deliver effective education for children. in this way, they are prepared for 21st century skills and to face the industrial revolution 4.0 and society 5.0 in these disruptive times. this pandemic situation forms significant roles of parents in educating their children and strengthening them in facing learning problems. several parents’ roles include educators, facilitators, tutors, motivators, models, and controllers. their roles can create pleasant learning situation for their children in the current pandemic situation. the multi-roles of parents at home are key to keeping a good learning environment with their children. therefore, parents are the keys to the success of child education during the covid 19 pandemic. keywords: disruptive situation, emergency remote teaching, informal education, learning patterns, progressive learning corresponding author: koesoemo ratih, faculty of teacher training and education, universitas muhammadiyah surakarta, indonesia email: koesoemo.ratih@ums.ac.id 1. introduction the education disruptions due to the covid-19 pandemic has exposed us and hence required the transformation of education. learning, which was normally carried out prepandemic, has been changed drastically into online learning, flexible learning due to unpredicted school closures and lockdowns (bonal & gonzález, 2020; probine & perry, 2021). the closure of schools for face-to-face learning activities produced negative impacts for learners’ psychological condition (roman & plopeanu, 2021) to learning loss (khan & ahmed, 2021). however, there are some opportunities towards effective learning (velarde garcia et al.,2021). this implies learning transformation. learning is a dynamic activity and influenced by contextual factors and development. it demands to continual adjust to the development indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 180-193 181 learning patterns during the disruptive situation in informal education: parents’ efforts and challenges in the adjustment of progressive learning of technology. moreover, there is an ongoing demand towards 21 century learning skills, the development of industrial revolution 4.0, and society 5.0. all education stakeholders should be adaptive (sari & maningtyas, 2020), with the capacity and skills intensified in this pandemic, as the demand of integrating ict in teaching is greatly needed (ghavifekr & rosdy, 2015; tondeur, devos, van houtte, van braak, & valcke, 2009). yuan, wei-han tan, ooi, & lim (2021) advised that the use of mobile phones could be an important factor in learning during the pandemic situation. hence, the use of mobile learning can contribute to good learning experiences. this will depend on the quality of the application used in learning due to a technological acceptance factor that needs attention (baber, 2021). in this emergent condition, teachers, students, and parents are forced to carry out emergency remote teaching (hodges et al., 2020; vincent, 2013). in response to the covid 19 pandemic, universitas muhammadiyah surakarta has launched an adaptive policy for carrying out the internship program on observing learning activities and learning patterns. this adaptation of the internship program aims at strengthening teacher identity for prospective teachers through observation for teaching and non-teaching activities. in this program, preservice teachers are provided with some opportunities to observe either at schools or at homes. how learners learn at schools or at homes during emergency remote teaching are observed to note learning patterns that may appear during this time. adaptive and holistic learning are emphasized at various literacies benefiting for future lives. besides, it is to prepare the demands of 21st century skills, industrial revolution 4.0 and society 5.0 that aims at improving individual ability so that everyone can live conveniently and safely (nagy & hajrizi, 2019). furthermore, prior to the pandemic, the commonly carried-out learning pattern that was initiated by face-toface coordination among institutions (xie, 2020) may not always be effective, and thus alternative approaches might be appropriate, thereby implying a new learning pattern. emergency remote teaching is an adaptive response from distant learning (bozkurt, & sharma, 2020). by the covid 19 pandemic, the minister of education and culture of republic of indonesia published circular letter no 4, 2020 on education policy during the emergency of coronavirus disease (covid19) (kemendikbud, 2020). it is mentioned in the letter that the focus of distant learning among other things includes: a) learning from homes through online e-learning or distant learning to provide meaningful learning experience for students: b) learning from homes could be focused on educating life skills; c) learning activities and tasks from homes may vary among students depending on their interest and condition, including considering accessibility gap or facilities at homes; and d) learning outcomes from homes could be given some feedback qualitatively from teachers and not necessarily giving scores. this paper focusses on the results of a study concerning learning patterns at informal education, following the observation by pre-service teachers undertaking the internship program on home visit program. informal education includes family education and environment paths that constitute independent learning activities (sudiapermana, 2009, zhao, guo, xiao, zhu, sun, huang, & wu. 2020). it is important to look at informal education because the activities conducted at homes affect and support achievement in formal education. 2. method this study employed qualitative approach in which the researchers used indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 180-193 182 learning patterns during the disruptive situation in informal education: parents’ efforts and challenges in the adjustment of progressive learning secondary data. the secondary data in this study were in the form of information obtained from institutional documents collected from google forms. secondary data analysis was formulated using the following steps (johnston, 2014). first, the researcher identified sources of information. second, the researcher gathered existing data and then normalizing data when needed. the data collection technique employed an open observation instrument which had been examined for its validity using face and content validity. finally, the researcher analyzed data. in this study, there were 81 sets of data that contain information about the patterns of learning conducted by parents at home during the covid 19 pandemic. the 81 sets of student teachers’ responses based on their observation on learning patterns at home by parents were recorded. they were stored in logbooks and analyzed qualitatively. in analyzing the data, researchers used the qualitative data analysis procedures proposed by miles and huberman (1984), including data reduction, data display/ visualization, and conclusion. in relation to examining the validity of the instrument used to collect the data, face validity and content validity were applied. face validity is a validity that aims at measuring how far the formulated instrument can obtain the expected information (johnson (2013). the process of validity in this study involved all undergraduate students of teacher training faculty in the 2019 academic year and their supervising lecturers who attended their students’ teaching practice. they gave direct feedback via synchronous zoom meeting. the flow of the face validity is described as follows. figure 1. face validity diagram indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 180-193 183 learning patterns during the disruptive situation in informal education: parents’ efforts and challenges in the adjustment of progressive learning brief feedback summary can be elaborated as follows: table 1. face validity by students and lecturers students (user) supervising lecturers the differences between the observation of learning implementation (opp program) and observation of learning patterns (obb program) need to be clearly stregthened in the instruments. it is important to differentiate between online learning observation at schools and home visit learning observation. in general, the instrument is easy to understand but it needs to be simplified. learning pattern that would be described could be carried out with open observation instrument. learning pattern observation may only be carried out at home since there have been no students leaving for schools. it is critical to have diaries or fieldnotes that reflect learning activities of either student teachers or school students who are observed. after receiving some feedback from student teachers as users and supervising lecturers, the revised instrument was examined for its content validity. content validity was carried out to measure how far the instrument was relevant with and represented the targeted construct designed to measure (rusticus s (2014). this content validity was caried out by an instrument review of experts panel consisting of the dean (professor in linguistics) who judged its language aspect, vice dean (professor in mathematics) who was an expert in instrument development, and some other experts in education field at the faculty of teacher training, universitas muhammadiyah surakarta. table 2 below describes the review results by the experts. table 2. content validity by expert panel experts feedback dean (professor in lingustics) in general, the instrument was constructed well, systematically and informatively. however, it needs some simplificaions in the language aspect and some question items need to be specific. it is also necessary to consider the students’ ability in using the instrument. vice dean on accademic affair (professor in mathematics) the instrument has been well composed and could be used as assisting instrument for students in observing learning and learning patterns exsistant either at schools or homes. however, it is important to add some points in relation to essential literacies in 21st century learning. is the learning process projected to achieve 21st century literacies and competences able to be carried out at schools during this pandemic situation? lecturers the instrument is quite detail and can be used by studnets to observe the implementation of learning and the culture or patterns of learning at homes during pandemic situation. however, some questions need to be clearly explained to make students understand more. 3. result and discussion based on the data analysis obtained from secondary data from pre-service teachers’ logbooks, three themes were identified and drawn. they include parents’ efforts, challenges, and their strategies to cope. a. parents’ efforts to make the children study at home joyfully currently, internet connection no longer presents issues for remote teaching with internet access for teachers in developing countries sufficient to facilitate learning (onojah et al., 2021). however, issues have shifted to indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 180-193 184 learning patterns during the disruptive situation in informal education: parents’ efforts and challenges in the adjustment of progressive learning educational values, learners’ competence in autonomous learning, and parents’ roles in attending their children to learn. this constitutes a concrete form in solving problems in distant learning from an infrastructure to an educational substantial focus. recent research indicated that blended learning with cooperative methods result in better outcomes than face-to-face learning at schools (odewumi et al., 2019; sukmawati et al., 2020). therefore, parents’ roles in facilitating this new learning paradigm are much needed to support this changed focus. there are several efforts undertaken by parents during the covid 19 pandemic to make their children study at home. they range from: facilitating pleasant learning atmosphere; setting study time agreement; offering children various courses; motivating their children; attending and guiding their children to study; and providing facilities. at this situation, the roles of mothers are more dominant than fathers in accompanying children learning (uzun, karaca, &metin, 2021). this situation forced parents, teachers and students to change the use of social media from means of communication to learning facilities (jogezai et al., 2021). innovative ways in education that have been applied tend to be in the use of common daily social media. the use of social media, such as whatsapp, youtube and instagram is alternative learning media that can be used by parents. four main efforts are described in the figure below. figure 2. four main efforts the figure above shows that 16.05% parents’ efforts manifest in conditioning a pleasant learning atmosphere. motivating children is another parental effort that constitutes 19.75%. the highest percentage, 39.51 % is in the form of accompanying children’s learning or guiding children. providing facilities in learning for children occupies 24. 69%. this implies that during the covid 19 pandemic, parents’ involvement in their children’s learning is highly afforded. brown, doom, lechuga-pena, watamura, & koppels (2020) stated that parents supports and controls over pandemic contributed to lower stress and child abuse. however, parents who could not adapt to the situation would produce conflict with their children (wilder et al., 2021). therefore, parents need to learn about 16,05 19.75 24.69 39.51 0 5 10 15 20 25 30 35 40 45 conditioning pleasant learning atmosphere motivating children providing facilities attending/ guiding children percentage p ar en ts ' e ff or ts parents' efforts indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 180-193 185 learning patterns during the disruptive situation in informal education: parents’ efforts and challenges in the adjustment of progressive learning organizational learning to assist their children to learn effectively (bhaskara & filimonau, 2021). furthermore, parents have significant roles in their children online learning process when schools conduct online learning while parents also need to work at the same time. there were many efforts shown by parents in managing and making balanced of their working activities, caring for households, and keeping good mood of their children in order that their children keep studying. the big challenge lies on the new pattern of communication among members of the family at home (wilder et al., 2021). parents’ anxiety increases significantly when teaching their children (ehrenreichmay et al., 2021) especially mothers (uzun et al., 2021). this condition insists parents to change their potential progressively to scaffold their children learning, such as transforming the use of communication tools for learning needs. in addition, parents must be able to provide contextual education with various home environmental conditions. if this can be done effectively, the shifting learning modes from face-to face meeting to online did not influence significantly to students’ learning. the learning patterns applied at home and the ability to manage external factors in learning at home are keys to keep optimal learning for children (uzzun et al., 2021). this is in keeping with the concept of progressive education in which traditional education should be adhere to the concept of lifelong learning (murthado et al., 2021). there are several types of teachers’ attention that need to be replaced by parents at home. table 3. teachers’ attention to children learning during pandemic types of teachers’attention causes and objectives attention to the spirit of learning § children’s learning spirit declines during pandemic situation. § it aims to raise the children’s learning spirit. attention to the learning disciplines § the child’s discipline to learn declines during the pandemic § it is to raise the child’s learning discipline. attention to benefiting learning time § children tend not to benefit the learning time effectively. § it aims at making the children benefit optimal learning time; even though they do not go to schools, they could study autonomously at home. attention to learning commitment to work hard § children feel that they do not get direct control as they have at schools so their motivation decreases. § it aims at building learning spirit and motivation so that they have strong self -motivation. attention to actively searching for learning sources. § children tend to expect teachers as the learning source. § it aims at supporting children to make use other learning sources, such as: from internet and their environment. attention to learning rehearsal § children tend to think that it is enough to learn only sometimes. § it aims to make the children strengthen their learning sustainability and apply it in their daily life. attention to learning autonomously § child’s learning autonomy decreases during pandemic due to limited face to face meeting with teachers. § it aims to prepare learners’ autonomy in learning, searching for learning resources, solving learning problems, and developing learning material. the table 3 above confirmed the types of teachers’ attention that should be replaced by parents at home. as discussed by đurišić & bunijevac (2017) and sapungan and sapungan, (2014) it is vital that parents pay attention to raising their child’s learning spirit, disciplines, autonomy, motivation, that indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 180-193 186 learning patterns during the disruptive situation in informal education: parents’ efforts and challenges in the adjustment of progressive learning will, in turn, result in long-term learning sustainability and overall commitment. table 4. adaptive roles of parents during pandemic adaptive roles description effects father as learning motivator besides having a responsibility to earn for living, a father in a family has an important role to attend and motivate his children to learn by accompanying them to study while working from home. children do not feel lonely in studying. they can place fathers as friends for stress healing , like when they have a breaktime with their peers at schools. parents as emotion controller parents who work and care of households now get more roles to educate and keep a good mood or sprit of their children in order that they keep learning. parents are required to be more patient in facing their children when they become sulky, want to be hugged and carried. children feel comfortable to learn with the parents. parents as entertainers during pandemic situation, entertaining children becomes quite difficult because of social distancing applied. therefore, parents are required to give more jokes to children and spend some of their time to to play some games through smartphones and watch videos in youtube. this is different from the normal situation in which parents tend to forbid the children to use smartphones. children are ammused and get warmth in the families during their learning. this condition becomes a mood booster for children to keep learning. with regard to facilitating children’s learning, it was noted that parents created a comfortable learning atmosphere so that their children can enjoy study and be more focused. evidence is stated by participants below: “...orang tua mengatur suasana dalam belajar bersama anaknnya dengan dibuat senyaman mungkin [ parents and children manage the environment as comfortable as possible] (st1) “...suasana belajar diusahakan oleh orang tua dengan kondisi tempat yang nyaman untuk belajar…”(st2) there are several ways to create comfortable condition, such as making the situation peaceful, turning off the television ect. “sebelum pembelajaran dimulai, orangtua melakukan pengkondisian terlebih dahulu. …”[ before learning starts, parents set sound learning conditions first,…turning off the television…]. (st1) the above finding is in accordance with previous studies by kurniati et al. (2020) in which the researchers investigated the roles of parents in accompanying children to study during the covid 19 pandemic. one of such role is creating a comfortable environment for children. the home learning environment is also essential for social development for the children and a contributing factor to educational outcomes at all stages (bull et al., 2008). accordingly, oecd (oecd, 2013) advises parents to create a suitable home environment for learning by, among other things: “designating an area to do homework, providing access to reading material, and assisting with the organization of homework and studies”. a stimulating home learning environment which consists of a variety of educational materials and positive reinforcement of the value of education by parents is integral to intellectual and social development in children of all ages (emerson et al., 2012). in addition to indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 180-193 187 learning patterns during the disruptive situation in informal education: parents’ efforts and challenges in the adjustment of progressive learning making learning enjoyable and rewarding, a quality home learning environment contributes to the standards that children set for themselves and their aspirations for education (jeynes, 2005). home-based involvement also includes activities outside of the home, such as taking children to events and places that foster academic achievement. these can include museums, libraries, galleries, talks and performances (hill & tyson, 2009). this shows adaptive strategy in learning focusing on flexibility that parents can take as an answer to the unpredictable changes in people's lives as in the impact of technology (fuadi et al., 2021). a useful strategy for parents to make to home study enjoyable is to set up an agreement of study time. “sang ibu juga menjelaskan bahwa ada kesepakatan antara beliau dengan si anak, yaitu tetap berada di rumah (jam belajar) dari pukul 07.30 hingga pukul 10.00 (terkadang sampai pukul 11.00). pada waktu tersebut orang tua membimbing dan mendidik anak dengan belajar…” [ the mother explained that there was an agreement between her and her child to stay at home (study time) from 07.30 to 10.00 am. during that time parents give guidance and educate the child to study …]. (st3) providing some guidance to their children to study and accompanying them are other efforts done by parents. some evidence below supports the finding. “ibu selalu mendampingi dan membimbing anak dalam proses belajar baik selama sebelum pandemi covid – 19 dan selama pandemi. memberikan arahan serta fasilitas belajar yang baik” [ mother always accompanies and guides her child during the study…”. (st3) besides providing guidance, parents also support learning facilities to their children during their study at home by providing gadgets, internet, and other learning facilities. “ayah memberikan fasilitas untuk mendukung proses belajar anak...” [father provides facilities to support the children learn](s4) another effort done by parents is motivating their children. “. beliau selalu menyempatkan waktu untuk menasehati anak agar terus semangat dalam belajar... [the father always spends his time to give advice in order that the children are motivated in learning....” (s4) [he always spares time to advise his children in order that they are motivated in learning]. a quality home environment and parental support can contribute towards a student’s motivation for academic achievement and learning, which can in turn increase interest in and satisfaction at school (mansour & martine, 2009). duckworth et al. (2009), for instance, found that children aged 9-13 whose homes offered a more stimulating learning environment (measured at age 8) had a higher intrinsic motivation for academic studies. others have found that family practices, parenting styles, and parents’ personal self-efficacy for helping a child to learn all contribute to motivation for learning (duckworth et al., 2009; goldman, 2005; walker & berthelsen, 2013). this study has revealed that the learning patterns at homes are variously applied by parents and, among other things, are determining agreements on study time between parents and their children, accompanying children to study, facilitating children with internet, and sending children to extracurricular activities, such as courses, and tutorial lessons). international research has shown that various kinds of parental engagement have a positive impact on numerous indicators of student achievement, including higher grades and test scores; enrolment in higher level indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 180-193 188 learning patterns during the disruptive situation in informal education: parents’ efforts and challenges in the adjustment of progressive learning programs and advanced classes; increased successful completion of classes; lower dropout rates; higher graduation rates; and a greater likelihood of commencing post secondary education. beyond educational achievement, parental engagement is associated with various indicators of student development (birch & lewis,2020). these include increased and regular school attendance; better social skills; improved behavior; better adaptation to school; increased social capital, and, a greater sense of personal competence and efficacy for learning. further, as research indicates, besides providing distant learning facilities and guidance for their children, parents have central roles to represent teachers, specifically in building moral education and life ethical values (haiyudi & art-in, 2021). b. challenges and strategies to cope it is not always easy for parents to teach their own children. there are various challenges faced by parents that include coping with child’s mood, study disciplines, time management, and in the provision of facilities. three challenges were identified as the dominant themes from this qualitative analysis. these were also triangulated methodologically and described in the following figure. figure 3. triangulated methodologically from the data above, it reveals that 42.73% challenges manifest in the parents’ managing time between their working load and accompanying their children to study. it shows the highest challenge faced by parents. the second level of challenges deals with disciplines that occupy 40%. providing facilities for children learning reveal the least percentage; it reaches 17. 27%. hence, uzun, karaca, & metin (2021) confirmed that mothers are the ones who are more influenced by daily activities than fathers. however, with the virtual learning, parents can learn via various virtual media (almarzooq, lopes, & kochar, 2020) to help their children. in relation to the challenge on time management, parents often face difficulties in deciding whether to handle their household or accompany their children to study. it is shown in the table above that this challenge occupies 17.27 40.00 42.73 0 5 10 15 20 25 30 35 40 45 providing facilities disciplines difficulties in managing times between work load and guiding children percentage k in ds o f c ha lle ng es challenges indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 180-193 189 learning patterns during the disruptive situation in informal education: parents’ efforts and challenges in the adjustment of progressive learning the highest percentage. some of the evidence reported by the participants below taken from the interview strengthen the finding. “kendalanya bahwa orang tua mengalami kesulitan membagi waktu antara pekerjaan rumah dan mendampingi anak belajar sehingga menjadikan perannya tidak maksimal dalam proses belajar anak dirumah”[the obstacles are that parents faced difficulties in sharing time between doing households and accompanying their children to study so that their roles are not optimal to facilitate the learning process at homes] (f). in relation to disciplines, parents often face difficulties in engaging their children to study. for example: children often disobey their parents. they do not want to accomplish their tasks because of being moody. as stated by participants ”terkadang anak tidak patuh dengan orang tua dalam hal mengerjakan tugas karena terkadang mood anak kurang baik dan tidak mengikuti apa yang dikatakan oleh orang tua” [ sometimes children do not want to obey parents in doing the tasks because sometimes their mood is not stable and consequently they did not do what the parents asked them to] (d) “jika suasana hati anak kurang baik maka anak akan ngambek dalam waktu yang lama dan sulit untuk dibujuk kembali jika sudah ngambek” [ if they feel ill, it takes time to be back to normal and difficult to persuade”] (e) such kinds of discipline problems commonly exist during learning processes, either at homes or at schools. at schools, teachers prevent discipline problems by creating a conducive classroom, involving students in setting the school rules, participation, and students and teacher actions (prasetyarini et al., 2021). similarly discipline problems at home can be prevented by creating conducive learning atmosphere at home, setting the rules, and involving the children in making good communication. nevertheless, those various obstacles and problems faced by children have constructed parents’ roles to understand their children learning process. there are many parents’ characters built from solving children’s problems in learning. table 5. describes the parents’ characters during attending their children learning in pandemic situation. table 5. new characters of parents characters description educators explaining learning material, directing children morality, controlling children emotion, parents (father and mother) working collaboratively in educating, training and developing their children talent. facilitators directing children to learn indipendently by giving the material in needs. companions accompanying their children to learn at home. motivators giving advice, motivating their children when they get difficulties. models not acting rudely and emotionally to children during accompanying the children learning while the parents are working. controllers setting the schedule for learning and playing at home in balance. the above challenges are in line with a study by parczewska (parczewska, 2020) that explored ways of coping with difficult situations experienced by parents in homeschooling their children during the covid 19 pandemic in poland. further challenges in distant learning identified that school children could not obtain some in face-to-face school meetings, for example, meeting with their peers and doing extracurricular activities that empirically improve students’ achievement (suleiman et al., 2019). they could not obtain soft skills that support the improvement of the quality of their life skills. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 180-193 190 learning patterns during the disruptive situation in informal education: parents’ efforts and challenges in the adjustment of progressive learning it implies that during the current pandemic situation, parents’ time sound intention, whilst devoted to their children’s learning, can be augmented by teachers or pre-service teachers who can conduct home visit teaching practice. 4. conclusion emergency remote teaching resulted from covid 19 pandemic is a learning condition that changes drastically and 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(2020). the effects of online homeschooling on children, parents, and teachers of grades 1–9 during the covid-19 pandemic. medical science monitor: international medical journal of experimental and clinical research, 26, e925591-1. microsoft word thambu 10064-29772-1-ed.docx indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 17-29 17 incorporating active learning into moral education to develop multiple intelligences: a qualitative approach incorporating active learning into moral education to develop multiple intelligences: a qualitative approach nadarajan thambu1, harun joko prayitno2, gamal abdul nasir zakaria3 1 faculty of human sciences, universiti pendidikan sultan idris, malaysia 2teacher training and education faculty, universitas muhammadiyah surakarta, indonesia 3sultan hasanah bolkiah institut of education, universiti brunei darussalam, brunei darussalam doi: 10.23917/ijolae.v3i1.10064 received: january 29th, 2020. revised: april 1st, 2020. accepted: april 3rd, 2020 available online: april 20th, 2020. published regularly: january 1st, 2021 abstract recognizing and nurturing all the varieties of human intelligences is essential for exploring the talents of students and enabling their identification of multiple intelligences. studies have suggested that eliciting the maximum potential of intelligences leads to students' success in their academic and future careers. the literature has shown that incorporating active learning into the teaching and learning of moral education to develop multiple intelligences is limited. accordingly, this study aims to discover the various intelligences that exist among moral education students through the active learning method. active learning implies that all learners are provided with time and assistance to realize their potential. in this regard, multiple intelligence theory is used as the theoretical framework for defining, understanding, developing, and estimating the various intelligences that students have. the research design for this study is the qualitative method. a total of fourteen students from two schools were chosen as research participants. data were collected through observation, focus group interviews, and journal entries. these findings reveal that using the active learning method in moral education can develop students’verbal linguistic intelligence, logical– mathematical intelligence, musical intelligence, spatial intelligence, bodily kinesthetic intelligence, intrapersonal intelligence, interpersonal intelligence, and naturalistic intelligence. integration and internalization of the eight intelligences into active learning holistically will shape the personality and character of students in social life. keywords: active learning, moral education, multiple intelligence, qualitative approach corresponding author: nadarajan thambu, faculty of human sciences, universiti pendidikan sultan idris, malaysia email: nada@fsk.upsi.edu.my 1. introduction all educators have the responsibility for creating a positive learning environment that provides learners with sufficient opportunities to practice, using the new knowledge and skills that they have gained. at the same time, educators need to cater for the different intelligences of learners (gardner, 2008, 2011; koksal akyol, 2018). meanwhile, the moral education curriculum encourages students to participate actively in the teaching and learning process. active and interactive student participation in teaching and learning will give students the opportunity to quesindonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 17-29 18 incorporating active learning into moral education to develop multiple intelligences: a qualitative approach tion, communicate, and interact with each other while giving and sharing opinions and ideas (carr, palmer & hagel, 2015). among the teaching and learning strategies proposed in the moral education curriculum is active learning. hence, teachers need to design and provide learning experiences in an active learning climate to foster a variety of student intelligences (malaysia ministry of education, standard curriculum and assessment document, moral education, form 2, kssm, 2016). active learning consists of "instructional activities involving students in doing things and thinking about what they are doing" (bonwell & eison,1991, p.28). approaches that promote active learning focus more on developing students' skills than on transmitting information to them. they also tend to place some emphasis on students' exploration of their own attitudes and values. for freeman, et al., (2014), active learning engages students in the process of learning through activities (reading, writing, and demonstrating) or discussion and making presentations in class as opposed to listening passively to an expert. “it emphasizes higher-order thinking and often involves group work” (p.82). the aim of the new moral education curriculum (kssm) is to enable all learners to achieve the maximum potential of their intelligence (nurulwahida & ahmad azman, 2014). according to gardner (1993), intelligence is "the ability to solve problems or fashion products that are of consequence in a particular cultural setting or community" (p.15). he suggested that individuals differ in their intellectual strengths and weaknesses, and a teacher or coach, to optimize the teaching and learning environment, must be able to identify and teach these abilities by using a variety of highly correlated activities (gardner,1999). in other words, the teacher or coach should teach with a range of instructional strategies that cover the different abilities of the students, and providing numerous varied experiences is a critical component of helping students to become morally educated individuals (malaysia ministry of education, standard curriculum and assessment document, moral education, form 2, kssm, 2016). active learning in moral education will enable students to understand their roles and responsibilities as effective members of various social groups, such as family, school, friends, the local community, religion, and national and global groups (azid, yaacob, & abdullah, 2016). this is because active learning involves the participation of students in the process of hands-on and mind-on learning. through this learning, pupils will be given the opportunity to develop their skills and values as well as to become a comprehensive human (carr, palmer & hagel, 2015). there are various active learning activities and teaching strategies that can be used in the teaching and learning of moral education. among them are small group discussions or activities such as brainstorming, role play, simulations, debates, and forums (malaysia ministry of education, standard curriculum and assessment document, moral education, form 2, kssm, 2016). moral education is an important essence in shaping the character of students in the midst of today's global society (koussouhon & dossoumou, 2015; prayitno et al., 2019; robertson, hepburn, mclauchlan, & walker, 2017). in view of the foregoing, the focus of the present study is on examining the potential of active learning in discovering the various intelligences that exist among students of form 2 moral education classes in secondary schools. various active learning strategies, including face-to-face instruction with learning activities and online-mediated instruc indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 17-29 19 incorporating active learning into moral education to develop multiple intelligences: a qualitative approach tion, are actively used for helping students to develop their multiple intelligences. in this study, all the moral education lessons were conducted by applying the active learning method. 2. method a. research design and data collection the research design for this study is the qualitative method. the reason for using the qualitative method is to gain a better understanding of the study phenomenon, as suggested by creswell (2012). as a form of data triangulation, this study used multiple ways of obtaining qualitative data, as recommended by bogdan and biklen (2007). the three qualitative approaches used to collect data were classroom observation, interviews, and journal writing. the main method was focus group interviews, in which a selected group of students was interviewed to articulate their cognitive justification. apart from that, students’ journals were analysed and interpreted to understand their multiple intelligence areas. other sources of data, such as classroom observation, were also used to investigate students' intellectual strength. b. participants and instrument a purposive approach to sampling was undertaken by the researcher (miles & huberman, 1994). the choice of research informants was based on several considerations and criteria determined by the researcher himself (richards & morse, 2007). the informants of the study were form 2 students. they consisted of male and female students who were chinese, indian, indigenous, and iban. a total of fourteen students (seven male and seven female) from two schools were chosen as research participants for data collection purposes. refering to table 1, instruments such as a classroom observation protocol, interview protocol, and journal writing protocol were used to collect relevant data. the content validity of the instruments was assured through comments and critiques from experts in moral education and active learning pedagogy. table 1. number of participants school class number of students in the class number of students that make up focus group smk sun 2 a & 2b 30 7 smk moon 2 c & 2 d 35 7 the number of students used to collect data 14 c. data analysis, transcription, and thematic coding after successful data collection, the collected data were transcribed with the use of a laptop and ear piece. the transcription produced twenty pages. the coding scheme was initially guided by the research questions, which provided the main themes and key coding (braun and clarke, 2006). the main focus was on the students' tendency to explore and learn best in learning activities in terms of multiple intelligences. the informants' responses from the three data sources were analysed to discover their intelligence profiles. based on the analysis, repeated comparisons and similar ideas were integrated until major themes were established for the research question. the data coding pro indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 17-29 20 incorporating active learning into moral education to develop multiple intelligences: a qualitative approach duced eight main themes and twelve subthemes. d. study procedure the researcher used an active learning environment in moral education to implement the teaching and learning process. each teaching unit in the form 2 moral education textbook is planned and taught using active learning (abdullah, mokhtar, & muniyandy, 2017). the instructors use gardner's (1993) theory as a legitimate planning framework through which to offer students a variety of learning activities. each lesson (topic) is designed and written in the daily lesson plan, which acts as a prototype and guide to teaching for the teacher. the teachers conduct one 90-minute lesson per week. each lesson starts with set induction steps, lesson development, class activities, assessment, and closure and reflection. the students are involved in various activities, such as simulations, group work, acting, drawing, debates, forums, games, and songs. the teacher isolates each 'intelligence' into particular activities. the instructors use all the activities to engage and foster specific intelligences. these activities are used to enhance the learning process by broadening the content of the moral education curriculum and stimulate the learning style that is the most appropriate for each individual. they include specified intelligences in specific lessons. the teachers also integrate active teaching with learning activities using online technology tools, such as online quiz activities like kahoot! and quizziz. refer to figure 1 to view the procedure for this study. figure 1. procedure 3. result and discussions someone's intelligence and talent can be shown in various ways, their forms and expressions can make someone an expert in their field. among these are expressions or expressions that someone uses to show their talents. a. word smart in this study, all the informants demonstrate the ability to use words effectively. the interview results show that students can read, discuss, make presentations, write, and read about the situation and moral dilemmas given as group assignments. students can use appropriate words when creating a poem related to friendship and the value of friendship. the language used clearly demonstrates the attitude and morality of a friend in maintaining a friendship. first, some informants explained that: multiple intelligences through moral education verbal/linguistic logical-mathematical visual/spatial bodily/kinesthetic musical/rhythmic interpersonal intrapersonal naturalist implementation of active learning in teaching moral lessons simulation/role play drawing/song debate/forum google/youtube kahoot!/quizziz daily lesson plan based on multiple intelligences theory set induction, lesson development, class activities, assessment, closure & reflection. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 17-29 21 incorporating active learning into moral education to develop multiple intelligences: a qualitative approach when creating poems, we tried to use the best words for our poems to be interesting. words like "i'm proud of being your best friend", "good luck", "thank you for understanding me", and "good heart" were used to create poems. this activity can apply the value of honesty, high concentration, and simplicity. we could also read and recite the poem well and with ease. in fact, we made innovation by making this poem in the form of a story. (informants 2, 4, and 6). additionally, student journal entries and our observation show that activities such as crossword puzzles and replying to a friend's email can develop morally the verbal– linguistic talents among the participants. in support of the statements above on the strength of verbal–linguistic ability, informants 1,3, and 10 expressed that: in replying to e-mails from friends, i was able to write passionate words for my friends who failed in the exam. i used moral words like "must be diligent", "don't give up", and "rational" to my friend. this activity applies good values. i got first place in the crossword activity. i can guess words like "honest", "trust", "sincere", and "willing to sacrifice" as having a moral character. the characteristics of a moral person are necessary to establish good relationships with others. (informants 1, 3, and 10). the above responses show that students can demonstrate the ability to teach, read, write, and perform morally in the malay language. they can talk about group-based teaching topics while providing good ideas using polite, civilized, and moral language. students are able to recite poems well, create a poem about friendships, solve crosswords correctly, and write a dialogue of casting to resolve moral conflicts based on the given situation. this finding agrees with the study by nwagu and nwagu (2013), which claimed that the integration of multiple activities in students' learning increases their interest in and focus on learning. activities like games, text comprehension, and creative writing enable learning to be meaningful. b. number smart regarding talents in logical idea and mathematical skills, the interview results show that students can think logically and solve problems. students can also design and give reasons, find relationships, and provide critical and creative responses. students can provide logical reasoning in solving a problem. informants 5 and 8 expressed the following: our group was required to plan and complete a model housing area that promotes unity and a neighbourhood. we first listed the reasons for unity and barriers in creating a neighbourhood spirit. among the obstacles to creating unity in existing housing areas is the existence of walls or fences that separate one home from another. this assignment can explain the value of respect and cooperation. (informant 5). thereafter, we built a residential garden with no separating walls between one house and another. this facilitates the relationship between residents in a park and this facilitates unity and drives the spirit of the neighbourhood. this activity is able to explain the value of tolerance and awareness.(informant 8). in addition, students' journal entries indicate that they can analyse a given problem before providing a logical solution. informants 5 and 14 agreed that: this activity really challenged my thinking. i can use empty water bottles to build a container for hydroponic plants. before making a container for a hydroponic plant, i need to measure and cut the bottle properly. this process requires creative thinking (informant 5). i was involved in the activities of building a solar system model that has eight planets that surround the sun. i first thought of using clay to build the eight planets. the ball of clay was so heavy and cannot be floated with a wire that is the axis of the planet. fi indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 17-29 22 incorporating active learning into moral education to develop multiple intelligences: a qualitative approach nally, i used a lightweight ping pong ball to float with the wire because it was light. this activity facilitates the understanding of rational values.(informant 14). in support of the statement above, observation shows that students can think logically, systematically, and creatively in solving a problem. students can engage in brainstorming to analyse a given problem. they can then record some suggestions given by colleagues, considering the causes, consequences, and ways to address those issues critically and using the logic of reason. logical ideas and mathematical skills can be seen when they can solve a problem logically and creatively. the findings are in line with the studies by gouws and dicker (2011) and nurli fasni,siti fatimah and syerli yulanda (2017), who confirmed that learners become "cognitively active" in learning through a continual process of building, interpreting, discovering mathematical ideas, and reflective thoughts. c. picture smart regarding talents in visual–spatial skills, the interview results show that students are able to think in the form of pictures and mental images about moral content. they are also able to learn through graphic images, mind maps, or thinking maps. all the participants can make a painting to express their thoughts and feelings morally using a computer. in addition, students are able to create threedimensional objects. the interview results show that students have the advantage of becoming aware of or conscious about visual or spatial information. they can transform and modify this information and recreate visual images with interactive multimedia. furthermore, informants 5,7, and 8 expressed that: we are assigned a task to produce a poster to give people the awareness of the importance of forests. the underlying value of this activity is belief in god and goodwill. my friends and me in the group first noted the importance of forests, such as rainfall, supplying oxygen and flora and fauna for habitats. after listing all of these interests, we began to figure out what things to draw, like trees, waterfalls, rivers, and plants and animals. we coloured these posters using watercolours and crayons (infomant 5, 7, and 8). in the light of this, the results of the journal entries and observation also indicate that students are able to exhibit visual– spatial talents. they can realize or understand the concepts of vision and space well. students can transform all abstract things into visual input forms. informants 5 and 8 asserted that: i presented the moral values from the story in the form of a mind map manually and using a computer. the teaching of moral values in the story was still in the abstract form, and i transmitted the information into a more concrete mind. while building a 3d model, a safe highway in the foothills, i first determined roads in the foothills and on sloping land. forms of landscape, such as hills, forests, swamps, and coastlines, were built in the right position and in accordance with the physical land views. the roadside trails in the foothills differ from the road bends in lowland areas. this activity facilitates the understanding of rational values (informats 5 and 8). accordingly, it is understood that the majority of the informants can demonstrate visual–spatial intelligence using technological and digital tools, such as macromedia flash and animation projects. they can interpret messages and information from video clips and documentary films about human moral attitudes. they can translate all abstract information into more concrete forms and make it visible. in addition, students can build 3d models from given situations and draw bar graphs and pie charts to present indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 17-29 23 incorporating active learning into moral education to develop multiple intelligences: a qualitative approach information such as statistics on obesity using interactive multimedia and computer projectors. thus, this study agrees with denig (2004), sultan, m.a.,et al., (2016) and schrand (2008), that these kinds of dynamic learning can be identified as what multiple intelligence theory calls visual–spatial intelligence. d. music smart the interview results from the informants show that the students have the ability to recognize sound and have high sensitivity to rhythm and melody. students can also write lyrics and create pop and rap songs to reveal information. in addition, students can use song melodies from other cultures (chinese, malay, indian, kadazan, and asli) to sing songs that they have created. for example, informant 12 explained that: we were assigned to provide information on healthy lifestyle practices, which relate to rational values and self-esteem. we presented in a song form all the information that we gained from the moral text book, like personal hygiene, exercising, health screening, and eating balanced meals. a friend of mine played guitar as background music while our group performed a song. we sang rap and pop songs. we used the melodies and rhythms of a song from indian culture (informant 12). furthermore, journal entries from the participants indicate that they have some talent in music. informants 11 and 14 expressed that: we were given the task of explaining the healthy heart without cigarette smoke to students. i used the heartbeat sounds, which i downloaded from youtube as background music when i explained the importance of hearts to humans. in another task, we were assigned to describe the atmosphere of a cosy and attractive forest. while displaying the picture of the forest, we used animal sounds (animal noises), such as the chirping of birds, the noise of a bunch of monkeys, tiger sounds, snakes, wind, and the sounds of a group of elephants in the jungle as background music for a better impact (informats 11 and 14). the views of the informants and my observation show that students can demonstrate the ability to use musical instruments. they are able to recognize various types of sounds (various animal sounds), rhythms, and song melodies. they can sing songs and present the requested information in the form of choral speaking, pop songs, and accompanied by background music, such as drums and guitar. this finding is in tandem with the work of coban and dubaz (2011), and mccoog (2007) which indicated that a curriculum that incorporates technology expands pupils' intelligence, such as their musical, linguistic, spatial, and intrapersonal intelligence. e. body smart the participants also show an ability to use their body to solve problems and communicate. participants can demonstrate bodily-kinesthetic skills that relate to physical movement, body language, and how the body functions. students have the ability to manipulate objects and use a variety of physical skills, including both gross and fine motor skills, to express their emotions and ideas to act and play games. in support of this, informants 9 and 13 reported that: we were given a situation to reprimand friends who always come late to school. our group played (dramatized) the situation well. in our dialogue, we used polite words and we showed proper body language to express our good intention and carry emotion towards our friend who always comes late to school. in another activity, our group was asked to present information about the importance of exercise. we demonstrated the importance of exercising by demonstrating exercise for warmth, stretching, and games such as skipping and elephant jumps. (informants 9 and 13). indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 17-29 24 incorporating active learning into moral education to develop multiple intelligences: a qualitative approach in addition, students' journal notes and the researcher's observation indicate that students have bodily-kinesthetic intelligence. informants 6 and 9 stated that: me and my group produced a play titled self-responsibility and family responsibilities. we acted out ways to carry out responsibilities as parents, father, brothers, and sisters in a family. we recorded the acting and presented the recording of the acting in the classroom for viewing. this acting message was shared with friends in the classroom. in another activity, i and my team created a boria-style dance to present information about the importance of neighbourly life that will explain the value of respect. i practised for a week for this boria show. i first danced while singing. this was a new experience for me (informants 6 and 9). in a nutshell, this study found that students can demonstrate motor skills to express their emotions and ideas. they are very skilful in showing their physical movement and knowledge of the body. they can also translate abstract information and ideas and present them in the form of bodily movements. from their drama and dance performances, the audience can understand moral values such as accountability, affection, respect, and gratitude. this finding corroborates the studies conducted by hui, cheung, wong and he (2011) and koksal akyol (2018), who concurred that drama as an active learning method enhances creativity and that the positive acquisitions of the participants in bodily-kinesthetic skills are remarkable. the kinesthetic skill of a student's body is one of the important factors in the cultivation of character and the formation of students' politeness in language (kumar, 2017; prayitno, h.j., 2019; singh, kumar, & atreya, 2014). f. self-smart this study found that the participants show some intrapersonal strength, namely the ability to understand the power of self. the participants demonstrate the awareness of one's own desire and abilities through the teaching and facilitating of the activities implemented. the participants like to pursue their own interests and have the ability to understand themselves, their interest, and their goal. specifically, informant 1 expressed his views on the reality of selfknowledge and self-image, stating: i was assigned to write a script for our play. this activity created awareness of my strengths in that i can write a script. this activity applies value to self-esteem. after that, our group was asked to play in a forum theatre as an activity to expose the issue of a runaway child from home. i was assigned to be a joker (moderator) for the group. this was the first time i played the role of a joker. after taking on the role of a joker, i realized my strength in that i could stand in front of my friends without any fear (informant 1). notes from the participants' journal entries also prove that they have intrapersonal intelligence. informant 13 also reported that: i became one of the debaters to support the topic of religious interest as a catalyst to develop human personality. i can speak with the facts obtained from the article in the newspaper. i know the power of argument through this activity. this activity can apply the value of trust in almighty god (informant 13). informant 14 said that: i became a panel member in the forum activities that affected the cultural impact of hedonism on society. i looked for ideas on the internet and gave my arguments. i am aware of my strengths in that i can process information to be discussed in the forums (informant 14). thus, it is evident from this study that the respondents have intrapersonal intelligence. the observation results also show that indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 17-29 25 incorporating active learning into moral education to develop multiple intelligences: a qualitative approach they are aware of their own feelings, strengths, ideas, values, and beliefs. those involved with active learning can process information, formulate their ideas, and reflect on their learning. activities such as a forum theatre and forums can facilitate their understanding of the values of self-esteem and high-level courage. this finding is in congruence with the research conducted by armstrong (2014, 2016) and gunduz and ozcan (2016), who found that symbolic plays, debates, storytelling, and forums help students to develop their strength, trigger their confidence, and remain as a manifestation of intrapersonal and interpersonal intelligence. g. people smart in the same vein, the participants show some potential in interpersonal skills. they demonstrate the capacity for person-toperson communication and relationships. they understand the intentions, motivations, needs, and desires of others and interact with them. they are capable of working effectively with others. informant 12 expressed as follows: our assignment was to hold an activity interview with community members on ways to realize the concept of a caring society. me and my group members conducted an interview with a teacher, a retailer trader, an entrepreneur, and a politician in society. we then played the recording of the interviews to teachers and students in the classroom. this activity is capable of applying responsible values, gratefulness, and courage (informat 12). the participants' journal entries also prove their interpersonal intelligence. informant 10, who also supports other informants on the nature of interpersonal skills, said that: i am directly involved in the activities of raising food for orphans and poor children at one orphanage in our place. me and my friends pick up donations from school students to purchase essential items such as biscuits, sugar, milk powder, rice, and fruits. we hand over these materials to them. this activity can apply the value of love, cooperation, and honesty among students. (informant 10). in line with the above statements, the observation data also show that active learning can discover the interpersonal intelligence of the participants. out-of-class activities, such as interviews, charity projects, and helping orphans and the poor can show the participants' ability to interact successfully with others. they enjoy caring for others and learning in cooperation with others. such activities can facilitate the understanding of moral values, such as the values of thankfulness, kindness, love, and gratefulness. this finding is synonymous with the studies conducted by yang (2010) and diana (2015) who found that active learning enhances students' learning in class ability to adapt, and confidence in showing their feelings and demonstrates cooperative work with others. h. nature smart evidence from the interviews conducted shows that the participants demonstrate the ability to understand and work effectively in the natural world. informant 4 said the following: we have used natural materials, such as dry leaves, tree branches, tree bark, mushrooms, and rubber seeds to make souvenirs. recyclable materials, such as plastic bottles and cans, were also used to create a pencil and flower pot. this hands-on activity can apply rational values, simplicity, and love for the environment (informant 4). journal entries also prove the naturalistic intelligence of the participants. according to informant 3: indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 17-29 26 incorporating active learning into moral education to develop multiple intelligences: a qualitative approach me and my group's friends were involved in taking pictures of interesting places around the school area. we captured some attractive, clean, beautiful, and green areas. we showed our collection through an lcd powerpoint presentation to the class. this activity applies responsible values and belief in god (informant 3). similarly, an informant described being nature smart in the moral class activity: i was involved in taking pictures of all the insects and birds around the school area. we recorded (video recording) all the movements of insects, such as ants, moths, spiders, and bugs. we also recorded crows, cockroaches, and birds. we presented this video recording in the classroom. this activity also applies moral values, such as the value of tolerance and belief in god. (informant 5). as a synopsis, the observation also shows that participants can demonstrate their passion about caring for mother nature. minds-on, hands-on, and heart-on activities, such as capturing photos, taking video footage, creating souvenirs from natural materials, and recycling items prove their ability and sensitivity to features of the natural world. this activity facilitates the understanding of moral values, such as a belief in god, responsibility, love, and simplicity. the findings are in line with the studies by of (azid, yaacob, & abdullah, 2016), who confirmed that enrichment of activities helps learners to achieve their maximum potential. forming character and politeness in students' language requires practice, discipline, and is done continuously (alaba, 2015; mcfarlane, 2011; suyitno, 2019). 4. conclusion through the active learning method in moral education, learners are free to explore and learn in a variety of ways, while educators are able to help learners understand and appreciate their strength, identifying realworld activities that will stimulate further learning. their intellectual needs are met by constantly being challenged and frequently exercising their creativity. at the same time, their emotional needs are met by working closely with others. they develop diverse strengths, and they understand themselves better as individuals. when teachers use instructional strategies that match the intellectual strengths of individual students, they provide greater access to the moral curriculum for those students, helping them to excel in their learning. offering a variety of activities that enhance different intelligences in moral education also helps students who are weak in certain intelligences by giving them the opportunity to improve themselves in those areas. 5. acknowledgements i wish to acknowledge the ministry of education, malaysia, and research management & innovation centre (rmic), sultan idris education university [file no: 2018-0131-106-01] for the research grant enabling this study to be carried out. 6. references alaba, a. d. s. 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(2010). applications of multiple intelligences in recreation group leadership class. schole: a journal of leisure studies and recreation education, 25 (1), 130-134. retrieve from: https://doi.org/10.1080/1937156x.2010. 11949661. microsoft word 5 siti azizah 16930-54771-5-ed.doc indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 140-156 140 the methodology of developing the urban heat island e-module on the achievements and collaboration skills of high school students in surakarta the methodology of developing the urban heat island e-module on the achievements and collaboration skills of high school students in surakarta siti azizah susilawati1, mohd hairy ibrahim2, nor kalsum binti mohd isa3, norwaliza abdul wahab4, muhammad musiyam5, agus herianto6, nurin rochayati7 1,5faculty of teacher training and education, universitas muhammadiyah surakarta, indonesia 1-4fakulti sains kemanusiaan, universiti pendidikan sultan idris, malaysia 6,7faculty of teacher training and education, universitas muhammadiyah mataram, indonesia doi: 10.23917/ijolae.v4i2.16930 received: december 28st, 2021. revised: april 21nd, 2022. accepted: april 26th, 2022 available online: may 1st, 2022. published regularly: may 1st, 2022 abstract nowadays, urban heat island (uhi) occurs in big cities worldwide. the uhi phenomenon needs to be introduced in school because this phenomenon occurs around the students. surakarta, one of the big cities in indonesia, has been threatened by the uhi phenomenon, so enrichment materials related to the uhi phenomenon are needed for students in schools. this research will develop the uhi e-module as an enrichment teaching material on the impact of global climate change and research on climate and its utilization. this paper aims to present an e-module development research methodology on uhi based on the phenomenon of uhi threats in surakarta city and its effect on student achievement and collaboration skills. design and development research (ddr) uses the borg and gall model. the methodology of the research development is divided into three phases: the needs analysis phase, the design and development phase, and the implementation and evaluation phases. the difference in this research is the geographical space-based study approach in the development of material based on the uhi phenomenon in surakarta city and urban and rural spatial sampling techniques. keywords: collaboration skills, design and development research, e-module, urban heat island corresponding author: siti azizah susilawati, faculty of teacher training and education, universitas muhammadiyah surakarta, indonesia email: azizah.susilawati@ums.ac.id 1. introduction nowadays, many cities in indonesia are threatened by urban heat island (uhi), but some school students did not know about the urban heat island phenomena that occur around them. uhi is one of the impacts of environmental change in urban regions. uhi is a phenomenon that happens when urban temperatures are higher than in rural areas (masumoto, 2015; mohajerani, bakaric, & jeffrey-bailey, 2017). uhi impact is restricted to anthropogenic atmosphere change in the shade layer of the urban climate where practically all everyday human activities occur (buchin, hoelscher, meier, nehls, & ziegler, 2016). uhi research is widely carried out worldwide, but there is little research on uhi in education. uhi learning in schools is essential to introduce the phenomenon to people and students. ana maria stated that more than 3700 distributed papers in the field were identified in the web of sciindonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 140-156 141 the methodology of developing the urban heat island e-module on the achievements and collaboration skills of high school students in surakarta ence database from 1989 until 2016 (maria et al., 2016). the more significant part of them was written in meteorology, 26% of the identified papers, environmental sciences (19%), and engineering (11%). they are followed by documents written in building technology, energy, photographic technology, and physical geography. although all the investigations are identified with urban structures, just 5% of all the composed papers were published in urban studies-related journals, bringing this topic to the 10th spot on the list (maria et al., 2016). uhi is one of the phenomenons of climate change impacts, but uhi has not been introduced at school. meanwhile, the uhi has threatened a few major urban communities in indonesia. figure 1 gives information that uhi occurred in indonesia recently. the researchers measured uhi phenomena and only a few studies the uhi mitigation. figure 1. uhi research in indonesia based on the research location research on uhi has been carried out in various big cities in indonesia. the study was conducted in the following cities based on the literature review on 36 journals over five years from 2017-to 2021 (figure 1). figure 2 shows that studies on uhi mainly were studied in the cities of bandung and semarang, followed by jakarta, surabaya, and surakarta, respectively. based on the theme of uhi studies that have been carried out in various cities in indonesia, 72% are dominated by the theme of uhi studies through the geography information system approach, 8.3% on the community land model and water balance approach, 5.6% on the theme of mitigated through vegetation and 2.8% of land use. change and uhi mitigation, respectively. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 140-156 142 the methodology of developing the urban heat island e-module on the achievements and collaboration skills of high school students in surakarta figure 2. uhi research in indonesia based on theme uhi can be introduced to students through geography in the essential competencies of atmospheric dynamics. uhi has not been included in the textbooks, so dependent on the regulation of education ministry of indonesia. regulation of education ministry of indonesia no. 2, article 6 themes are utilization of the book in education units, (1) textbooks are utilized as a compulsory reference by educators and students in the process of learning, (2) in addition to the textbook as referred in item 1, educators may use educator manuals, e-module, and reference books in the process learning, (3) to expand student's knowledge and insight, educators can encourage students to read emodule and reference books. uhi can be acquainted with students through geography, and the knowledge can be through uhi emodule. uhi e-modules are books that contain enriched material from textbooks at the primary and secondary education levels. the uhi e-module improves students' thinking skills and broadens their viewpoints on the environment based on the latest knowledge. the current concept of learning in indonesia, from traditional teacher-centered learning to student-centered learning, needs to be supported by implementing information technology in education (fitriansyah, fatinah, & syahril, 2020). one of the applications of information technology in education is the teaching media module developed into an emodule. other than a decent substance, the uhi e-module must also be presented excellently to foster students' interest in reading. uhi e-module is needed to open students' insights into uhi that happen around them and encourage them to take real action regarding their condition in the environment. gall argues that a digital module (emodule) is a significant improvement preference because the traditional one (printed module) which much less interactive and has a static or monotone pictorial show (m. d. gall, 2003). on the other hand, e-module can interactively gift substances featured through multimedia, including videos, animations, simulations, and queries with immediate feedback. furthermore, e-module helps minimize the number of intrinsic and extrinsic cognitive loads, facilitating the externalization of information thinking, memory, and processing. learning content will be more dynamic, effective, and entertaining. the use of multimedia is considered suitable for improving learning outcomes (irwansyah, lubab, farida, & ramdhani, 2017). the ad indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 140-156 143 the methodology of developing the urban heat island e-module on the achievements and collaboration skills of high school students in surakarta vantages of e-module are also stated by lin (lin et al., 2015), e-module is an exploratory and unique study media because the computer is programmed to become a collaboration agent. modules as teaching materials are currently being developed digitally in emodules. e-module is an adaptation to advances in educational technology. e-module is an information and communication technology (ict) -a based module that is interactive because it is easy to navigate, has a variety of image, audio, video, and animation displays, and provides feedback through specific formation tests and quizzes (sugihartini et al., 2017). e-module development can improve students' knowledge and learning outcomes (azis, 2021; gustria & fauzi, 2020; ilmi, arnawa, yerizon, & bakar, 2021; istuningsih, baedhowi, & sangka, 2018; sitorus, siswandari, & kristiani, 2019; suwatra, suyatna, & rosidin, 2018), emodule can also improve collaboration between students. the student should be included and responsible for the improvement that he has made in terms of his education. among the teaching-learning strategies are those through which students work productively with one another and develop collaborative skills and mutual help. they can have a gigantic on students because of their names and playability and provide children's learning alternatives. we should use, above all, some active-participative strategies, creative to create critical thinking in students (ciobanu, 2018). collaboration is a valuable tool used within a participatory culture as an ideal educational outcome. the partnership for the twenty-first-century skills, for example, defines collaboration as working viably and intentionally with differing groups, practicing adaptability and a willingness to make compromises to achieve a common goal, and accepting shared responsibility for collaborative work while valuing individual contributions (chu, reynolds, notari, taveres, & lee, 2018). this research aims to design and develop the uhi e-module with a design and development research approach. the other purpose is to determine the influence of the uhi e-module on student achievement and collaboration skills. the development of emodules as learning media can improve student achievement, as seen from the pretest and post-test results on the effectiveness test (irwansyah et al., 2017; sendari et al., 2019; utomo et al., 2020). the advantages of the emodule support this increase in terms of readability, clarity of presentation, and the attractiveness and usefulness of the results. meanwhile, the development of e-modules that can improve students' collaboration skills is carried out by (mustari, marwoto, iswari, ginanjar, & anjelinar, 2020), modules based on collaborative teamwork learning models were declared very feasible and received a positive response as a learning media. the benefits of educational technology help students collaborate through visual collaboration substitution allows students to solve problems together. educational technology helps students collaborate effectively, including through scripts for collaboration (rau, bowman, & moore, 2017). this emodule is a technical learning media with collaborative worksheet activities created according to the needs assessment in the first research stage. 2. method design and development research (ddr) in education has been improving to develop a few domains in education. for education domains, curriculum, media and technology, learning and instructional, and teacher and didactic are often objects of development research (akker, 1999). indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 140-156 144 the methodology of developing the urban heat island e-module on the achievements and collaboration skills of high school students in surakarta research and development is research about strategy utilized to create particular products and test the legitimacy of these products. research and development contain steps to create unused products or move forward with existing items, which can be accounted for (saputri, sukirno, kurniawan, & probowasito, 2020). research method ddr develops instructional and non-instructional products and new or improved models and tools. richey expressed that ddr is the systematic study of design, development, and evaluation processes to establish an empirical basis for creating instructional and non-instructional products and tools and new or improved models that govern their development (richey & klein, 2014). richey & klein detailed two types of studies in development studies: reflections of a specific product or program design, development, and evaluation projects. the second is the study of processes, tools, or models of a new design, development, and evaluation procedures and potentially models. ddr is a systematic study separates into four phases namely, 1) needs analysis phase, 2) design and development phase, 3) implementation and evaluation phase. this research is the design and development research of the uhi e-module in surakarta using borg and gall model. borg and gall expressed that "educational" research and development, r and d, develop and validate educational products (gall, gall, & borg, 1983). borg and gall clarified that the steps of this process are ordinarily alluded to as the r & d cycle (figure 1). it comprises studying research discoveries applicable to the product to be developed, developing the products dependent on these findings, field testing it in the setting where it will be utilized eventually, and revising it to correct the deficiencies found in the filed-testing stage. in increasingly thorough programs of r & d, this cycle is repeated until the fieldtest data demonstrate that the product meets its typically characterized defined objectives (gall et al., 1983). borg and gall stated that this process's steps are usually referred to as the r & d cycle. this research comprised of studying research discoveries appropriate to the product to be developed, developing the products dependent on these findings, field testing it in the setting in which it will be used eventually, and changing it to address the deficiencies found in the filed-testing stage (gall et al., 1983). progressively through programs of r & d, this cycle is repeated until the field-test data indicate that the product meets its behavioral characterized objectives. the need analysis phase is the stage of recognizing why an e-module is required. the uhi e-module was made expecting to provide students with the knowledge through achievement students and increase the collaboration skills of the presence of and uhi phenomenon that is relatively new and not yet well-known by students. need analysis divide of literature review, identification of uhi threat in surakarta by ndvi (normalized difference vegetation index) and lst (land surface temperature) estimated, document analysis, expert/teacher interviews, and the problem teacher questions. the design and development phase of this research is the phase of developing the uhi e-module partition of (1) e-module planning, which separates determining emodule indicators, deciding learning outcomes, creating instruments, and validating and reliability instruments; (2) developing a preliminary form of product which partitions of developing the initial uhi e-module, developing learning material, indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 140-156 145 the methodology of developing the urban heat island e-module on the achievements and collaboration skills of high school students in surakarta design learning process, design evaluation instruments, and expert validation; (3) preliminary field testing separate phases of a pilot study to take preliminary field testing, validate evaluation instruments, and validate the uhi e-module by teacher and students; (4) the product revision step is the improvements in the initial e-module (revising the uhi e-module); (5) main field testing is the progression which it conducts significant field tests for uhi e-module. the implementation and evaluation phase is when the uhi e-module implementation at school and to get the evaluation based and field/school. this phase separation of (1) operational product revision is the stage that improvements to more comprehensive trial results e-module (revising the uhi e-module; (2) operational field testing is activities of validation of the functional uhi e-module that has been produced, experts validation, and rehabilitation, and effectiveness uhi emodule; (3) final e-module revision is the final uhi e-module revision; (4) dissemination and implementation is the last step which its dissemination and implementation of uhi e-module. figure 3. stages of e-module development using the borg and gall model 3. result and discussion developing the uhi e-module is based on the condition of uhi in surakarta, central java, indonesia. the expectation of the uhi e-module can be applied to other cities with adapt to the contextual state of that city. this uhi e-module is the development of the reducing uhi: summary of basic uhi strategies e-module by the environmental protection agency (epa). the difference in this study is the geospatial-based research approach included in the development of mate indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 140-156 146 the methodology of developing the urban heat island e-module on the achievements and collaboration skills of high school students in surakarta rials based on the uhi phenomenon in surakarta and spatial sampling methods. the geospatial approach in this ddr is appropriate to (jiang & yao, 2010), who argued that geospatial analysis and modeling, combined with gis's robust data storage and visualization capabilities. gis has become an essential tool for understanding urban structure and dynamics where uhi is a phenomenon caused by the urban morphology system. (musa, hashim, & reba, 2017) stated that geospatial tools offer new opportunities for ecosystem management from various geographic information on elements of urban structure and dynamics can be derived from two intertwined factors (physical and socioeconomic). in addition, a spatial analysis approach is used in determining the sample at each ddr phase. need analysis phase a. sampling and population of need analysis in the needs analysis phase, the first step is sampling by multi-stage sampling based on cluster samples, and the third step is sampling by random samples. samples were collected based on uhi-affected school locations in the sororaya city area. multi-stage sampling is a transition from wide to narrow samples using a step-by-step process (ackoff, 1953). hierarchical sampling designs typically apply to large geographic areas. combining different stochastic sampling techniques is the most effective and efficient way to achieve multi-level sampling (etikan, 2017; rahi, 2017). with multi-level random sampling, the population is generally very large, or the individual cannot be effectively distinguished, so the test must be selected in two or more steps. need analysis phase: samples were taken through teacher membership in each district's high school geography teachers (musyawarah guru mata pelajaran geografi/mgmp). besides that, the teacher sample is taken by stratified random sampling. the sample was collected based on the school's location affected by uhi in the soloraya city area. surakarta city is the capital city of the soloraya region in central java, indonesia, which divides the 6 surrounding surakarta city, namely: wonogiri district, sragen district, klaten district, sukoharjo district, boyolali district, and karanganyar district (figure 2). indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 140-156 147 the methodology of developing the urban heat island e-module on the achievements and collaboration skills of high school students in surakarta figure 4. teacher sample of need analysis the sample is based on the spatial area where the urban heat island phenomenon is indicated by the difference in temperature between the urban and rural areas. urban heat island (uhi) is a commonly watched phenomenon around the world which is an urban area with significantly higher temperatures than those within the encompassing regions(de groot-reichwein et al., 2018; lee et al., 2020; wang et al., 2019). moreover, (heaviside, macintyre, & vardoulakis, 2017) argued that the uhi escalated, for the most part, characterized by the difference in air temperature between built-up urban areas and rural areas) within the urban canopy, the layer is more articulated at night time, when it can reach values of up to 10 °c in large cities. a sampling of teachers based on the distribution of school locations is expected to describe the urban heat island media needs of urban and rural teachers. b. instrument of need analysis this study uses several instruments in each phase. instruments were adopted from several previous studies validated by several experts. need analysis is done through a questionnaire based on literature review and expert endorsement to get content needs analysis and graphic need analysis of the emodule. the questionnaire of contents needs analysis consists of 5 items: respondent school identity, respondents identity, uhi literacy of teachers or students, need's contents, and graphical media of the uhi emodule. a questionnaire on uhi literacy was developed dependent on the oecd's international program for student assessment (pisa) in 1999, which was divided into 3 indicators, namely: (1) indicators of scientific concepts; (2) indicators of scientific processes, and; (3) scientific situation indicators. the indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 140-156 148 the methodology of developing the urban heat island e-module on the achievements and collaboration skills of high school students in surakarta questionnaire validates by experts in uhi and the development of learning media. c. collecting data procedure of need analysis collecting data on need analysis divides into two stages; firstly, collecting the data of uhi in surakarta based on imagery interpretation. secondly, collecting the data need a questionnaire of the uhi e-module. the need analysis data for the uhi e-module was distributed to the teachers in the surakarta region who were selected as respondents. documents analysis included the syllabus of sma (senior high school), lesson plans, learning activities, and guidelines d. technical data analysis of need analysis uhi is measured through ndvi and lst index to get the vegetation density and surface temperature in surakarta. the ndvi and lsi analysis of the city of surakarta was conducted on the condition of surakarta in 2003, 2008, 2015, 2017, and 2019 based on landsat 7 etm + imagery, surakarta city administration map, and ground checkpoints. analysis using envi 4.0 software and statistical analysis and lay-outing using arcgis 10.2 software. design and development phase a. sampling and population of design and development phase design and development phase: the indicators of the uhi e-module are adapted from the hands of “reducing uhis: compendium of strategies uhi basics” the united states environmental protection agency, divide: uhi definition, forming of uhi, urban geometry, caring of uhi, strategies to reduce uhis, and additional resources. e-module developed based on the epa's indicator on reducing uhis: compendium of strategies uhi basics with modifying considering senior high school geography syllabus in indonesia on global warming competency. table 2. uhi e-module develop of the "reducing uhi: compendium of strategies uhi basic" by epa epa indicators on "reducing uhis: compendium of strategies uhi basic" uhi e-module design what is uhi? 1. uhi definition 1.1. surface uhi 1.2. atmosphere uhi how does uhi form? 2. uhi influence factors 2.1. reduced vegetation 2.2. properties of urban materials 2.3. anthropogenic heat 2.4. additional factors why do we need to care about uhi? 3. uhi impacts 1.1. energy consumption 1.2. air quality and greenhouse gases 1.3. human health and comfort 1.4. water quality strategies to reduce uhi 4. strategies to reduce uhi 1.1. trees and vegetation 1.2. green roofs 1.3. cool roofs 1.4. cool pavements 1.5. heat islands reduction activities indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 140-156 149 the methodology of developing the urban heat island e-module on the achievements and collaboration skills of high school students in surakarta development uses borg and gall model. experts in uhi and media learning validate adoption or e-module indicators. the indicator of this uhi e-module divides into four indicators, namely: (1) uhi definition, (2) uhi influence factors, (3) uhi impacts, and (4) uhi mitigation (table 2). b. instrument of design and development the development phase used the assessment questionnaire from the experts. experts assess the uhi contents and graphical media aspects of the uhi e-module through document content analysis. pre-test and post-test questionnaire uhi contains questions about the e-module material based on student collaboration skills. collaboration or teamwork is expected from researchers, just as being researchers competent good research collaborators need to work with others towards common objectives, for example, project objectives, publishing articles (tozer & westoby, 2016). c. collecting data procedure of design and development the design and development stages require the involvement of the uhi expert and learning media expert to validate the product. the experts evaluate the design based on the checklist to evaluate the instructional material and give their comments for evaluation. second, when the documents are evaluated by experts and returned, the next stage is to identify and write the comments which require further investigations. d. technical data analysis of design and development the design and development phase uses the fuzzy delphi method, which encourages the experts to assess the uhi e-module. rejab argued that the fdm is utilized in this study specifically to validate the content rather than other validation phases of instrument development: face validity, construct validity, and criterion validity (rejab, azmi, & chuprat, 2019). fdm is a method of measurement that depends on the modification of the delphi method. fdm is certifiably not another approach dependent on a classical delphi method where the respondents must be from inside the hover of experts who have experience in the context of the study. this improvement indirectly strives to make fdm a progressively compelling measurement approach, whereby fdm can resolve the issue of who has uncertainty for some research issues. triangular fuzzy number and defuzzification process are the elemental components within the examination of fdm. triangular fuzzy number comprises values m1, m2, and m3, where m1 is the smallest value, m2 is the foremost conceivable worth and m3 represents the highest esteem. the three values in this triangular fuzzy number appear in the triangular min chart against the triangular value (figure 3). within the triangular fuzzy number stage, two conditions ought to be taken after choosing the acceptance of a component that's inspected by the expert agreement: (1) condition incorporates the limit/threshold value (d) and; (2) besides, the condition is the rate of the expert group for a component. the determination of edge value (d) depends on the predetermined equation. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 140-156 150 the methodology of developing the urban heat island e-module on the achievements and collaboration skills of high school students in surakarta figure 5. triangle graph fuzzy delphi the defuzzification process refers to choosing the positioning of each construct, component, element, issue, variable, and sub-variable found within the investigation. this process aims to empower the analyst/researcher to see the vital factors and sub-enabling requirements. it seeks to choose the ranking and needs of each component being examined. this positioning stage will offer assistance to make information based on the wants dependent on the expert agreement that serves as the research respondent. defuzzification must get confirmation from the expert group on each component. this condition uses the median value of the median, which should be known as the alpha-cut (-cut) value used. three equations can be used within the defuzzification process. researchers can choose any of these three equations to determine the positioning in their studies, specifically: (1) amax = 1/3 * (a1 + am + a2), (2) amax = 1/4 * (a1 + 2am + a2), and (3) amax = 1/6 * (a1 + 4am + a2). the revelations got utilizing the fdm approach, have to be take after a few methods. consistance to this strategy is an experimental finding. implementation and evaluation phase a. sampling and population of implementation and evaluation the uhi e-module produced in phase ii was then implemented and evaluation of the e-module. the implementation and evaluation phase uses a quasi-experiment design where the school sample is tested by stratified random sampling. the implementation and evaluation phase sample are schools chosen based on the core city of surakarta and the outer of surakarta city (figure 4). indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 140-156 151 the methodology of developing the urban heat island e-module on the achievements and collaboration skills of high school students in surakarta figure 6. student sample of implemented and evaluation b. instrument of implementation and evaluation individual performance goals are content and context-specific (soylu et al., 2017). learning achievement theory shows how students are motivated to learn, and different types of motivations lead to different results. learning is influenced by “individual perceptions of their abilities, perspectives on the difficulty of various tasks, and their goals.” the student's approach to learning achievement can be explained by two different theories: coping goal theory and achievement goal theory. in addition, achievement goal theory provides a compelling explanation of how student motivation and motivation influence student learning. achievement goal theory divides learning motivation into two categories. a coping goal approach in which students seek to acquire skills and a (selfish) goal is to compare their performance to other students (dawe, 2019). the aims of education are a set of educational outcomes achieved by students after implementing educational activities. teachers expect that students succeed in learning a specific thing. performance needs to be evaluated or measured (rahayu, 2018). table 3. the indicators of students' achievement indicators indicators description what is uhi? uhi definition: surface uhi and atmosphere uhi how does uhi form? uhi influence factors: reduced vegetation, properties of urban material, anthropogenic heat. additional factors why do we need to care about uhi? uhi impacts: energy consumption, air quality, greenhouse gases, and human health and comfort water quality strategies to reduce uhi strategies to reduce uhi: trees and vegetation, green roofs, cool roofs, cool pavements, and heat islands reduction activities indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 140-156 152 the methodology of developing the urban heat island e-module on the achievements and collaboration skills of high school students in surakarta students’ achievement of uhi knowledge is calculated based on indicators on the e-module. pre-test and post-test questions are made based on indicators and validated in the initial field testing stage (table 3). meanwhile, to measure the collaboration of students in this study, it was based on the teamwork instrument by o'neil instrument (oneil, 2004). the o'neil questionnaire's indicators accordance with the uhi learning e-module, which is participatory learningbased and is done outside the classroom other than in the classroom. the game environment provides a chance to assess critical learning attributes in teams. these incorporate both process and outcome skills for teams. another form of impact involves the development of social capital among the players. referring explanation before, this study assumed that collaboration skills could measure with teamwork skills. o'neil stated that teamwork track or skills affect how compelling an individual part will be a significant aspect of a group and are domain-independent group skills. teamwork skills envelop adaptability, coordination, cooperation, and communication. effective teams create capability along both tracks. effective teams have the basic skills required for the assignment and know how to organize their activities, communicate with one another, and respond adequately to changing conditions (fiore et al., 2017; o’neil, 1995). teamwork skills measurement refers to the “assessment in team games” developed by o'neil. the game environment gives a chance to assess the key attributes of team learning. these incorporate both process and outcome skills for teams. another type of effect involves the improvement of social capital among the players(o’neil, chuang, & chung, 2003). o'neil divided the team works skills into six categories, namely: (a) adaptability in perceiving issues and reacting appropriately, (b) coordination in arranging team activities to finish a task on time, (c) decision making utilizing available information to make decisions, (d) interpersonal interacting cooperatively with other team members, (e) leadership giving guidance for the team, and (f) communication the general exchange of clear and accurate information. this study uses the questionnaire on the o'neil collaboration skills (table 4). table 4. the indicators of students' collaboration indicators indicators discription adaptability perceiving issues and reacting appropriately coordination arranging team activities to finish a task on time decision making utilizing available information to make decisions interpersonal interacting cooperatively with other team members leadership giving guidance to the team communication generally an exchange of clear and accurate information c. collecting data procedure of implementation and evaluation implementing the uhi e-module requires the involvement of the class teacher in the control class and experiment class in the school, which choosing as a sample. the method of this phase is a quasi-experiment to estimate the causal impact of the uhi emodule on the collaboration skills of school students in surakarta. d. technical data analysis of implementation and evaluation the implementation and evaluation stage uses experimental and quasiexperimental research designs to examine the relationship between the uhi e-module stu indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (2) (2022) 140-156 153 the methodology of developing the urban heat island e-module on the achievements and collaboration skills of high school students in surakarta dents' collaboration skills. experimental and quasi-experimental research designs determine whether there is a causal relationship between independent and dependent variables. this study uses a quasi-experimental design in the implementation and development stage. this stage aims to measure the uhi e-module on treatment groups compared to control groups that don't use the uhi e-module on climate global competency learning. using a quasi-experimental design was based on choosing the samples from the available classes without randomly choosing respondents. it can only use a sample consisting of students without interruption or restructuring the students in the class. in this quasi-experimental study, the pre-post test design of the group (non-equivalent groups pre-post tests design). this design contains two groups of respondents who were not selected randomly. it is difficult to select random samples to represent experiment groups and group control because it cannot change gender, race, achievement, and student position in the classroom (table 5). table 5. the pre-test and post-test design groups pre-test treatment post-test experiments control o1 o2 x o2 o2 noted: o = observation whether pre-test or post-test, x = uhi e-module treatment, – = without uhi e-module treatment hypothesis testing using t-test and anova. the t-test is used to test the mean score of students 'achievement of pre-post tests in each group, while anova compares students' collaboration skills between the experiment and control group. 4. conclusion the goodness of design and development research on the e-module of uhi are: 1. the uhi e-module developed from the uhi e-module by epa “reducing uhis: compendium of strategies uhi basic.” epa is one of the pioneering agencies that were become the world's reference to the uhi phenomenon. 2. based on the indonesia syllabus of senior high school, the uhi e-module enriches geography subject in the basic competencies of the atmospheric dynamics on indicators of the impact of global climate change and research on climate and its utilization. the uhi e-module is developed based on the real phenomenon around the students and encourages the students in active learning through collaboration. 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(2019). urban heat island modelling of a tropical city: case of kuala lumpur. geoscience letters, 6(1), 1–11. https://doi.org/10.1186/s40562019-0134-2 microsoft word (final) (proofread) final_yamin 9948-26982-1-rv(4) (2).docx indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 30-38 30 enhancing critical thinking in analyzing short story “the lazy jack” viewed from identity theory enhancing critical thinking in analyzing short story “the lazy jack” viewed from identity theory moh. yamin1, ajah saputra2, nurhamsi deswila3 1faculty of education and teacher training, universitas lambung mangkurat, indonesia 2department of english education, stkip muhammadiyah sampit, indonesia 3faculty of education, monash university, australia doi: 10.23917/ijolae.v3i1.9948 received: january 17th, 2020. revised: april 8th, 2020. accepted: april 10th, 2020 available online: april 20th, 2020. published regularly: january 1st, 2021 abstract this paper aims to describe and discuss the messages and meanings of the short story “the lazy jack”. the significance of this research is for building new frame that analyzing literary work is only viewed from the setting or character in a simple manner, but also can be viewed from identity theory assisted with critical thinking as the thinking approach rationally and based on the reason. the basis of reasoning is based on the researchers’ capacity in deepening and learning the situations and conflict happening to the character in the story. it is qualitative research in which the data collection is started from coding obtained from the text “the lazy jack” in line with the goal of the research. the result of this research shows that jack does not have a firm personal identity, firm life principle, life vision, and struggling for survival. he is the one dependent on others although he always fails to learn to be better. it means that jack is without personal and social identity. keywords: critical thinking, identity theory, the lazy jack corresponding author: moh. yamin, faculty of education and teacher training, universitas lambung mangkurat, indonesia e-mail: moh_yamin@ulm.ac.id 1. introduction identity in literary work can be reflected from the characters narrated in the story. woodward (1997) stated that people’s identity is reflected in the way they express their meaning and culture in their life. it can also be seen in the story in which the meaning and culture of the characters is explored. identity exhibits how the characters appear in every part of the story. identity theory should be viewed from understanding and explaining how social structures impact self; understanding and explaining how self impacts social behaviors. identity can be constructed and/or highlighted by accessing both cultural and learned experiences to synthesize a given stimulus (romagnoli, 2018). in understanding that context, it is very necessary to get a detail explanation of how identity should be viewed to be able to comprehend and analyze the identity of characters in a story. it means that the first one, social roles are expectations attached to positions occupied in networks of relationships; identities are internalized role expectations. the second one, identity salience is defined as the probability that identity will be invoked across a variety of situations, or as the differential probability across persons that identity will be invoked in a given situation (walker & lynn, 2013). indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 30-38 31 enhancing critical thinking in analyzing short story “the lazy jack” viewed from identity theory what can be detail explanation is that model for identity theory is the identity standard or the set of (culturally prescribed) in which the meanings are held by the individual defining their role identity in a situation; perceptions by the person of meanings within the situation are matched to the dimensions of meaning in the identity standard (stapleton, 2015). personality as identity is the other form explaining that identity should be viewed as the self-identity. in freud’s view, every personality development is intervened by id, ego, and superego. the id is defined as the seat of drives and instincts (a throwback to the original drive model), whereas the ego represents the logical, reality-oriented part of the mind, and the superego is akin to conscience or set of moral guidelines and prohibitions (britzman, 2012; posey & cushing, 2019). all three help produce human personality (liang, 2011). here is the model used in the identity of the characters: table 1. neo-analytic models of personality theorist key assumption key assumption adler family dynamics (especially birth order) are the primary determinants of personality. striving for superiority, inferiority complex erikson social interactions between individual and significant others are key in personality development. psychosocial stages, developmental crises fromm personality is best understood concerning prevailing social and political (as well as intrapsychic) forces. authoritarianism horney infantile dependency-powerlessness is key to personality. basic anxiety jung personality is shaped by spiritual forces as well as by biological and social variables. archetypes, collective unconsciousness sullivan personality can only be conceptualized within the context of an individual’s core relationships. personifications, developmental epochs (source: britzman, 2012; posey & cushing, 2019) in understanding personal identity through identity theory, it is very important to pay attention to critical thinking as a thinking framework so that identity theory used can be assisted with critical thinking existence. critical thinking is evaluating whether we should be convinced that some claim is true or some argument is good, as well as formulating good arguments (qablan et al, 2019). in critical thinking, anyone is required to be able to show one’s belief that what he or she thinks and says is believable and convincing. critical thinking is related to both deeper and higher-order thinking. it is a process of considering a topic or problem from multiple perspectives and focuses on achieving a particular outcome/resolution or simply to better understand all aspects of an issue. it may challenge established beliefs or prior indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 30-38 32 enhancing critical thinking in analyzing short story “the lazy jack” viewed from identity theory knowledge and can provoke further questions or areas to explore/research (bahr, 2010). it requires a deep knowledge that covers intellectual as well as humility (paul, 1982 as cited in mason 2008). it means that in critical thinking, the approach used in thinking should be based on the self capacity to participate in contextual meaning completed with prior knowledge. consequently, there should be output gained from the thinking process. thinking in critical thinking should be based on logical reason in which there should be started from thesis, antithesis, and synthesis (limnatis, 2010). golding (2011) views critical thinking as a thinking-encouraging approach where it is important to scaffold students to think for themselves, rather than leading them to understand a body of knowledge. it is done, based on isolating and articulating critical thinking by ‘reverse engineering’ the questions expert critical thinkers ask. the result of using this method is that students will be immersed in the practice of making critical judgments where they will hone their critical skills, cultivate a critical character and begin to speak, act and think like expert critical thinkers. therefore, cultivating critical thinking to students as an example is the description of how critical thinking should be practiced. the fundamental purpose of the function of thinking is to attribute meaning to events in our lives, classify these events into categories and identify them subjectively. individuals who can effectively utilize critical thinking in their lives are individuals who possess the skills and disposition necessary for critical thinking. critical thinking is an important cognitive skill that affects students’ viewpoints on events, their perceptions concerning what transpires in their environment and their decision-making processes (tosuncuoglu, 2018). it means that critical thinking is needed as a thinking framework in responding to any issues or problems. because this paper was aimed to enhance critical thinking in analyzing the short story “the lazy jack” viewed from identity theory, so this concept was used to help identity theory in finding out the messages and meanings expressed in this kind of short story. the significance is that it gives a new perspective dealing with critical thinking combined with identity theory as the approach in analyzing literary work. hopefully, its practice enriches the state of the art. 2. method it is qualitative research in which the research was conducted by taking the data from a short story entitled “the lazy jack”, a story describing a character known as the lazy person. this research was based on describing the character as qualitative as possible so that all relevant data to explore the character was conducted as rigid as possible. principally, it was based on the researcher’s capability in explaining the data in a detailed manner. the character of lazy towards the character was illustrated as the one who never thinks before acting or deciding to do something. the subject of this research is the short story “the lazy jack” and the persons involved in this research are the researchers in which all data found were discussed critically. in conducting the data collection, it was started from coding in which coding was functioned to sign every data considered important to note so that the data collection was rigidly done. coding was done to make easy the next step that was called categorizing in which categorizing aimed to make sub-coding based on the data needed. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 30-38 33 enhancing critical thinking in analyzing short story “the lazy jack” viewed from identity theory therefore, categorizing is a part of the coding done in data collection. because the goal of the paper was oriented to obtain the messages and meanings expressed in the story, the data collection was focused on the paper goal. the data collected were interpreted based on the paper goal as the final step of coding. the coding used in this paper was manual coding (saldana, 2013). therefore, it used the researcher’s knowledge in analyzing the text. through critical thinking combined with identity theory as the knowledge capital, the researcher worked in analyzing the short story. 3. result and discussion jack describe in figure 1 is dominated by the id defined as the seat of drives and instincts (a throwback to the original drive model). this character does not show the effort to change lives better. his poor economy does not drive him to do change effort on what to do. he enjoys life and accepts the reality given although it does not contribute towards a better life. once upon a time there was a boy whose name was jack. jack lived with his mother. they were very poor, and the old woman made her living by spinning. but jack was so lazy that he did nothing but lie in the sun in the hot weather in the summer, and sit by the fire-place in the winter. so people called him lazy jack. his mother could not make him work. at last one monday she said to him! "if you don't begin to work for your porridge, i will turn you out of the house." these words made jack do something. figure 1. jack with his identity jack declares him as a child although he is not a child. the seat of drives and instincts embraces him so that he does not feel that he is not a child. in sigmund freud’s theory, he is in unconsciousness dealing with who he is and what he is (cf. britzman, 2012). he is conscious after his mother threatens him. his consciousness appears because of external factors. sullivan says that jack’s consciousness is conceptualized within the context of an individual’s core relationships. jung mentions that personality is shaped by spiritual forces as well as by biological and social variables. jack as the person characterized as the lazy person appears not to do anything to change his behavior. so on tuesday, he went out and hired himself for a day to a neighboring farmer for a penny. but when he was going home in the evening, he lost the penny. "you silly boy," said his mother, "you should have put it in your pocket." "i'll do so another time." answered jack. figure 2. jack’s first experience jack, as shown in figure 2, is the one categorized hopeless identity. when rising, it is driven by id horney includes him as the person with infantile dependency-powerlessness and in basic anxiety. he is not independent, not tough in struggling for life. in identity theory usage, social roles are expectations attached to positions occupied in networks of relationships; identities are internalized role expectations (jaspal & breakwell, 2014). jack in this position is weak in interaction. he does not know what to do with the penny he holds. jack is categorized as the person who is alone in his environment and never does the effort to make him better. jack characterized as a hopeless person is an explanation that he does not have life vision of what to do. his indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 30-38 34 enhancing critical thinking in analyzing short story “the lazy jack” viewed from identity theory identity is no identity. his identity reflects his zero knowledge of how to start to interact with the other. what jack shows in his activity is his reflection on how he does life. it is meant that jack is the one who does not know who he is actually. on wednesday, jack went out again and hired himself to a cowman. the cowman gave him a jar of milk for his day's work. jack took the jar of milk and put it into the large pocket of his jacket. but the milk was all spilled long before he got home. "oh! you should have carried it on your head," said the old woman. "i'll do so another time," answered jack. figure 3. jack’s second experience the same mistake foolish reappears towards jack shown in figure 3 in which he does not know to differentiate the jar of milk and pocket. again, he is mastered by the id, defined as the seat of drives and instincts (a throwback to the original drive model). what he sees is considered right to use although it is wrong. britzman (2012) mentions that what jack performs is a result of selfperception that he sees and considers right according to his perception. therefore, the same mistake foolishly done by jack is the reality of jack’s character. this is in line with eagly and fine (2010) that attitudes do not exist in isolation from each other or other constructs. for example, people who favor social assistance payments to the poor may on average possess positive attitudes toward other social welfare programs such as national health care and subsidized housing. the positive attitudes toward all of these programs may, in turn, arise because the person attaches high importance to the social value of helpfulness. such relations among attitudes and values may have implications for stability and change in attitudes. in this section, we consider how attitudes are structurally and functionally related to each other and how sets of attitudes may be related to higher-order constructs such as values and ideologies. on thursday, jack hired himself again to a farmer. in the evening the farmer gave him a large soft cheese for his work. jack took the cheese and went home with it on his head. by the time he got home the cheese was ail spoilt. he lost part of it, and part of it was in his hair. "you foolish boy," said the mother, "you should have carried it very carefully in your hands." "i'll do so another time," answered jack. figure 4. jack’s third experience it is the same mistake in figure 4 that jack is the kind of person who does not have independence and knowledge. in identity theory, jack does not know how to use and what to use. again, he is blank with what he faces. id dominates his life. the thing to remember is that jack seems not having the capacity to change his habit. jack is the one who is always busy with himself so that such a condition pushes him not to make him better in self personalization. jack with his character that is not open with outside world teaching life dynamics causes him left behind in doing any adaptations and assimilations (jaspal & breakwell, 2014). burke mentions the identity standard or the set of (culturally prescribed) meanings held by the individual defining their role identity in a situation. jack, in this case, cannot position himself as the person he has to do. it is in line with what from (bornstein, indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 30-38 35 enhancing critical thinking in analyzing short story “the lazy jack” viewed from identity theory 2003) says dealing with infantile dependency powerlessness and basic anxiety. jack is positioned as an unstable person because he psychologically does not have a principle in determining himself what to do. jack is anxious about what to do and how he thinks and acts. consequently, he is in a bad situation in which jack puts himself as the person in questioning. on friday, lazy jack again went out and hired himself to a baker. the baker gave him nothing for his work but a large cat. jack took the cat, and began to carry it very carefully in his hands, but in a short time the cat scratched him so much that he let it go. when he got home, his mother said to him: "you silly boy, you should have tied a string to it, and dragged it along after you." "i'll do so another time," answered jack. figure 5. jack’s silly experience jaspal and breakwell (2014) state that one’s identity is determined based on how the person performs and interacts with others. one’s identity is the reflection on who the one position himself to himself and others as a social creature. it means that in identity formation, there should be selfaffirmation that the one is stable in the psychological aspect so that this condition supports one’s identity for himself and others. jack in this context as the character in the story is told as the one who is undergoing an identity crisis in which he does not know what he does and how to do with anything happening to him. jack in figure 6 is blank what to do with the mutton he got from a butcher as the compensation. he considers mutton the thing tied and dragged. in his weak capacity dealing with mutton raw material, jack is categorized as the person with infantile dependencypowerlessness, basic anxiety. in horney’s view, his foolish act is a self-reflection that he is no identity (bornstein, 2003). on saturday, jack hired himself to a butcher, who gave him a shoulder of mutton for his work. jack took the mutton, tied a string to it, and dragged it along after him. by the time he got home, the meat was quite spoilt. this time his mother was very angry, for the next day was sunday, and she had only cabbage for sunday dinner. "you foolish boy," said she to her son, "you should have carried it on your shoulder." "i'll do so another time," answered jack. figure 6. jack’s foolish experience it is the irony for jack in which he seems not to use his mind to be able to think logically. it means that jack is jack who is foolish because of his behavior not to learn from his mother’s advice. he has undergone an identity crisis for himself as the person unstable. personal identity consists in nonbranching psychological connectedness and continuity. there is psychological connec indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 30-38 36 enhancing critical thinking in analyzing short story “the lazy jack” viewed from identity theory tedness when a person remembers doing or experiencing something that someone earlier did or experienced, or when a person's intention to do something leads to its later being done, or when psychological states, such as beliefs and desires, persist over time (britzman, 2012). what britzman said means that jack does not have a personal identity. jack is not grouped in personal identity that has a goal and target in as much as whatever jack does always creates anger from his mother. every action jack does makes his mother angry and disappointed so that this condition produces an identity crisis for jack himself as the character narrated in the story. jack has positioned meaningless towards himself illustrated in the story. on the next monday, lazy jack again went out, and hired himself to a cattle keeper, who gave him a donkey for his work. jack put the donkey on his shoulders and began to walk slowly home. now it happened that on his way home he passed the house of a rich man. this man had an only daughter, who was a beautiful girl, but she was deaf and dumb. she had never laughed in her life, and the doctors said she would never speak till somebody made her laugh. figure 7. jack’s unexpected experience in the second paragraph in figure 7, it is said that jack’s foolish act is considered a lesson for the one with deaf and dumb. it is satire stating that only those with no brains will be successful persons. in other words, a dream comes true if it is reached through working hard and working with intelligence. erikson in bornstein (2003) says that social interactions between individuals and others are key in personality development. personality determines the high level of satisfaction of one's social interactions (jamil, 2012). jack seems not to have good interaction with other people so that he is not motivated to be a better person. he considers himself as the person who has enough knowledge of what to do although he always makes the same mistakes in everything that he does. so it appears that jack lacks the satisfaction of social interaction with others. it is also satire narrating jack’s act shown in figure 8 and it is said to be a lesson for the one with deaf and dumb to be able to hear and speak. it is only imagined identity teaching us to be human beings with ego and superego in order not to be laughed because of our strange and foolish acts. now it happened that this young lady was looking out of the window when jack was passing with the donkey on his shoulders. the sight was so funny and strange that she burst out laughing and at once found that she could hear and speak. figure 8. jack’s funny experince what is shown in figure 8 is an imaginative example in which it does not describe the real thing. the foolishness behavior performed by jack in a series of indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 30-38 38 enhancing critical thinking in analyzing short story “the lazy jack” viewed from identity theory events teaches life wisdom. when jack was passing with the donkey on his shoulders narrated in the story is called giving herb for the one with deaf and dumb to be able to hear and speak, it is the satire in which suggests not to be foolish like jack in doing the life. what is described in figure 8 is not the self-identity of jack, but a failure in describing his identity as the person or character in the story. it is no matter that jack is lazy, but it can be a problem in framing and building identity when jack always puts himself as the person who never learns from the experience. therefore, the self-identity of jack does not represent his true self. what happens to jack is explained by jaspal and breakwell (2014) that jack in every series of actions in different situations never moves to be better in performing his behavior. based on all discussions from all findings, it is very important to use critical thinking in assisting identity theory in analyzing the literary work. critical thinking used in analyzing short story “the lazy jack” through identity theory has contributed towards the deep analysis of the literary work. therefore, jack described in the story is the character without having a firm life principle, life vision, and struggling for survival. he is the one dependent on others although he always fails to learn to be better. 4. conclusion jack based on his life story can be categorized as the person without an identity. his identity as a personal and social creature is doubtful because from every his life way from day to day told in the story, jack always is the unlucky person. when he will be lucky, his luck is blocked by his foolish behavior and action. jack is analogized as the character who never stops to do the same mistake and foolish although it harms him; other people laugh at and mock him. 5. references bahr, n. 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(2011). educating for critical thinking: thought-encouraging questions in a community of inquiry. higher education research and development, 30(3), 357–370. https://doi.org/10.1080/07294360.2010. 499144 jamil, m. (2012). satisfaction of social interaction on the old age with personality type. jurnal keperawatan, 171-182. jaspal, r. j., & breakwell, g. m. (eds.). (2014). identity process theory: identity, social action and social change. cambridge: cambridge university press. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 30-38 39 enhancing critical thinking in analyzing short story “the lazy jack” viewed from identity theory liang, y. (2011). the id, ego and super-ego in pride and prejudice. international education studies, ii(2), 177-181. limnatis, e. by n. g. (ed.). (2010). the dimensions of hegel’s dialectic. new york: continuum. https://doi.org/10.1017/cbo978110741 5324.004 mason, m. (ed.). (2008). critical thinking and learning. john wiley $ sons, incorporated. (pp retrieved from https://ebookcentral.proquest.com posey, a. j., & cushing, j. (2019). little freudian slippage: coverage of the psychodynamic perspective in the undergraduate personality course. teaching of psychology, 46(3), 251– 259. https://doi.org/10.1177/0098628319853 941 romagnoli, a. (2018). sharing identity: indexing cultural perspectives through writing responses to graphic novels. sane journal: sequential art narrative in education, 2(3). saldana, j. (2013). the coding manual for qualitative researchers (2nd ed.). london: sage. stapleton, s. r. (2015). environmental identity development through social interactions, action, and recognition. journal of environmental education, 46(2), 94–113. https://doi.org/10.1080/00958964.2014. 1000813 stets, j. e., & burke, p. j. (2003). a sociological approach to self and identity. in m. l. and j. tangney (ed.), handbook of self and identity (pp. 128– 152). guilford press. retrieved from http://wat2146.ucr.edu/papers/02a.pdf tosuncuoglu, i. (2018). english language and literature students’ perceptions of critical thinking. international journal of higher education, 7(5), 20–28. https://doi.org/10.5430/ijhe.v7n5p20 walker, m. h., & lynn, f. b. (2013). the embedded self: a social networks approach to identity theory. social psychology quarterly, 76(2), 151–179. https://doi.org/10.1177/0190272513482 929 woodward, k. (ed). (1997). identity and difference (pp.8-12). london: sage ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2020) 27-46 27 directive speech acts in academic discourse: ethnography of communication from gender perspective in higher education directive speech acts in academic discourse: ethnography of communication from gender perspective in higher education fatma1,2, harun joko prayitno3, norliza jamaludin4, gautam kumar jha5, taha ibrahim badri6 1faculty of teacher training and education, universitas sebelas maret, indonesia 2accounting department, stie panca bhakti palu, indonesia 3faculty of teacher training and education, universitas muhammadiyah surakarta, indonesia 4language and communication faculty, universiti pendidikan sultan idris, malaysia 5school of language and culture studies, jawaharlal nehru university, india 6faculty of language and translation, al azhar university, egypt doi: 10.23917/ijolae.v2i1.8829 received: october 14th, 2019. revised: october 31st, 2019. accepted: november 1st, 2019. available online: november 7th, 2019. published regulary: january 1st, 2020. abstract in spoken academic discourse, there are various directive speech acts forms and strategies both formal and informal. based on the previous research with different focuses show that directive speech acts is one of speech acts types mostly used in daily conversation. the study of directive speech acts can also be found in classroom interaction as spoken academic discourse. the locutors’ and interlocutors’ expressions in spoken academic discourse are vary. language variation involves direct and indirect strategies as well as literal and non-literal with small portion of local language use. the use of directive speech acts is affected by contextual socio-cultural factors within the conversation. the locutors sometimes use local language in conveying certain meaning to the interlocutors. the structure of dialogue, moreover, disallows the taking up of any position beyond the interlocutors from which they can be integrated into a larger totality. keywords: speech acts strategy, directive speech acts, ethnography of communication, gender corresponding author: fatma, accounting departement, stie panca bhakti palu, indonesia. e-mail: fatma@stiepbpalu.ac.id 1. introduction in order to investigate how graduates use language to convey directive speech acts, sociopragmatic study is needed. this study aims to investigate whether there is an illocutionary difference or not on each local language used in relation with the use of direct and indirect directive speech acts generating directive speech acts in spoken academic discourse represented on the local languages being used. language besides as a means of communication, it also resembles the locutors’ identities. the diversity of language usage including among the local languages used by lecturers and students is one of the linguistic phenomena that is unique in representing an intention, either implicitly or explicitly. thus, based on this, a fundamental study is needed to reveal the uniqueness of the possible use of each local language in spoken discourse, often someone uses indirect way to convey meaning. this notion has been studied by hassanova and rzayev (2013) who discuss one of the indirect strategies in pragmatics to get an answer of indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae mailto:fatma@stiepbpalu.ac.id vol. 2 (1) (2020) 27-46 ijolae | p-issn 2655-920x, e-issn 2656-2804 28 directive speech acts in academic discourse: ethnography of communication from gender perspective in higher education “yes” or “no” within a class interaction. by using philosophy of communication theory, sometimes someone uses interogative form and yes/no responses as indirect way to express directive speech acts. there are several factors underlying this choice: social status, superiority and inferiority, pride, and face principles. these factors become the fundamental notion that there is a pragmatic meaning in every utterance within communication to convey certain meaning. in academic context, direct and indirect communication also become a concern. according to ingram dan elliot (2016:37), classroom interaction discourse is dominated by between the teacher and students, or lecturer and graduates. classroom interaction discourse is marked with initiation, students’ responses, and feedback. these processes result in several norm shifts within the class including the language choice. the use of illocutionary acts especially directive ones whether direct or indirect sometimes make an utterance have pragmatic meaning, emotive implication, and different responses. o’driscoll (2013), in his research about the role of language viewed from interpersonal pragmatic side, states how language can simply be understood and can be analyzed further from several linguistic aspects. this notion is in line with the development of pragmatics which is more on conversational interaction analysis based on macro-social context. this shows that the use of local language also has a gap to be studied in terms of directive speech acts. the subjects were chosen based on the diversity of language, age, intimacy, gender, cultural background, ethnic, and dialect. hopefully, they could emerge the diversity of directive speech acts in the use of local language. besides, these two colleges have bahasa indonesia study program, so the use of local language among lecturer and graduates can be investigated further. in this case, socio-cultural context is seen as a dynamic context that affects the directive strategies in spoken academic discourse with multicultural background. based on the literature review, studies on directive speech acts are focused more the use of bahasa as a single language on certain society and it is usually a case study. on the previous studies, quantitative study was held in society and school context by using test, questionnaire, and survey with single data analysis approach; for example discourse analysis, pragmatic, and sociolinguistic approach. the other gap is related to how a certain interaction has an important role by using local language as the choice of words in communication. therefore, sociolinguisticpragmatic approach is used to reflect the social relationship between the locutors and interlocutors in order to interpret the implied meaning of their conversation. as stated by turner (in darmojuono, 2011: 20) that in a multilingual and multicultural society, language, as a means to convey verbal meaning, reflect the indentity of the locutor based on the socio cultural norms and values they hold on within the society. previously, several research focus on the study of bahasa indonesia instead of local languages. the class interaction discourse of this research involves several local languages, such as: kaili, malayan bugis, and malayan manado. this research is focused on the three regional languages, with the consideration that the three regional languages are the local languages, the majority of which are used in palu, central sulawesi, both in the academic realm and in daily life. in addition, kaili, bugis malay and manado malay are local languages that are intertwined with "kinship languages" even though they are very ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2020) 27-46 29 directive speech acts in academic discourse: ethnography of communication from gender perspective in higher education different and are not allied languages. the role of the three languages. the kaili language is the regional language used by the kaili tribe which is the majority ethnic group in central sulawesi. bugis is a language whose native land originated from sulawesi island. the bugis language is one of the regional languages used by the bugis tribe originating from south sulawesi whose numbers are very dense and then spread to most areas in central sulawesi due to population movements and marriages. the kaili language is the regional language used by the kaili tribe which is the majority ethnic group in central sulawesi. the manado language is a lingua franca in north sulawesi and is considered a regional dialect of malay. the use of manado language coexists with local languages, indonesian, and foreign languages that have spread to several regions including central sulawesi due to population mobility and cultural acculturation (imbang, 2014: 21). 2. method this research is a qualitative study with ethnography of communication approach by using hymes’ speaking. pragmatic and ethnographic views are used to discern the more specific ‘local’ conditions especially on the cooperative and politeness principles among the lecturer and the graduates as well as in the way they use direct and indirect strategies. in this research, not all utterance elements are used to expound the problems. the communicative design in this research perspective is based on the use of language contextually which have social communicative function (mudiono, 2011: 162). context plays an important role in this study, for it eases the pragmatic analysis. context used in this study involves extralinguistic and linguistic context. extralinguistic context relates to socio cultural aspects, while linguistic context relates to the language being used. praag, stevens, dan houtte (2017: 393), in their research, state that in order to achieve the communication goal, locutors have to use utterance strategies and interpretation. therefore, the use of ethnography of communication method and gender perspective become the main features to investigate every cultural background and social norms like education level, gender, social status, intimacy, and the others. this research uses socio-pragmatic approach by expounding the ethnography of communication from hymes’ point of view to interpret local language directive speech acts strategies, local language directive speech acts characteristics, diction affecting factors, as well as the effectiveness of bahasa indonesia with contextual minor local language combination viewed from the locutors, interlocutors, age, gender, social status, ethnic, and culture. the data collection technique is using participant observation which includes: (1) recording, (2) note taking, dan (3) interview which then analyzed by using interactive technique from miles and huberman. this study uses interactive model data analysis (miles & huberman, 2014: 16-20). the analysis process involves three steps: (1) data reduction, (2) data display, and (3) conclusion drawing. the data analysis is integrated with pragmatic theory, especially in classifying the directive speech acts by searle (1967); as well as socio-pragmatic and ethnographic approaches. the acronym speaking created by hymes is related to the speech acts components in spoken academic discourse. the socio-pragmatic approach is realized in both method and data analysis. after the spoken utterance data were collected from the lecturer’s and graduates’ vol. 2 (1) (2020) 27-46 ijolae | p-issn 2655-920x, e-issn 2656-2804 30 directive speech acts in academic discourse: ethnography of communication from gender perspective in higher education interactions, data reduction was done through data selection, classification, and simplification process. afterwards, the variety of strategies found in the field is reported. 3. result and discussion a. local language directive speech acts strategies in spoken academic discourse in central sulawesi higher education the following is the expounding on the use of local language strategies found in the field. the expounding covers direct and indirect strategies together with their forms. 1) local language directive speech acts direct strategy interaction pattern in spoken academic discourse raises communication strategy variation shown through politeness, modesty, appreciation, and respect among the lecturer and the graduates inside the class. using effective communication strategies inside the class is beneficial in achieving teaching and learning goals. effective communication can describe meaning form interlocutor and receive cultural languages background. that is why sometimes, lecturer and student need to use local language in teaching processing. processing language with local language and dialect really important to show politeness, ages, social distances and how to create some classes focus and how to have a critical language with each other. using strategies language can help teacher or student know some deeper meaning. for example, keckskes, obdalova, minakova, and soboleva (2018: 228) find that giving respect, compliment, as well as sympathy gives the sense of pleasure and happiness both the locutors and interlocutors which eventually can minimize interactional problems, burden, disagreement, and the other disregarding actions. this finding is in line with alexander & okoli’s finding (2017: 148) which shows that the act of giving chance to speak up among participants can trigger them to use speech act of the language they master, local language. meanwhile, the direct strategy forms obtained in the language subjects, kaili, malayan bugis, and malayan manado, are: request, suggestion, command, refusal, and prohibition. a) direct strategy in directive speech acts of request in kaili the kaili direct directive speech acts of request used in the above conversation is marked by the use of word tambaimo which means asking for further or detailed explanation. the above data also show the use of kaili vocatives like totuamo dan komiu, nadoyo which mean ‘elderly,’ ‘you,’ and ‘outstanding’ (the real meaning is ‘incorrect’ and ‘stupid’). fomin dan yakimova (2016: 66) find that someone can express requesting in three different ways: cooperation, refusal, and showing distance. these three choices are also affected by age, social background, and the underlying reasons in choosing words. the above finding shows the use of cooperation by expressing certain vocatives. the use of vocatives affects the form of the speech acts which eventually results in the cooperation between the locutor and interlocutor. the vocatives were used in direct requesting to let his graduate friend, who is also an elementary teacher, on [1.1] and [1.3] which translate please answer the question, ma’am, since you’re more experienced than us. at the end of the request, he praised his friend by using nadoyo in sentence (5). the word does not mean any praise. lakoff (1990:34) states that politeness is an interpersonal relationship system designed to ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2020) 27-46 31 directive speech acts in academic discourse: ethnography of communication from gender perspective in higher education ease interaction and minimize conflict and confrontation by using implicative utterance which literally harsh becomes soft due to the context. table 1. direct strategy in directive speech acts of request in kaili no lo-in strategy form bahasa indonesia english [1] loc (dsn) bemana mangkali totuamo e, tambai mo bu. anu ri jelaskan i hei i.(1) bagaimana mungkin orangtua saja, tambahkan saja, bu. mau dijelaskan seharusnya. ma’am, you are older than us, so please add this. this should be explained first. [2] mod please! [3] pn apa lebe lagi ibu dari kitorang ranga. karena lebih lagi ibu dari kami ini. ‘since she (ibu) is smarter than us.’ in (gives explanation) mod mantap, mantap bu. (bertepuktangan) bagus, bagus (penjelasannya) ibu. (bertepuktangan) your explanation was simply outstanding, ma’am. (applausing) lo nadoyo, leh luar biasa. outstanding (based on the context, it undergoes amelioration) uttered by an graduate to the other graduate asking for help to explain further during q & a session in a discussion. context uttered by an graduate to the other graduate asking for help to explain further during q & a session in a discussion. code sl/ttd.pmt/13.01.17/06 * lo: locutor, in: interlocutor, mod: moderator directive speech acts is also affected by cultural context. cultural context plays an important role in shaping politeness form, function, and strategy to use the local language directive speech acts (tapio, 2018:61). in social interaction, in order to be polite, one tends to keep the harmony and continuity of the interaction and hinder any harmful utterance which can threaten the face to the existing norm. in classroom context, lecturer and graduates utter not only for explaining, advising, motivating, giving information, but also for maintaining interpersonal relationship by concerning on each other’s faces. b) direct strategy in directive speech acts of request in malayan bugis nasser & alhija (2017: 9) expounds that the success of using language strategy is marked by the effectiveness of communication. in classroom context, it is vital to achieve optimal learning outcome. to achieve the effectiveness of classroom communication, participants have to consider the efficiency, effectiveness, accuracy, vol. 2 (1) (2020) 27-46 ijolae | p-issn 2655-920x, e-issn 2656-2804 32 directive speech acts in academic discourse: ethnography of communication from gender perspective in higher education clarity, seriousness, and purpose of communication. the use of speech acts inside the classroom sometimes happens naturally by considering the communication effectiveness and accuracy, coverage, and face unthreatening power; whether lecturer to graduates, graduates to lecturer, or graduates to graduates. positive politeness is done by giving sympathy and appreciation towards situation and condition within the class, using group identity markers, showing agreement, avoiding disagreement, showing intimacy, giving a joke, expressing wants indirectly, involving the graduates, and giving feedback. the assumption is that in reality each form of communicative communication choice is based on how the languages are used in social contexts. in this communication there are a number of aspects of the said situation that must be considered, namely: (1) speech-speakers, the situation in communication involves the speaker and speech partner so that this element is included in the part of communication, (2) the context of the speech; the context is a background of knowledge that is shared by the speaker and the speech partner and speech partner, (3) the purpose of the speech. this is intended as a desire to be achieved by the speaker and the speech partner, (4) the speech as a form of action, that the speech is aligned with the illocutionary act, and (5) the speech as a verbal act product; speech that is used as found in the fourth aspect is a form of speech act so that speech is a form of verbal action direct strategy in directive speech acts of request in malayan bugis can be seen table 2. for example in an occassion, lecturer mentions graduates with their nicknames; besides, it makes the graduates feel respected, it also makes the lecturer and the graduates closer. this condition encourage the graduates’ confidence and comfortability in joining the class. politeness is believed to be able to develop effective interaction between locutor and interlocutor. furthermore, this condition is mostly affected by each participant’s cultural context. cultural context affects politeness concept, form, and strategy (rahman & jabar, 2014:374). in social interaction, in order to maintain politeness, ones tend to keep the harmony and continuity of the interaction and hinder any harmful utterance which can threaten the face to the existing norm. in classroom context, lecturer and graduates utter not only for explaining, advising, motivating, giving information, but also for maintaining interpersonal relationship by concerning on each other’s faces. the choice of communication strategy is influenced by several factors, namely social status, superior and inferior, maintaining dignity, and selfesteem. this is a benchmark that in reality there is a relationship between meaning and pragmatic power. direct and indirect communication strategies in the academic community are also of particular concern. in line with this in the indonesian language academic activities, aspects of the cultural context are inseparable in order to convey certain meanings. ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2020) 27-46 33 directive speech acts in academic discourse: ethnography of communication from gender perspective in higher education table 2. direct strategy in directive speech acts of request in malayan bugis no lo-in strategy form bahasa indonesia english [1] lo bu e tunggu bu jolo’ pi e belumpa selesai mencatat. ibu tunggu dulu ya, belum selesai mencatat saya. ‘ma’am, wait a sec. i haven’t done taking notes.’ [2] in yang mana e? yang mana? ‘which one?’ [3] lo masih banyak je bu eh. masih banyak ini ibu. ‘so many, ma’am.’ [4] in sebentar pi, salendianya maujie digandakan sama bapak. lebbirengngi matu’pi mucatat ndi. mintami nanti, lambatmi ini. sebentar saja. salindianya mau juga digandakan sama bapak. sebaiknya nanti saja kamu catat, dik. minta saja nanti. sudah lambat ini. ‘wait, the slides are going to be copied by bapak. better you write down after this. you can ask for (the slides) later, it’s been too late.’ [5] lo bu, kita mi barangkali yang minta ke bapak. takuttakutka saya deh bu. bu, ibu saja yang meminta ke bapak, saya takut ‘please ma’am, ask for (the slides) to bapak. i’m afraid doing that.’ [6] in tidak apa itu canti tidak apa, cantik. ‘don’t be afraid, sweety (just ask the copies from him).’ context the first part was uttered by the graduate, who hadn’t completed writing down the materials, to the lecturer. the second was uttered by a graduate to her friend. code sl/ttd.srn/09.01.17/01 * lo: locutor & in: interlocutor the direct strategy used in data [2.4] is in the form of advising. the use of advise is marked by the use of verb lebbirengngi which means ‘better.’ in that context, the advise is from a graduate to his friend who was late to write down the slides. to avoid the sense of commanding, the locutor, who is older than the illocutor, tried to use vocative ndi’ which means dik (little brother) in bugis. the advising form depends to the locutor’s intention towards the illocutor. the use of vocative ndi’ and formal vocative canti which means beauty show the intimacy of the participants which are used to show politeness in giving advise. kridalaksana (in agus, 2014: 3) states that vocatives are used in speech system. the use of vocatives affects the structure and the context. if the vocatives stand alone, the meaning is not a praise or appreciation. the appropriateness of vocative depends on the context. in social context, the use of vocative is regarded as a communication strategy that encourage the social relationship among participants. in its implementation, the use of vocative is adjusted with the participants’ social status (agus, 2014:4). besides functioning as linguistic marker, the use of vocatives also shows the level of intimacy among the participants as shown previously. lohse, granefenhain, behne & racoczy (2014:2) state that the use of imperatives depends on the shared context between the locutor and interlocutor. c) direct strategy in directive speech acts of command in malayan bugis the politeness is shown in formulating requesting direct strategy used by the locutor to his friend. the commanding form on the data above is expressed by explicitly. requesting form in bugis language is vol. 2 (1) (2020) 27-46 ijolae | p-issn 2655-920x, e-issn 2656-2804 34 directive speech acts in academic discourse: ethnography of communication from gender perspective in higher education affected by social points of view (social power, intimacy, and distance), so different participants will result in a different way of communication. on the above data [3.2] politeness marker is shown by the use of words ka’ and ta, or actually can use–ko as a coeval vocative. the use of honorifics in the bugis malay language proves that the use of regional languages is influenced by age and who the speech partner is. the use of regional languages is used to show respect by students for lecturers. previously, the form of politeness was first used by lecturers towards students by using indirect speech in the command. the age factor becomes the choice factor why local languages are used. if the speakers are peers. then the choice of the form of regional languages used can be iyo (yes) in the kaili and malay manado languages or it can even be in the form of murmurs, for example in the form of lingual expressions which mean ok or good. table 3. direct strategy in directive speech acts of command in malayan bugis no lo-in strategy form bahasa indonesia english [1] lo hubungimi dulu ibu apa’na terlambatki lagi nanti masuk matakuliah kedua hubungi dulu ibu, sebab terlambat kita nanti masuk matakuliah kedua. ‘it’s better we notify you first, ma’am, since probably we will come late for the second class.’ [2] in pinjamka’ pale dulu hp ta e pinjam saya hp kamu ‘i borrow your cell phone, ok?’ context uttered by a graduate to his friend while they were going to call their lecturer. code sl/ttd.pth/05.01.17/01 stranovskȧ, munkova, frȧterova, & ďuračkovã (2013) find the politeness aspects in slovakian and other foreign language requesting in cognitive context, that speech acts elements to maintain politeness are determined by social distance among the participants. it is shown in table [3.2] above, the interaction between two graduates. indirectly, the use of local language can help the lecturer and graduates to obey the existing linguistic norms like how to refer each other well; express respect, gratitude, forgiveness, permission; and ask for help. the other important pragmatic element in studying spoken discourse is cooperative principles. hiver & whitehead (2018:197) states that the quality of language use can be seen from several aspects: content, genre, topic, topic organization, sequences and rules of the conversation. d) direct strategy in directive speech acts of refusal in malayan manado the implemented strategies are to develop interpersonal relationship among graduates which are eventually used to make the graduates active during the class. one way to implement the interpersonal principles to do communication is by using politeness strategy (yetiṣ & aslim, 2010: 447). to understand a classroom discourse comprehensively, every activity in the classroom is related to cooperative principles, interactional pattern, contextual and cultural meaning among the participants. interactional pattern underlined by the cooperative principles occuring between lecturer and graduates are in the form of speech acts. sirkovic & kovac (2017: 115) state that communication strategy by using speech acts enable to maintain the principles and or even break them instead as per to the ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2020) 27-46 35 directive speech acts in academic discourse: ethnography of communication from gender perspective in higher education participants’ communication purposes. the word so on data [4.1] is an indirect emphasis used by the interlocutor to say that the discussion, because the time is already at 3 p.m. the indirect strategies are supported by the use of modal marking prohibition nyanda’ which mix in the requesting sentence in order to state that there will be no more sessions and manado word jang as prohibition marker as a refusal to the extension of the session. the following data [4] show the use of both directive speech acts of refusal and command. table 4. direct strategy in directive speech acts of refusal in malayan manado no lo-in strategy form bahasa indonesia english [1] lo so jam berapa ini ranga? ada mangkali jam 3 ini. sudah pukul berapa ini? barangkali ini sudah ada pukul 15.00? ‘what time is it? 3 p.m.? [2] in so boleh sudah itu! nyanda’ pake lagi. jang ditambah. sudah boleh sudah itu (diskusi). tidak pakai lagi. jangan ditambah. ‘enough, the discussion ends here. no more session. let’s stop.’ [3] mod (ends the discussion) context uttered by a graduate to his friend to end the class discussion. code sl/ttd.plk/12.01.17/01 e) direct strategy in directive speech acts of prohibition in malayan manado maintaining or breaking the cooperative principles arises various politeness forms used by the participants. in order to understand the meaning and intention of the participants, each of them has to relate the utterance to the context and context. the framework of this case is that analyzing a text requires the analysis of the time, place, and the participants involved, as well as the background of the information. in communication design studies, the most important factor of communication is context (kruiningen, 2013: 118). context is known as shared knowledge between locutor and interlocutor which helps in the process of interpretation. the use of words so dan nyanda’ on data [5.4] show directive srategy of refusal and prohibition in malayan manado. refusal marker is marked by the word so in sentences (1) and (2) to express unwillingness towards what the others’ wants. this refusal supports prohibition in sentences (7) and (8) by using words nyanda and jang which mean ‘no’ and ‘don’t’. this use is as per to the commanding speech acts classified by ramlan (2001) which divides imperative sentence into: (1) true imperative, (2) allowance imperative, (3) invitational imperative, and (4) prohibiting imperative. conditions that support involve the reality of the actions and abilities of the interlocutor. for an order, to be able to meet the conditions of possible time conditions, the speech partner must accept the authority of the speaker, for example for a request, the expectation of the speaker, and for a suggestion, as well as the evaluation of the speaker. felicity conditions of a directive vol. 2 (1) (2020) 27-46 ijolae | p-issn 2655-920x, e-issn 2656-2804 36 directive speech acts in academic discourse: ethnography of communication from gender perspective in higher education speech act are the ability of the speech partner to do something according to the feasibility of the action. just like other types of speech acts, a directive speech act presumes certain conditions exist in the interlocutor and in the context of the situation. when words can be realized, it means that the atmosphere supports and if it does not materialize means it does not support. thus, in general directive indices can be categorized into four general forms, namely, imperative forms, requests (requests and requests), suggestions, and prohibition. keraf (1991:158) expounds that imperative sentence is a sentence showing command or request towards the others to do something as per to the intention of the locutor. one of the forms is prohibition. alwi, dardjowidjojo, lapoliwa, & moeliono (2003:336) similarly state that imperative sentence in bahasa includes: (1) intransitive imperative, (2) transitive imperative, (3) soft imperative, (4) requesting imperative, (5) allowance imperative, (6) prohibiting imperative, and (7) permitting imperative. the form of imperative in data [5.4] is included as soft imperative with indirect strategy which is ended with direct imperative. with contextual understanding skill, graduates and the other discussion participants deal to conclude the discussion. this situation could happen since there is no domination from any participant also there is a common understanding over the situation among them. this case, relevant with the presentation of findings and study studies in the field of politeness in language by prayitno, kusmanto, nasucha, rahmawati, jamaluddin, samsuddin, ilma (2019, 52) that there is the use of communication strategy choices, one of which is showing a form of politeness as a form of conflict prevention, in addition to politeness is also used by lecturers, instructors, and other social groups to form understanding in the process of communicating by upholding values and gratitude. the success in achieving communication purposes is due to the use of direct strategy without any ado which gives positive effect over the communication effectiveness and accuracy (harman, ahn, & bogue, 2016: 210). moreover, it is affected by the level of social distance, lecturer’s power, and faceunthreatening language. the politeness tends to be positive as shown on the way they show appreciation, use vocatives, show agreement, avoid disagreement, show intimacy, give a joke, show indirect want, involve locutor and interlocutor, and give feedback. table 5. direct strategy in directive speech acts of prohibition in malayan manado no lo-in strategy form bahasa indonesia english [1] mod kita akan mendengarkan hasil diskusi kita hari ini oleh notulis dan selanjutnya akan dikuatkan oleh dosen pengampu matakuliah. . ebe jang baribut ranga! perhatikan dulu! kita akan mendengarkan hasil diskusi hari ini oleh notulis dan akan diperkuat oleh dosen pengampu matakuliah. coba jangan ribut. perhatikan dulu! ‘we will listen the result of the discussion read from the mom (minutes of meeting) which then will be explained further by the lecturer. please don’t be noisy. attention please! ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2020) 27-46 37 directive speech acts in academic discourse: ethnography of communication from gender perspective in higher education no lo-in strategy form bahasa indonesia english [2] mom (mom recorder reads the result of the discussion) [3] lo season ketiga, boleh? sesi ketiga, boleh? ‘am i allowed to ask question (again) in the third session?’ [4] mod so nyanda’ pake season ketiga lagi. jang lagi ditambah. sudah tidak pakai sesi ketiga lagi. jangan lagi ditambah. ‘enough (the discussion session). time is up already (muttering)!’ [5] in so boleh e. so jam 3 dan ini. (menggerutu) sudah boleh. sudah jam 3 ini (menggerutu) ‘enough (the discussion session). it’s 3 p.m. already (muttering)!’ context uttered by a graduate to the other during limited time at the end of the session wanting to question again. code sl/ttd.lrg/09.03.17/01 2) indirect strategy in local language direct speech acts similar to the finding on direct strategy, the finding on indirect strategy is classified into request, suggestion, command, refusal, and prohibition indirect strategies in kaili, malayan bugis, and malayan manado languages. a) indirect strategy in requesting directive speech acts in malayan manado at glance, the conversation below [6.2] uses interrogative sentences in general, but in deeper sense, there is a request from the locutor to the interlocutor there. without using any negation markers, based on the context developed within the conversation, the locutor expected an explanation with answer and comment. semantically and pragmatically, the utterance means requesting. in language in a society there is the principle of politeness in speech. in this case polite and subtle in question is the information contained in the speech is not said clearly and openly, but only implicitly or implicitly. this can be seen in the data snippet which is a form of directive speech act in the bugis language which functions as a form of advice delivered with an indirect strategy using an indirect strategy. words that indirectly indicate a suggestion are stated earlier in a question form. generally, each utterance can represent ones’ culture. further, utterance can also represent ones’ identities. similarly, ogunsiji, farinde, and adebiyi (2012: 203) expound that the way in using language (including speech acts), interacting, showing power, and obeying interpersonal norms are different between man and woman. man labels their speech acts as powerful speech while woman powerless speech. in the same study, fontdevila (2010:588) states that politeness is also used to maintain harmony and continuity of social interaction. the lecturer tends to use both positive and negative politeness. similarly, the graduates also do the same among themselves in the effort to build cooperative vol. 2 (1) (2020) 27-46 ijolae | p-issn 2655-920x, e-issn 2656-2804 38 directive speech acts in academic discourse: ethnography of communication from gender perspective in higher education and empathic class atmosphere which eventually create a positive class interaction. the use of politeness strategies can shorten their social distance which makes the class more interesting (peng, xie, & cai, 2014). table 6. direct strategy in directive speech acts of command in malayan bugis no lo-in strategy form bahasa indonesia english [1] lo (male) apa depe beda katu’ itu puisi kontemporer dulu deng sekarang, mala? apa dia punya beda itu puisi kontemporer dulu dengan yang sekarang, mala? ‘mala, what is the difference between classic and contemporary poems?’ [2] in1 (female) ada di halaman berapa itu depe penjelasan. buka saja itu bukunya w.s rendra yang torang so kopi kemarin, dang. ada di halaman kesekian itu penjelasannya. buka saja buku w.s rendra yang sudah digandakan kemarin. ‘the explanation is on w.s rendra’s book which was already copied yesterday. just open it.’ [3] in2 (male) yang penting ngana pahami dulu itu kontemporer koa’ apa. yang penting adalah kamu memahami terlebih dahulu apa yang dimaksud dengan kontemporer. ‘at least you have to understand the notion of contemporary in literature first.’ context uttered by a graduate to the other to refuse explaining further over a question. code stl/ttd.f.pmt/08.03.17/03 b) indirect strategy in directive speech acts of suggestion in malayan bugis in doing communication within society, ones have to obey politeness principles. in other words, the intention of the speaker has to be conveyed implicitly. it can be seen on data [7.4] that is included as bugis language directive speech acts functioning as a suggestion with indirect strategies. words that implies suggestion, previously stated, were uttered in interrogative form [7.2]. those words are wasettoni pura which mean ‘i thought it ends already’. this meaning is equivalent to ‘o not yet? i thought we’ve finished, so not yet, hasn’t it?’ liantada (2018:3) explains context as shared knowledge between locutor and interlocutor which helps the interlocutor to interpret the locutor’s meaning. the use of bahasa indonesia in social interaction does not only require syntactic and semantic knowledge, but also pragmatic. semantics relates to the knowledge about speaker’s intention (steadmen, kayi-aiydar & vogel, 2018: 40). therefore, in order to understand locutors’ utterance, the interlocutors have to understand first their communication habit and the way they express their utterance politely. the real meaning of the utterance was suggesting to stop which was supported by words in sentence [7.4] lebbireng ditahan. since there were other graduates that had not spoken up during the discussion, so it was ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2020) 27-46 39 directive speech acts in academic discourse: ethnography of communication from gender perspective in higher education better for the locutor to discuss further later. it means that both the locutor and interlocutor have to understand the structure of the utterance as well as the implied meaning of the utterance in order to buildeffective communication. lakoff (1990:34) states that politeness is an interpersonal relationship system designed to ease interaction by minimizing potential conflict and problem. implied meaning is regarded as polite; it changes harsh utterance into a soft one. table 7. indirect strategy in directive speech acts of suggestion in malayan bugis no lo-in strategy form bahasa indonesia english [1] lo begini, saya mau bertanya. begini, saya mau bertanya. ‘like this, i want to ask.’ [2] in eh… belum pi pale. wasettoni pura bu oh, belum ya. saya kira sudah, bu. ‘oh not yet (done). i thought already (done asking), ma’am.’ [3] lo torang masih bacurita. kami masih bercerita. ‘we are still discussing.’ [4] in belum selesai oo, saya kira sudami bertanya kita bu. belum pale’(tertawa). sanggadi pi bu, ada pi lagi materi nanti lebbireng ditahan. oh belum selesai. besok saja, bu. ada saja materi lagi nanti lebih baik ditahan. ‘oh not yet done, ma’am? maybe next week, ma’am. better if there is material like this next time, so you can save it for later.’ context uttered by graduate to the other to suggest to stop questioning since the discussion has ended. code stl/f.srn/09.01.17/02 c) indirect strategy in commending directive speech acts in malayan manado kunjana (2005:36) classifies imperative sentence in bahasa indonesia into: (1) normal imperative, (2) requesting imperative, (3) allowance imperative, (4) invitational imperative, and (5) commanding imperative. to refuse certain command, sometimes interlocutor (in) uses strategy to recommand the locutor (lo) as shown in the conversation below. the locutor’s utterance is imperative formulated in the form of declarative sentence. the imperative marker on the conversation below [8.1] does not simply inform but make the interlocutor to do what the locutor wants to do. the refusal meaning is also supported by the context which includes the place, topic, and participants. on their findings, su (2017: 72) and pallawa (2013: 176) state that linguistic choice used in speech acts can vary. based on the context, the use of local language on the conversation above gives more pragmatic implication to the interlocutor. the use of local language resembles the multilingualism of bahasa and as an effort to preserve it. moreover, the use of local language in informal situation does not harm the linguistic norm. the use of language in communication is strongly vol. 2 (1) (2020) 27-46 ijolae | p-issn 2655-920x, e-issn 2656-2804 40 directive speech acts in academic discourse: ethnography of communication from gender perspective in higher education influenced by participant culture (harman & dobay: 2012: 4). based on this, a person's cultural background can influence the communication process. in oral communication, it can reflect the belief systems and norms developed in a society. communities of dialect users each have differences in the delivery of language as a medium of communication, including regional languages, used to convey goals and meanings communicatively to participants. table 8. indirect strategy in commending directive speech acts in malayan manado no lo-in strategy form bahasa indonesia english [1] lo tinggal sadiki ini kupon torang mo bikin apa kuponnya tinggal sedikit lagi. kita mau bikin apa? ‘the remaining coupons are not many. what should we do?’ [2] in kase akang yang laeng jo. jang kita. berikan yang lain saja kuponnya. jangan saya. ‘give to the other, do not give it to me (again).’ [3] lo baku ganti lah kan torang te apa! saling ganti lah kita tidak apa. ‘we can take turn (to sell the coupons), right? [4] in lihat tugas masing-masing jo. nyanda salah ngana bilang pa kita itu! lihat tugas masing-masing saja. tidak salah kamu bilang ke saya itu. ‘just do our own job! you cannot say like that.’ context a graduate indirectly asked her graduate friend to help her sell the class bazaar coupons by offering the coupons to his friend. code stl/f.pth/13.03.17/01 language consists of two elements, structure and meaning. naturally, language is a means to convey meaning to the others in an understandable way. suparto (2017: 76) states that meaning is dependent towards perception. locutor’s knowledge roles importantly in creating meaning. context and context are vital in understanding the locutor’s meaning and intention. in other words, in order to analyze a text, besides understanding the structure, ones have to understand the place, time, and participants and the background of the utterance. mey (2001: 39) opines that context is a dynamic notion not static that helps participants during communication. by the context, linguistic expression can be understandable. at glance, the above conversation has no related meaning between lo’s and in’s utterances, yet based on the context it can be seen that lo asked in to sell the remaining coupons on sentence [1] which then replied by in by commanding back with indirect strategy. lo is a woman while in is a man. refusal utterances on the above conversation can be found in sentences [2] and [4]. the refusal meaning is marked by the use of words nyanda’, nda, dan te; all of the words were not used independently. the use of negation words on each refusal utterances is more meaningful if the words are used together with the other words in order to formulate specific speech acts of refusal. based on the background context, by using an indirect strategy, the declarative form of ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2020) 27-46 41 directive speech acts in academic discourse: ethnography of communication from gender perspective in higher education the sentence is meant as a prohibition against the speech partner. d) indirect strategy in directive speech acts of refusal in malayan bugis refusal can be expressed by both direct and indirect utterances. direct utterance is an utterance with literal meaning (halim and razak, 2014: 21). for example declarative utterance is used to give information, imperative utterance to command, while interrogative utterance to ask question. meanwhile, indirect strategy is used to express contextual meaning. for example, interrogative utterance to express command, declarative utterance to refuse, and the others. the following is an example of indirect strategy used by female graduate to refuse the interlocutor. table 9. direct strategy in directive speech acts of command in malayan bugis no lo-in strategy form bahasa indonesia english [1] lo jam berapa selesai? kutunggu maki nah? jam berapa selesai? saya tunggu saja ya? ‘what time you finish?’ ‘i’ll wait for you, ok? [2] in (female) sampe sore ka masuk, tapi iyee nanti saya liat dulu bemana bisajie tidak. sampai sore saya masuk, tapi nanti saya lihat dulu bagaimana bisakah tidak. ‘i’ve class till late afternoon. later i’ll call you, if i can or cannot go with you, ok?’ context the interlocutor refuses the locutor’s invitation by giving a statement. code stl/f.plk/13.03.17/02 contextually, there is refusal utterance on data [9.2]. although the meaning is refusal, there is the use of bugis honorified vocatives as politeness markers to the interlocutor. viewed from socio-cultural factor, it can be concluded that participants with the same social status and ethnicity can be the underlying reason in using indirect strategies (göҫtü & kir: 2014). imai, kanero, and masuda (2016: 70-71) state that language use is affected by the existing culture, and culture changes. culture and language affect the way ones’ word choice. based on social distance and social status, the level of intimacy between the locutor and interlocutor can be seen marked by the used of word ‘iye’ which means yes which is stated by older people to the younger or just simply the way to make the conversation intimate regardless the refusal uttered previously. this strategy is used to maintain the interlocutor’s feeling by considering the existing culture. since the situation is not formal, the graduate tends to use word nda’ instead of tidak which both mean ‘no.’ this tendency shows how marker nyada’ dan nda’ is used in speech acts of refusal. besides, there is also the use of honorified vocative ki which means we, with higher social sense, used to respect the interlocutor though in refusal context. besides, contextual topic and participants affect the speech acts of refusal chosen by the graduate. vol. 2 (1) (2020) 27-46 ijolae | p-issn 2655-920x, e-issn 2656-2804 42 directive speech acts in academic discourse: ethnography of communication from gender perspective in higher education e) indirect strategy in directive speech acts of prohibition in malayan manado below is one of directive speech acts of prohibition in malayan manado used among graduates. the meaning was uttered indirectly. some examples of languages in developing countries are also related to the phenomenon of the use of local languages associated with politeness studios in egypt, one of which is in the collection of ancient letters that have been for centuries related to the use of politeness in social relations, relationships between speech partners, academics, both directly and indirectly (ridealgh, 2016, 245). the study of politeness phenomena in late egyptian is in its infancy, and like the majority of languages under review in this edition, brown and levinson’s framework plays a fundamental role in analyzing examples of so-called ‘politeness’ because it offers the most complete assessment of interpersonal communicative acts. when dealing with a largely fragmented and interrupted dataset, it is not possible to apply other theories of politeness, such as the common sense approach voiced. below this is one form of indirect speech acts in the teaching-learning process in the classroom by considering the politeness scale. prohibition meaning is marked by statement odo, gaga nga pe suara e mar lebe bae ba diam which means that the interlocutor’s voice is good. however, contextually, the use of indirect strategy makes the declarative sentence become a prohibition for the interlocutor to stop talking by adding mar lebe bagus leh badiam ‘better you keep silent’. this means that the interlocutor’s voice disturb her during a final exam. the reason why the locutor made an implied prohibition because the locutor is woman and the interlocutor is man. directive speech acts of prohibition used by woman is expressed cynically with blantant diction. the use of cynical expression was not used directly to quip instead to build conducive situation between them in order to achieve successful communication and did not disturb the others during a final exam (filippova, 2015: 209; hassan, z.m, 2014). the use of honorifics in the bugis malay language proves that the use of regional languages is influenced by age and who the speech partner is. the use of regional languages is used to show respect by students for lecturers. previously, the form of politeness was first used by lecturers towards students by using indirect speech in the command. the age factor becomes the choice factor why local languages are used. if the speakers are peers. then the choice of the form of regional languages used can be iyo (yes) in the kaili and malay manado languages or it can even be in the form of murmurs, for example in the form of lingual expressions that are ok or good. in addition, these things can also be known social groups, gender, age, ethnicity and social groups of speakers and speech partners. from the way of speaking someone can be known where someone came from, and where his ethnicity. no matter how far the changes in cultural outcomes will not change the existence of language (hitchocock, 2017). the existence of language changes is influenced by many factors in a very fast vulnerable time. in the practical level, to understand this culture requires an emphasis on understanding relating to the ability to capture words and the ability to compose sentences, the ability to understand others, the ability to understand one's own emotions, and the ability to describe a concept of language. the ijolae | p-issn 2655-920x, e-issn 2656-2804 vol. 2 (1) (2020) 27-46 43 directive speech acts in academic discourse: ethnography of communication from gender perspective in higher education goal is that students can perceive the environment and express the concepts of language and culture in communication (ismadi, 2019). table 10. direct strategy in directive speech acts of command in malayan bugis no lo-in strategy form bahasa indonesia english [1] loc1 (female) odo, gaga nga pe suara e mar lebe bagus leh badiam. te bisa torang konsen ko bikin. wah, bagus kamu punya suara ya tetapi lebih bagus sepertinya berdiam. tidak bisa kami konsen kamu buat oh oh, your voice is good, but better if you keep silent. we cannot concentrate, you’re too noisy. [2] in (male) iyo fitri, te bisa sekali ba sedu. iya fitri, tidak bisa sekali bercanda. ‘yeah fitri. can you be not so serious for a while?’ [3] lo (female) akbar, kau sudah? akbar, sudah kamu? akbar, you’ve finished (your task)? in (male) iyo te lagi. iya tidak lagi (noisy) ok fine, no more pt2 (lecturer) ba ribut kamu. kumpul sekarang! you’re so noisy, submit (the tasks) now! context uttered by a female graduate to her male friend who feels disturbed by his noise during a final exam. code stl/f.lrg/23.01.17/01 on the other hand, in any society there are various dialects. inter-language or interdialect allows competition in the effort to occupy a special place in a particular society. if the socially diverse society is a political and geographical unit, language problems will arise. this language problem certainly involves the speech community. this diversity can also be found in india with india in the national language hindi, although it has an alternative national language, namely english. however, hindi was also established as the official language in the states of himachal pradesh, delhi, haryana, uttar pradesh, chandigarh, bihar, madhya pradesh and rajashtan. in addition, indo-aryan groups, such as bengali, gujarati, marathi, punjabi, have on their own languages. also dravidian groups, such as telugu, tamil and malayalam. in this context, regional languages can be a bridge to get to know the culture and society in the area. in addition, learning also has the potential to teach elements (absorption words, formations) in local languages. indian languages and one dialect, namely manipuri, assamese and bengali and the kakching dialect of manipu indian languages and one dialect, namely manipuri, assamese and bengali and the kakching dialect of manipuri. these languages are widely spoken across the north eastern region of india. the overall vol. 2 (1) (2020) 27-46 ijolae | p-issn 2655-920x, e-issn 2656-2804 44 directive speech acts in academic discourse: ethnography of communication from gender perspective in higher education phone recognition accuracies (dutta & singh, 2017, 1-2). 4. conclusion there are both direct and indirect strategies used in central sulawesi higher education. in communicating by using the strategies, local languages such as kaili, malayan bugis, and malayan manado are used. by using the communication strategies, the researchers find out three most used local languages. those spoken languages are used by people in palu specifically in academic context. the local languages forms used are reflected on the use of directive speech acts strategies: (1) the use of directive speech acts strategy of request in kaili is indicated by the use of kaili pronoun such as totuamo; komiu (elder: person) and the use of nadoyo that means outstanding (the real meaning is ‘wrong’ or ‘fool’), (2) directive speech acts strategy of suggestion in malayan bugis is marked by the use of suggestion in the form of verbs such as lebbirengngi that means better, vocative ndi’ that means younger sister or brother, and vocative canti’ that means beautiful or sweety. those are used to show politeness and intimacy. another strategy is (3) commanding in malayan bugis directive speech acts strategy. it is shown by the use of -ka’ and pronoun ta to be more appropriate even though –ko can be used in communicating with the people at the same age. suggesting in bugis direct strategy form found in the research is the use of lebbirengngi, (4) refusing in melayu manado directive speech acts is marked by the existence of the word nyanda’ and jang that means prevention. the indirect strategies are (1) requesting in melayu manado indirect strategy in the form of question is indicated indirect utterance apa katu’ depe nama? which means what is the name of it? 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(2010). virtual classroom site in french written expression lesson: a practice sample. procedia social and behavioral sciences 2(2010) 446-470. http://ojs.academypublisher.com/index microsoft word 6. layout hernawan 19432-60803-1-ed proofread.doc indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 257-271 257 education application testing perspective to empower students’ higher order thinking skills related to the concept of adaptive learning media education application testing perspective to empower students' higher order thinking skills related to the concept of adaptive learning media hernawan sulistyanto1, sofyan anif2, sutama3, sabar narimo4, anam sutopo5, muhammad izzul haq6, gamal abdul nasir zakaria7 1-5faculty of teacher training and education, universitas muhammadiyah surakarta, indonesia 6faculty of arts, mcgill university, canada 7sultan hasanal bolkiah institute of education, universiti brunei darussalam, brunei darussalam doi: 10.23917/ijolae.v4i3.19432 received: august 3rd, 2022. revised: august 25th, 2022. accepted: september 2nd, 2022 available online: september 5th, 2022. published regularly: september 1st, 2022 abstract this article aims at arguing for the importance of the testing step when designing an educational application by taking a case study from the development of adaptive learning media. the media contains a set of instruments that are specifically built to empower students' critical thinking skills. three aspects that are considered in testing this educational application are application validity at each stage of system development, measurement of the final system feasibility test for user needs, and system implementation by running learning media on the test sample. implementation of testing on application products is carried out according to system requirements and models. the existence of the characteristics of adaptive media and the diversity of menus in the application implies the importance of doing a lot of improvisation when carrying out tests, such as determining the right test cases, choosing the appropriate test model and method, determining a suitable test environment, and considering several other aspects aimed at optimizing test results. obtained in order to ensure the quality of learning media products. this study analyzed the test data using likert scale as an interpretation of the results of the validation assessment from the experts by referring to certain perceived standards of assessment. meanwhile, the analysis of the data from the feasibility test results from a sample of 20 students using the system usability scale (sus) instrument. the technique to test the effectiveness was using a pretest-posttest control group design with a sample of 98 students. parametric/non-parametric data analysis was then applied to analyze the data on the results of testing the effectiveness or efficacy of adaptive media products in improving students' higher order thinking skills (hots). based on the testing steps applied to the application of adaptive learning media, the results obtained that the product was considered feasible and effective in empowering students' hots. the study concludes that the educational application testing that has been carried out is able to provide an objective and independent view of the application of adaptive learning media which will be useful in operational functions to understand the level of effectiveness in its implementation before being widely used in learning. keywords: adaptive learning media, education application, hots, measurement, system development corresponding author: hernawan sulistyanto, faculty of teacher training and education, universitas muhammadiyah surakarta email: hernawan.sulistyanto@ums.ac.id 1. introduction educational application testing is an indepth investigation carried out to obtain information about the quality of a learning media product being tested (maulana, a., et. all., 2020). the increased visibility of educational applications as system elements and the "costs" arising from application failures indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 257-271 258 education application testing perspective to empower students high order thinking skills related to the concept of adaptive learning media have motivated good planning through careful and accurate testing. this makes testing educational applications an important stage in the development of learning media. the reasons why testing is necessary are application developers are not good enough programmers; application developers may not be able to concentrate specifically on avoiding mistakes; application developers sometimes forget to use structured programming in full; application developers are sometimes bad at doing things; and application developers must can distinguish what other developers or users are saying and what they really think (schwan et al., 2018). currently, learning aids are being developed in the form of information technologybased learning media (afandi et al., 2018) (seechaliao, 2017). various advanced concepts and algorithms have been implanted as the embodiment of learning applications that follow today's technological developments. therefore, it is important to adhere to the correct testing rules in maintaining the quality of the resulting media products. testing can be done by evaluating the application configuration consisting of requirements specifications, design descriptions and the resulting program (kurniawan, d., et. all., 2022) (purmadi & surjono, 2016). the evaluation results are then compared with the expected test results. if errors are found, the application must be repaired and then tested again. so, basically testing activities can be considered destructive rather than constructive. however, the importance of testing the application of learning media and its implications for quality cannot be overemphasized because it involves a series of production activities where the chances of human error can be very large. therefore, the development of educational applications should be accompanied by quality assurance activities (bedjou et al., 2015). one of the products produced in this research is adaptive learning media. the adaptive concept is pinned to describe the media's intelligence in adjusting the presentation of material according to the character of student learning. in this article, it will be explained how the form of testing that has been carried out during research in the implementation of learning media validation, measuring application feasibility, and evaluating product effectiveness in hots empowerment. 2. method this study includes two main aspects, namely empirical studies and practice testing steps in the development of adaptive learning media. the study presented in this article is the result of a study of several literature sources, both printed and electronic. sources include primary and secondary sources that were studied empirically and descriptively. furthermore, the testing steps were thoroughly practiced in the development of adaptive learning media based on the identification of student learning characters. the learning media development method used research and development (r&d) (kusuma et al., 2017) with the appropriate luther development model (sulistyanto, h. et al., 2019). by following the steps in the r&d method, testing was carried out. testing activities consisted of two stages of the r&d method, namely the development stage consisting of validation and feasibility testing of product drafts and the testing stage called the application effectiveness test step. in the feasibility test, the product draft was evaluated three times to nine students to study the products and assess the performance of the products for improvement s. in the feasibility test, suggestions for improvement were obtained for the product draft for revision before beng developed further. feasibility tests were also conducted by referring to the standard software application design testing using the system usability scale (sus) model (sauro, 2011). the feasibility test was conducted by 20 students as suggested by roscoe (sugiyono, 2017). the validation and feasibility test steps at the development stage are conducted with the following procedures (jingyun & takahiko, 2015): (1) determining the test targets and product draft test subjects, namely learning technology experts, media experts, learning indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 257-271 259 education application testing perspective to empower students’ higher order thinking skills related to the concept of adaptive learning media style experts, and student users. experts are asked to provide input related to the design of adaptive learning media, namely several main aspects of learning media and the truth and accuracy of content management that is developed in accordance with existing indicators; (2) the validation test was carried out by two graphic design experts for application media, linguists, learning style experts, and learning technology experts. the product was handed over to experts to provide reviews in the form of suggestions and input based on their expertise (wang & mendori, 2016). the results were analyzed and then used as the basis for conducting initial revisions before proceeding to the feasibility test and implementation in the field; (3) conduct a feasibility test by involving 20 students in the first feasibility test. this test aimed at determining the feasibility of using the product. based on the suggestions, inputs, and improvements, the results of the analysis of this activity became the basis for conducting the final revision. the second and third feasibility tests were conducted in small groups of five students as a descriptive and meaningful test of the feasibility of media products before field testing; (4) the evaluation process was also carried out by teachers and students as respondents after using media products. the effectiveness evaluation was conducted in the form of pre-test and posttest to measure students' understanding ability or cognitive learning outcomes. the effectiveness analysis technique employed a pretest-posttest control group design research design as described in table 1 below. table 1. design of application media product testing group pre-test treatment post-test re t1 x t2 rc t3 t4 r : experimental and control groups taken by random clusters t1, t3 : pre-test x : treatment with product t2, t4 : post-test (leow & neo, 2014) in testing the effectiveness of the product used a population of all students. a sample of 98 students was taken by using cluster random sampling method to determine which students were members of the experimental class and the control class. the form of the developed application product is shown by the system diagram in figure 1 below. figure 1. developed application product indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 257-271 260 education application testing perspective to empower students high order thinking skills related to the concept of adaptive learning media 3. results and discussion the benchmark used to judge that the test is good according to pressman (2010) and sommerville (2011) is that the test has a high probability of finding errors. for this to happen, testers must understand how the app can fail. each test conducted must have a different purpose. furthermore, the test conducted is the best type of test. testing is possible in several ways. the test used was the one having the greatest probability of uncovering all categories of errors (with the least amount of time and effort). so, the test was complex. product draft validation was a process to assess whether the developed product draft in accordance with the existing theoretical requirements. this validation was rational, as it was based on facts in the field. the interpretation of the validation assessment category for learning media products in this study fell into the following scale (wu & leung, 2017): 0%-20% : strongly unvalidated 21%-40% : unvalidated 41%-60% : fairly validated 61%-80% : validated 81%-100% : strongly validated the product drafts were in the form of adaptive application media, model guides, lecturer guides, and student guides validated by experts. experts who validated the media applications were those with the division of the field of validation as shown in table 2 below. table 2. list of validation fields on adaptive media applications num validation fields number of validators 1 adaptive media learning concept 2 experts 2 learning technologies 2 experts 3 app design and graphics 2 experts 4 determination of learning style preferences 2 experts 5 model guides and learning modules 2 experts 6 implementation of the learning concept 2 experts table 3. the results of the validation of the adaptive media learning model num aspects interpretation index (%) 1 syntax 87,50 2 social system 87,50 3 reaction principle 75,00 4 support system 75,00 5 learning impact 87,50 interpretation index average 82,50 the summary of expert validation on the concept of adaptive learning media syntax is shown in table 3. the results of expert validation obtained an average value of 82.50% interpretation which means the concept of the adaptive learning media model is very feasible. the syntax of the adaptive learning media is considered to have clear, systematic, logical stages, and can be used to measure critical and creative thinking skills. students were judged to be able to formulate answers in their own words, motivated to ask questions and active in debate when applying the model. the model is considered capable of providing opportunities for students to take the initiative, be responsive, innovative, communicative and respectful of each other. the model is also equipped with learning tools in the form of modules that are considered good by experts. students as targets of model application, can understand the material, are able to work together, and empower critical thinking skills as the instructional impact of model application. experts assess this adaptive learning model can provide an accompaniment impact, namely fa indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 257-271 261 education application testing perspective to empower students’ higher order thinking skills related to the concept of adaptive learning media miliarizing students in solving problems actively and establishing good communication between students so that in the end it can empower critical thinking skills. the advice given by the expert is that the support system is better with a little more detail. the summary of expert validation or learning technology experts on adaptive learning applications can be seen in table 4 below. table 4. summary of validation results by learning technology experts num aspects number of indicators interpretation index (%) 1 teaching materials 4 indicators 81,25 2 learning process 3 indicators 91,67 3 assessments 4 indicators 81,25 4 learning support activities 3 indicators 91,67 5 materials for increasing student competence 5 indicators 85,00 interpretation index average 86,00 table 4 presents information on the results of the assessment of two learning technology experts with an average index of interpretation of 86.00%. based on the rating scale category, it can be seen that the two learning technology experts considered it very feasible to draft an adaptive learning application product that was developed to be piloted. suggestions and inputs given by learning technology experts 1 and 2 can be concluded as follows: 1) in general, the material presented needs to be slightly improved on the depth and breadth of the material. 2) in the aspect of assessment, a more even distribution of material is needed; 3) need to clarify the description of indicators and try to add or adjust the time allocation. 4) the suitability of the question with the make elaboration problem aspect is slightly clarified. furthermore, a summary of the validation of the application design and graphic experts is shown in table 5 below. table 5 provides information on the results of the assessment of two design and graphic software application experts with an average interpretation index of 83.13%. table 5. summary of validation results by design and application graphic design experts num aspects number of indicators grade point average 1 organization 4 indicators 87,50 2 attractiveness 2 indicators 87,5 3 font shape and size 3 indicators 91,67 4 space (blank space) 1 indicator 100 5 consistency 3 indicators 79,17 6 image/video/text presentation 5 indicators 92,50 7 language 2 indicators 81,25 interpretation index average 83,13 based on the rating scale category, it can be seen that both design and graphic experts rated it very feasible for the draft adaptive learning application to be developed. suggestions for improvement from design and graphic experts include improvements to: 1) arrangement of manuscripts, pictures, illustrations to make them easier to understand; 2) content needs to pay attention to free space; 3) consistency of letter shape and font size on each page from beginning to end: 4) linguistic aspects of the sentences used are made more flexible so that they are easy to understand; 5) management of free space in each view is optimized with appropriate content. data analysis of respondents' responses in the first feasibility test used a standard indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 257-271 262 education application testing perspective to empower students high order thinking skills related to the concept of adaptive learning media instrument of web application feasibility test, namely the system usability scale (sus) (martins et al., 2015). the summary of the data analysis of the feasibility test results is shown in table 6 below. table 6. summary of the results of the first feasibility response with sus number of respondents score result count (sh) value (sh x 2,5) 40 1242 3105 average 77,625 through the calculation process according to the sus rules in (sauro, 2011) above, the final result of the average feasibility score is 77.625 as shown in table 6. figure 2. categories of sus assessment results (sauro, 2011) based on figure 2, it can finally be determined that the average respondent's feasibility test results are worth 77.625 which is greater than the sus average value of 68. these results indicate that there is no problem with the application made. based on figure 2, the value of 77.625 is in the good rating domain, class c scale, and at an acceptable interval. this shows that the application of adaptive learning media is feasible and can be used in learning. the next stage is testing the effectiveness of adaptive learning media. the first step is to test the balance between the experimental class and the control class. the data used are the results of the pre-test scores of the two groups. because the results of the prerequisite analysis found that the data were not normally distributed, the non-parametric wilcoxon signed rank test (paired test) and mann whitney u test (unpaired test) were used (vong & kaewurai, 2017). the results of the analysis are shown in table 7 below. table 7 the results of the analysis of the balance test between experimental and control groups test statistics pretest mann-whitney u 1118.500 wilcoxon w 2393.500 z -.920 asymp. sig. (2-tailed) .358 a. grouping variable: group based on the results of the nonparametric analysis as presented in table 7, the comparison of student scores in the experimental group and the control group obtained a pre-test score with had a significance value of 0.358. as the value of sig = 0.358 > 0.05, it can be concluded that there is no significant difference between the experimental group and the control group. this means that in the two groups there is no difference in initial ability before the treatment in the experimental group. the test results using the wilcoxon signed rank test is shown in table 8 below. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 257-271 263 education application testing perspective to empower students’ higher order thinking skills related to the concept of adaptive learning media table 8. results of non-parametric analysis of wilcoxon signed rank test on the experimental and control groups test statistics pretest experiment posttest experiment pretest control-posttest control z -6.186b -6.197b asymp. sig. (2-tailed) .000 .000 a. wilcoxon signed ranks test b. based on negative ranks. based on the results of the nonparametric analysis of the wilcoxon signed rank test as presented in table 8 above, the comparison of the pre-test and post-test scores in the experimental group was 0.000. because the value of sig = 0.000 < 0.05, the difference between the pre-test and post-test mean values in the experimental group was significant. meanwhile, the comparison of pre-test and post-test scores in the control group was also 0.000. because the value of sig = 0.000 < 0.05, the difference in the average value between the pretest and post-test in the control group was significant. it suggested that both in the experimental group and the control group, the pretest and posttest scores were different. this means that based on the pre-test to post-test scores, students from both groups had the same ability to change furthermore, the results of the test on the post-test scores between the two groups are shown in table 4.35 below. based on table 4.35, the significance = 0.000 <0.05 so it means that the results of the post-test scores between the two groups have differences due to the treatment in the experimental group, namely learning using applications. table 9. results of the analysis of post-test scores between experimental and control groups test statistics post-test mann-whitney u 34.000 wilcoxon w 1309.000 z -8.425 asymp. sig. (2-tailed) .000 a. grouping variable: group the analysis was also conducted on the increase in the difference between the results of the pre-test and post-test (gain) as an indicator of the effectiveness of adaptive media used in learning. the description of the gain score is shown in table 10 below. table 10. the results of the descriptive analysis of the gain scores of the two groups' test results num group gain score (%) min max average 1 control 40,91 73,68 55,11 2 experiment 68,00 95,83 86,05 in accordance with the interpretation category (hake, 1999) the average gain score obtained in the control class is 55.11%, so belongs to less effective. while in the experimental class, the score of 86.05% belongs to the effective category. the description of the gain score per aspect of the hots is shown in table 11 below. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 257-271 264 education application testing perspective to empower students high order thinking skills related to the concept of adaptive learning media table 11. description of the gain score on the aspect of critical thinking skills group hots aspects interpretation inference explanation analysis evaluation self-regulation experiment 93.18 76,74 96,33 97,87 63,01 98,13 control 65,90 44,52 71,68 64,83 36,91 66,34 the gain score obtained in the hots aspect in the control class has a range between 36.91% to 71.68% with an average of 58.37% in the sufficient category. meanwhile, for the experimental class, the gain scores ranged from 63.01% to 98.13% with an average of 87.54% in the effective category. the conclusion obtained is that in the hots aspect the increase in gain score in the experimental class is greater than the control class which indicates that adaptive learning media is effective in empowering students' hots. educational application testing is the process of running and evaluating learning media software manually or automatically to assess whether the application meets the requirements or not (khodadi & abadeh, 2016) (clune and rood, 2011) (yoshii & nakajima, 2012) (nakagawa and maldonado, 2011). in short, testing is an activity to find and determine the difference between the expected results and the actual results. application tests follows the building of applications from abstract concepts of user needs. the purpose of testing is to "disassemble" applications built. according to (chang et al., 2015), jin and xue (2011) and kumamoto et al. (2010) testing intends to find errors in the application compiler program and evaluate its quality. the purpose of application testing according to (xie et al., 2015) is to assess whether the application developed has met user needs, assess whether the application development stages are in accordance with the methodology used, and make documentation of test results that inform the suitability of the application product assessed to the existing. the data collected during the test gave a good indication of the overall reliability and quality of the application. according to pressman (2010), application program testing has several important objectives, namely (1) testing is carried out with the intention of finding errors; (2) test success is the ability to find errors that have never been found before; and (3) a good test case is a test case that has a high probability of finding errors that have never been found before. objectivity in testing can be achieved if there are several actors involved during the test, including according to lamas et al. (2013) namely the customer (the team that contracts the application developer), the user (the group that will use the application), the application developer (the team that builds the application), and the application testing team (a special team assigned to test the functionality in the software application). in addition, it should always be based on the principle that testing can be traced to customer needs, testing should be planned before testing, testing should start with small results and then move on to larger things, over-testing will not be possible, and testing should be carried out by a third party (baoling et al., 2020) (jiang and lu, 2012) (lemos et al., 2011). the implementation of learning media application testing usually matches to the development methodology used. reza (2010) and sommerville (2011) stated that testing is done after the programming stage but testing planning has been conducted from the analysis stage. overall, the stages in testing include determining what will be measured, how the test will be conducted, building a test case, which is a set of data or situations that will be used in testing, then determining the expected results or actual results, running the case. test and compare the test results with the expected results. the analysis phase emphasizes the validation of user requirements to ensure that the requirements have been correctly defined. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 257-271 265 education application testing perspective to empower students’ higher order thinking skills related to the concept of adaptive learning media the purpose of testing at this stage is to obtain a feasible requirement and to ascertain whether the need is formulated properly. the testing factors conducted at the analysis stage are requirements related to the methodology, determining functional specifications, determining usability specifications, determining portability requirements, and determining system interfaces. design phase testing aims to evaluate the structure of the software that comes from the needs. general needs are dissected into more specific forms. the testing factors conducted at the design stage are design related to requirements, suitability of design with methodology and theory, design portability, design maintenance, correctness of design related to function and data flow, and completeness of interface design. testing at the implementation stage is a test of the units made before being integrated into the overall application. the testing factors conducted at this stage are data integrity control, program correctness, ease of use, and development of operating procedures. referring to wen-hong and xin (2010), engineered products can be assessed by: (1) knowing the specific function that the product is designed to perform. tests are conducted to ensure that each function is fully operational and to find faults in each function; (2) know the internal work to ensure that the internal components work according to specifications. so, in this case there are two types of test cases. first, to demonstrate knowledge of the specific function of the product designed, testing can be conducted to assess whether each function is running as expected. second, to gain knowledge of how the product works, testing can be done to show how the product works in detail according to its specifications. there are two kinds of test case approaches, namely white-box and black-box. the white-box approach is a test to show how the product works in detail according to its specifications (lei & jiang, 2010) (jiang, 2012) (pressman, 2010). the logical path of the application builder software will be tested by providing test cases that will work on a certain set of conditions and loops. using this method will obtain test cases that ensure that all independent paths in a model have been used at least once. the use of logical decisions on the right and wrong sides, execution of all loops within the constraints and constraints of engineer operations, and use of internal data structures to guarantee its validity. at first glance, it can be concluded that the white box testing approach leads to getting the program 100% correct. the blackbox approach is a testing approach to find out whether all software functions have been running well in accordance with the functional requirements set (jiang, 2012) (pressman, 2010). this test case aims to show the function of the software that composes the application on how to operate it. this testing technique focuses on the application information domain, namely conducting test cases by partitioning the program input and output domains. the black box method allows the application engineer to derive a set of input conditions that fully utilizes all the functional requirements for a program. this test attempts to find errors in the categories of incorrect or missing functions, interface errors, errors in data structures or external database access, performance errors, and initialization errors and errors. application testing is one element of a broader topic often referred to as verification and validation. verification is a collection of activities that ensure that a software application performs its function. while validation is a collection of various activities that ensure that the application built can meet customer needs. or in other words, verification is "are the products we make right?" and validation is “are we really making the product?”. validation testing is carried out after all errors are corrected. an indicator of the success of the validation test is if the functions that exist in the software are in accordance with what is expected by the user (setyaningsih, e., agustina, p., anif, s., ahmad, c., sofyan, i., saputra, a., salleh, w., shodiq, d., rahayu, s., & hidayat, 2022). if the application is made for the customer, acceptance test can be done thus allowing the customer to validate all the re indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 257-271 266 education application testing perspective to empower students high order thinking skills related to the concept of adaptive learning media quirements. this test is carried out so that customers can find more detailed errors and familiarize customers with understanding the applications that have been made. the form of testing that can be done is alpha and beta testing. alpha testing is done on the developer side by the customer (pressman, 2010). the app is deployed in a natural setting with the developer "looking" over the user's shoulder and recording all usage errors and issues. whereas beta testing is carried out on one or more customers by the end users of the application in a real environment. developers are usually absent on these tests. the customer records all problems (real or imaginary) encountered during testing and reports to the developer at certain time intervals (pressman, 2010). in the end the application product is combined with other system elements and then a series of validation tests are carried out. if the test fails or falls outside the scope of the system development cycle, the steps taken during design and testing can be improved. system testing is a series of different tests with the main objective of working on all elements of the system being developed. several types of system testing according to pressman (2010) include recovery testing, security testing, and stress testing. there are several other aspects in other perspectives that can be used as indicators of a good and optimal test implementation. as stated in the earlier section that the essence of testing is finding software defects and evaluating their quality (pressman, 2010) (sommerville, 2011) (gehring et al., 2017) (wu, 2010). in terms of quality, it is certainly not easy to justify the quality of an application product or not. the actual level of application product quality is inseparable from how the quality of the test is carried out. because quality is not a specific concept but an abstract measure, the user can only know and judge that quality is essentially related to the level of service or product and that level is determined from the level of customer satisfaction. judging from this, it is necessary to set quality standards. some possible references that can be used to measure the level of quality of application testing are in the form of the quality of the test case itself where application testing can have defects as well and this deficiency can affect the ability of the test to find "bugs". ". the next reference is the quality of the testing process whose stability depends on the test environment. next is the quality of the test results that can be seen from the test report, as well as the quality of the test clients, namely the report readers. they can immediately feel the effect of the test so that the quality assessment can be considered immediately. aspects second is the accuracy in choosing the test method and model. not always a method or model that produces good tests on an application will also be suitable for other applications. the selection of the right test method will certainly contribute to optimal test results. considerations that can be used in the selection of methods, among others, in terms of time, available manpower, as well as resources and equipment owned. those three aspects vary in the implementation of the test. collaborating several test techniques will certainly increase the reliability of the application being tested because it has passed more than one test case. application reliability can also be achieved by testing software that implements methods that have been proven to perform well, such as the bayesian method (xu et al., 2013) (cheng et al., 2010) or matrix transformation (yang et al., 2015) (yang et al., 2015) (yang et al., 2015). et al., 2011). the fourth aspect is basing the test on the application architecture. architectural design provides an overview of the form of the application body that contains components and their relationships. a good understanding of the architecture of an application will be extremely helpful in determining the appropriate test cases and test stages. architecture-based testing will also assist in deeper flaw detection and prevention. the fifth aspect is that each application test does not need to always create new and special test cases. there is a possibility that the implementation of testing an application is only hosted with other applications. this is possi indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 257-271 267 education application testing perspective to empower students’ higher order thinking skills related to the concept of adaptive learning media ble because the coupler application has actually generated certain actions automatically which could actually behave as test cases for the application under test. if this can be implemented, it will at least reduce the cost of designing new test cases. the learning application in the form of adaptive learning media developed in this study has received a proper assessment from experts, both learning technology experts, software design experts, linguists, and media users according to what was conveyed by (wang & mendori, 2016) regarding the important factors of test the validity and reliability of a product to determine its feasibility. one of the efforts in quality assurance in the development of this application is at the feasibility trial stage carried out three times with the aim of ensuring that media development and the availability of features in the application are in accordance with the needs desired by the user. the results of the first feasibility test managed to capture a lot of suggestions from potential users. after making a number of improvements in accordance with the input suggestions, it is continued with the second trial. a number of suggestions and inputs were also resubmitted by potential users, but the quantity of suggestions submitted was much less than the suggestions in the first feasibility test. after making improvements according to the input suggestions from the second feasibility test, the third trial was then reapplied. the results of this third trial leave suggestions related to the appearance of the application design to improve the adaptive learning application accepted by potential users. in addition, some instruments used in the implementation of this application development research were valid and reliable based on the validity and reliability tests. finally, it can continue until the stage of testing the effectiveness of the developed media. furthermore, the testing process of the effectiveness of adaptive learning applications was conducted using pre-test and posttest designs in the experimental and control groups (kashani-vahid et al., 2017). in the experimental group, the learning process was carried out using adaptive learning applications, while in the control group the learning method was used by giving modules and notes. the stage of testing the effectiveness was carried out with a series of pre-test and post-test in the form of ten essay questions sourced from the subject matter. data. the problem description contains aspects of the hots assessment from facione in (seventika et al., 2018). after the analysis, it is known that there is an incredibly significant difference in results where the experimental group using adaptive media in general is better at increasing the average post-test results compared to the module and note user group. analysis was also conducted on every aspect of critical thinking skills by comparing the gain scores between the experimental and control classes. the increase in the critical hots gain score of the experimental group compared to the control group in aspects of interpretation 93.18 (65.90), inference 76.74 (44.52), explanation 96.33 (71.68), analysis 97.87 (64, 83), evaluation 63.01 (36.91), and self-regulation 98.13 (66.34). the overall results show that in the hots aspects the experimental group gets a better gain score in the high category, while in the control class it is in the medium category. the results achieved are in accordance with the research submitted by (nagao & nagao, 2019); (drissi & amirat, 2016); (bimba et al., 2017); (tsortanidou et al., 2017) that hots can be empowered or improved by providing learning media that are in accordance with the character of the learning style and needs of students. 4. conclusion the main goal of application testing is to ensure the product quality of the resulting learning media. there are many parameters that influence to produce quality learning media application products, among others, related to how the environment is during testing, the selection of cases and testing methods, as well as the approach used. other aspects that contribute to application testing so as to obtain optimal test results include indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 257-271 268 education application testing perspective to empower students high order thinking skills related to the concept of adaptive learning media justification in terms of quality from many points of view, accuracy in determining the method and model of the test form, variations in collaborating test techniques, ignoring the form of testing. application architecture, and the possibility of combining (hosting) tests on other applications. in this study, testing steps have been applied carefully following strict testing rules. based on the analysis of the test results, it can be concluded that adaptive learning media is able to empower students' hots with good assessment scores. with the findings from this study, it is expected that all educational application designers always prioritize testing techniques and procedures to ensure the production of quality application products. 5. references afandi, a., sajidan, s., akhyar, m., & suryani, n. 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(2012). study of a conversational agent system encouraging “real” answers of individuals in a group of acquaintances. proceedings ieee 9th international conference on ubiquitous intelligence and computing and ieee 9th international conference on autonomic and trusted computing, uic-atc 2012, 143–150. https://doi.org/10.1109/uicatc.2012.124 microsoft word 3. layout djalal fuadi_edit 5 jan 2021.docx indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 96-113 96 self-governance: internationalization management of distinctive higher education towards the world class university self-governance: internationalization management of distinctive higher education towards the world class university djalal fuadi1, harsono2, muhammad fahmi johan syah3, agus susilo4, samsudin suhaili5, budi wahyono6 1-4faculty of teacher training and education, universitas muhammadiyah surakarta, indonesia 5fakulti sains kemanusiaan, universiti pendidikan sultan idris, malaysia 6graduate school of east asian studies, yamaguchi university, japan doi: 10.23917/ijolae.v3i2.11754 received: august 22nd, 2020. revised: december 19th, 2020. accepted: december 23rd, 2020. available online: january 11st, 2021. published regularly: may 1st, 2021. abstract the purpose of this study is to describe the management of the internationalization process of higher education in the form of self-governance, strategic plans (vision, mission, and objectives), institutional management, curriculum and learning processes, and quality assurance. the research applied a qualitative approach. the scope of the research is limited to the policy/ legal framework for managing the internationalization of higher education at three islamic universities in yogyakarta, comprising the state islamic university of sunan kalijaga yogyakarta, the islamic university of indonesia, and the muhammadiyah university of yogyakarta. the data collection was conducted through the techniques of; (1) participant observation, (2) in-depth interviews, and (3) document study. the data analyses used are (1) on-site data analysis and (2) cross-site data analysis. the results of the study showed that the process of self-governance towards higher education institutions with international competitiveness was divided into several stages, namely: determination of the vision, mission, and objectives; development of learning and curriculum which are equivalent to foreign universities; recruitment of foreign students and lecturers; and quality assurance that prioritizes technology, iso standards, orientation changes, and overall quality assurance. the self-governance accommodates the rapid change and unpredictable education situation due to many factors such as technology, social changes, society health issue, and disruption advanced education in pandemic era. in the context of tertiary management, distinctive competences in the future need to be adapted to distinctive management courtesy. for example, the internalization of speech acts according to local culture is one of the characteristics that can improve the sustainability of higher education. keywords: internationalization of higher education, advanced education, distinctive higher education, curriculum changes corresponding author: djalal fuadi, teacher training and education faculty, universitas muhammadyah surakarta, indonesia email: djalal.fuadi@ums.ac.id 1. introduction accessible high quality of higher education for all people in indonesia remains minimal (fadhil & sabic-el-rayess, 2021). besides, the obstacle encountered by the higher education itself is the difficulty of financing, thus burdensome to develop it into a highquality university. sakernas data (2004) show that 73% of d1 and d2 graduates, 83% of d3 graduates, and 82.4% of s1 graduates were unemployed. the data show a big discrepancy between the expectation of becoming a successful person and the reality of finding a job. a higher level of education does not equal to the ability to get (let alone create) a job. sakernas data also show that only 5.1% of d1 indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 96-113 97 self-governance: internationalization management of distinctive higher education towards the world class university and d2 graduates were able to open their own business, while 6.3 % of d3 graduates could open independent business, and only 5.8 % of s1 graduates managed to do so. besides, indonesian manpower based on the educational level as recorded in the official statistic news number 41/05/year xxii, 6 may 2019, as of february 2019 is: university as many as 12.61 million people or 9.75%; diploma i/ii/iii as many as 3.65 million people (2.82%); smk (vocational high school) as many as 14.63 million people (11.31%) and sma (high school) consisting of 23.10 million people (17.86%); smp (junior high school) with 22.97 million people (17.75%); and sd (elementary school) comprising under 52.40 million people or 40.51 %. education and health are components of the human development index (hdi). two components within aim to measure the country's ability to improve the lives of its citizens without the benefits of high income or fast economic growth. these two components have an important role in measuring the total hdi. the philippines has a lower hdi ranking compared to indonesia though its gni, life expectancy at birth, and years of schooling are lower than that of indonesia. by increasing the skills and knowledge, indonesian’s productivity can increase which in turn increases national productivity and indonesia's competitiveness. if they compete in the job market, the government can provide them more education and more opportunities in the exam test for skill enhancement (bernal & penney, 2019). the tendency to reform higher education governance has now become a world trend. in indonesia, the idea to perform higher education autonomy is driven by demands for democratization and autonomy in various sectors. the stipulation of the draft law on education legal entities (ruu bhp) in 2004 was promoted by the existence of the higher education long term strategy (helts 2010-2014), a new chapter in the education sector in indonesia, and a new direction for the journey of educational development in indonesia. one of the prog-rams is the structurization of higher education institutions that are robust, efficient, and accountable. however, in practice, the implementation of various education policies, especially in higher education, has been very slow and leaves many obstacles and problems such as the assessment implementation (stough et al., 2017). as a result of globalization, the development of higher education requires universities to internationalize and demands higher education management based on management that is innovative, the use of information technology, intelligence, globaloriented, and graduates and research works that can be adopted by the international community. determination of university rankings, either at the international level (world class university) or at the national or asean level through the ranking of the web of universities from various continents, has become a new trend in measuring the quality of higher education from various aspects and perspectives, including reputation that can be achieved unequivocally by universities. this trend not only forces universities to compete for earning the rankings but also for improving the quality and be recognized at the international level (lorenz, ramsey, & richey, 2018). the internationalization of higher education is a process involving the internationalization of the curriculum, administration and management, collabo-rative academic research, and student and lecturer exchanges (jun liu, zhongxin, 2011). internationalization is a process in which the government can better direct its readiness towards the globalization process (van der indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 96-113 98 self-governance: internationalization management of distinctive higher education towards the world class university wende, 2007). higher education must always be able to improve towards an international direction by allowing as many students as possible to foreign countries to take part in educational programs. in other words, using the internet to obtain some course material to various campuses and colleges in other countries. ‘internationalization is a process that governments can steer more readily than globalization …. in this sense, higher education has become increasingly international in the past decade as more and more students choose to study abroad, enroll in foreign educational programmes and institutions in their home country, or simply use the internet to take courses at colleges or universities in other countries.’ several countries have responded to various systems and developed institutions towards globalization by conditioning the system through national system reforms carried out by the state, especially in organization and institutional management aspects (oecd, 2009). to achieve a worldclass level, universities must do reformation so that they could report global competitiveness in the implementation of their education and the quality of the education process. in achieving world-class universities, universities remain independent in maintaining the existence of their local culture (indonesian values) into the world level education (global education). for instance, china, showing the success of higher education is the balance between the local culture and global expectation, according to li, sanders, & frenkel (2012). several universities in indonesia have acknowledged that position so that many universities, in the implementation of their education, have managed various international activities, ranging from cooperation, the opening of international classes and programs, various seminars and international studies, to student exchanges, offshore campuses, and double degree programs. three of the universities in yogyakarta have performed internatio-nalization program for their education. however, the strategies, operations, and pressure points of the internationalization programs of the three universities somehow show intriguing differences to be studied further. these changes correspond to higher education (he) reformed by scott p (2000). this is the result of a study from the perspective of world universities (pt) in making changes. these changes include: (1) higher education views, (2) organizational culture, (3) planning strategies, (4) allocation of financial resources, (5) financial mana-gement, (6) policies and committees, (7) personnel management, and (8) student management. good institutional management (good governance) can improve performance in various fields such as economy (albassam, 2019) and government institutions (klusá et al., 2018) as well as people's perceptions (novalinda, 2012). there are seven (7) principles of good governance, namely legitimacy, transparency, accountability, inclusiveness, justice, connectivity, and resilience (lockwood, 2010). however, (klusá et al., 2018) argued that government institutions are still unable to apply several principles, those are participation, responsiveness, and transparency due to various inhibiting factors. even so, other research shows that good governance can trigger anti-corruption and accountability activities within an institution (biswas, jana, arya, & ramamritham, 2019). the application of these principles entails obstacles, especially in the management of higher education in order to increase competitiveness at the international level. therefore, the concept of self gover-nance is a branch of the concept of good governance that can be implemented in universities as indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 96-113 99 self-governance: internationalization management of distinctive higher education towards the world class university public institutions (ifac, 2001). according to brunner (2011), success-ful higher education is those that can manage their own self-governance, which is in terms of management and institution to adapt to the development. strengthening self-governance can be done by establishing various committees that can accelerate performance in various subsections of the institution (busse, blümel, knieps, & bärnighausen, 2017; maher, maher, andersson, & andersson, 2000; mangunyi, 2011; mohammed, 2012). this concept is carried out at universities in indonesia through the concept of the legal entity of education which is now a public service agency. higher education institutions that have become public service agency (blu) are given the authority to manage their own finances with a variety of significant changes that allow higher education performance to be more flexible and accelerated. the implementation of good governance can improve the relationship between the institution and the government (azizah, abidin, & ahmad, 2007). the involvement of organizations implementing self-governance has increased the level of satisfaction with the performance of these institutions(lu, sajiki, & yagi, 2020). even so, implementing self-governance requires knowledge, willingness, and expertise from the institution to manage its own body for the sake of sustainability (busse et al., 2017). more than that, knowledge about how good governance implemented in indonesia is still quite low (thomas s. kaihatu, 2006). 2. method this research was conducted with a qualitative approach and the research design used case study, which is multi-site, as the settings studied have the same characteristics. the empirical material was produced through in-depth interviews with several actors involved in the conception and implementation of the internationalization and university independence policies. the empirical material in this study is related to the internationalization policy of higher education, the democratization of higher education, and the relationship between stakeholders in higher education governance. the scope of research is limited to the policy/legal framework for the governance of internationalization of higher education institutions, both state universities (ptn) and private universities (pts). the presence of researchers here was intended as an attempt to understand the meaning of events and interactions of people in certain situations. for that, we need order and appreciation of researchers directly to the subject in the field. the researcher in this case acts as a key instrument (bogdan & biklen, 1998). data sources used primary sources, comprising data sources that directly provide data to researchers, while secondary data sources used data sources that do not directly provide data, including other people, for instance, leaders of universities outside the three colleges of these research subjects or through documents, covering strategic plan (vision, mission, goals) of higher education and so on. the research informants were all university leaders and related ranks who understand and are directly involved with the problems being researched, including chancellor, vice chancellor for academic affairs, vice chancellor for administration and finance, vice chancellor for student affairs, vice chancellor for cooperation, head of public relations, head of academic administration bureau, head of general administration bureau, head of quality assurance center (qac), head of library, dean, head of study program, all lecturers, students, and guardians/parents of students. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 96-113 100 self-governance: internationalization management of distinctive higher education towards the world class university data collection was carried out using snowball sampling, a sampling used to obtain as much information as possible, but not for generalizations. obtaining information is very much influenced by the situation, subject, informant, and time. in this study, three data collection techniques were employed, namely participant observation, in-depth interviews, and document study (bogdan & biklen, 1998; nasution, 1996). data analysis is basically the process of systematically reviewing and compiling all interview transcripts, field notes, and other research materials (bogdan & biklen, 1998). data analysis consists of testing, categorizing, tabulating, or recombining empirical evidence to construct the initial propositions of a study (yin, 1984). the study used two types of data analysis: (1) on-site data analysis and (2) cross-site data analysis. to obtain valid findings and interpretations as well as guaranteed credibility, the presence of researchers at the research site needs to be tailored to the needs, for example, for the needs of in-depth observation, triangulation (using several sources, methods, researchers, and theories), peer discussions, negative case analysis, and tracking of the sustainability of the results. then, researchers check whether the findings can be transferred to another setting (transferability), is dependent on context (dependability), and whether or not the findings can be confirmed to the source (confirmability). data credibility checks were conducted using triangulation techniques, member checking, and peer discussion. the triangulation includes techniques and data collection triangulations, as well as data source triangulation. triangulation of data collection was completed by comparing data or information collected through other techniques. while triangulation of data sources was administered by asking the truth of certain data or information obtained from an informant to another informant. two techniques used in checking the data credibility are member checking and peer discussion. member checking was conducted by displaying data or information written in the format of field notes or interview transcripts, including the researchers' interpretation of the data to the informants so that those data can be commented on for approval or rejection, maybe even added or reduced. meanwhile, peer discussions were carried out by discussing data and findings in the field with one or more peers. peers invited to the discussion are colleagues with great attention to the research problem and have sufficient knowledge of the research method. the research stages were carried out as follows: first, data collection was conducted at each site. second, the data collected were studied, coded, and carried out by analyzing the categories evolving in the theme so that those would be developed into tentative conceptual findings. furthermore, thirdly, based on the conceptual findings, the analysis was carried out through comparisons and conceptual development. through these steps, it is expected that a more robust and abstractable conceptual findings could be obtained. to obtain the latest findings, a modified analytical induction method was employed as a way to develop and test a theory (bogdan & biklen, 1998). the induction method was done by following these steps: 1) at the beginning of the study, a raw definition and a certain phenomenon are developed; 2) leave definitions and explanations to apply until the collected data are obtained; 3) modify the definitions and explanations formulated; 4) searching for cases coming to mind that do not fit the formula; and 5) redefine the phenomenon by rearranging the explanation indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 96-113 101 self-governance: internationalization management of distinctive higher education towards the world class university until a complementary relationship is obtained. 3. result and discussion in the process of internationalization of higher education, the policies needs to be stated or raised declaratively in the vision of the university. vision is a series of sentences that state the ideals or dreams of an organization or institution to be achieved in the future. in other words, a vision is a statement of want to be of an organization or institution. these findings complement the theory that the international governance process needs to be defined in a mission declared in a statement and may use different terms. it is following the theory in the preparation of the vision, mission, and objec-tives of organizing the institution that, in order to carry out the vision and mission, it must be derived in the form of objectives described in detail and the three research sites have determined their goals that are not only declared at the national level but also at the international level. the quality policy is stated in the form of a document that contains definitions, concepts, objectives, strategies, various quality standards and/or derived quality standards, quality priorities, and objectives. quality guidelines (manual) are manuscripts/ documents/ books containing mechanisms for planning, implementing, controlling, and developing or improving quality standards, guidelines, or procedures/work instructions for internal stakeholders who will carry out the mechanism. this is per government regulation (pp no. 19 of 2005). however, the quality policy set by each site shows different characteristics, the focus of the quality policy was largely determined by the point of view and emphasis of 'quality' selected from each site but still directed at the international or global level. one instance is to be able to develop integration interconnection of islamic and scientific studies, to produce graduates with high competitiveness and noble character. the performance of the islamic university students needs to be improved (sedighi & mehrdad, 2014) even though the parents/guardians are satisfied with the respective islamic university (yeon, kamaruddin, harun, & kusumawardani, 2019). in terms of quality improvement, the emergence of financial institutions is encouraged to support (belabes, belouafi, & daoudi, 2015). governance arranged in the framework of the internationalization process of higher education needs to be outlined and elaborated in the form of a vision, mission, objectives and strategic plans, quality policies, and quality objectives; although the vision, mission, goals, and strategic plans used by universities have various directions and variations, as well as various target schedule for achievement. the research study obtained theoretical findings which were formulated into a proposition that the implementation of the internationalization of higher education needs to be stated in governance documents because it will be used as a guide towards achieving the objectives of the internationalization process. because the implementation of internationalization has very broad intersectoral links and a high level of integrity, as well as a very complex dimension, the internationalization program requires management by institutions/ fields/ offices/ units specifically, where this institution functions to manage international programs, handle international cooperation programs, ensure the implementation of effective, efficient as well as focused international cooperation, coordinate and develop international programs more broadly, manage cooperative activities involving foreign parties, implement new student admissions indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 96-113 102 self-governance: internationalization management of distinctive higher education towards the world class university (pmb), handle promotion programs, and is as the implementers of the international cooperation program. the establishment of this particular institution/ field/ office/ unit is to anticipate and fulfil the development needs of internationalization program activities which are increasingly ubiquitous and require special handling, in addition to the fact that the existing units are limited to authority and responsibility. this new unit was created as a refinement of the existing international office. the facts indicate that the internationalization process remains suffering some obstacles (metsola, leppäaho, & paavilainen-mäntymäki, 2020). the political issue may contribute to this situation (bamberger, morris, weinreb, yemini, & west, 2018). the curriculum and learning process developed in the context of internationalization at the international level are varied. this diversity includes the name of the course, the distribution of the course, the number of credits, as well as the syllabus and literature books in the learning process and administrative models. these complement and expand the theory that in the process of internationalization, one of the aspects that need to be developed is curriculum changes, in this case, curriculum internationalization. however, curriculum changes (curriculum internationalization) obviously depend on how the study program formulates policy. thus, these findings provide broader explanatory and forecasting power that governance formulated in the context of the internationalization process of higher education is described and fotified in the form of quality assurance. quality assurance used by universities at the international level is varied, as well as the process of building assurance. quality has different styles so that orientation changes in guarding quality assurance will also exhibit diversity. orientation changes in guarding quality assurances also have diversity due to some factors such as the policy (holm, sammalisto, & vuorisalo, 2015) and government ambiguity (capano, 2014). quality assurance is aimed at using information technology (it) as the main target, quality standards are built through iso standards, developed with the courage to recruit foreign lecturers and accept foreign students, competition policy is based on a global level with foreign universities, quality assurance starts with a change in orientation (mindset), which is a shifting from inward looking to outward looking by seizing the target to become world class university, and quality assurance is carried out with certain steps and strategies. the quality of higher education outcomes is expressed as the competitiveness of these outcomes in gaining recognition from the world of science at the international level. this quality is characterized, among others, by the ability to penetrate international publications, the ability of graduates to compete in the global arena, and the ability to win academic awards at the international level such as the nobel prize or other awards. relevance, on the other hand, measures the level of conformity between the products produced by higher education institutions (both in the form of graduates and research and development results) and the needs of those who use these products, including government, society, and industry. relevant and quality higher education programs are characterized by the ability of graduates to meet the needs of the job market, create new jobs, or develop knowledge according to global knowledge developments. this finding supports scott p's theory stating that the growth in demand for higher education internationally and principally is influenced by changes in natural universities in the new millennium era, most likely the indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 96-113 103 self-governance: internationalization management of distinctive higher education towards the world class university choice is the expansion of human resource allocation which can provide a direct trend and the possibility of expansion. the allocation includes: 1) internationalization of the university, including the use of conversation in english, especially in oecd countries; 2) offshore campuses (distance campuses); 3) technology (a combination of information technology/it); 4) university 21 (21st century university); 5) accreditation and quality assurance (accreditation and quality assurance); and 6) a vision of the culture of university in the new millennium (vision of university culture in the new millennium era). thus, it can be concluded that the sustainability of the internationalization program is escorted by various programs including quality assurance programs, cooperation programs with foreign universities, foreign student admissions programs, and international study programs. the growth in demand for higher education internationally and principally is influenced by natural changes in universities in the new millennium era (scott p in david and olsen, 2000). collaboration to support the internationalization process of higher education is conducted through lecturer exchange programs, building volunteer programs, student exchanges, opening double degree programs, and research collaboration. these findings indicate that the cooperation carried out by universities in the internationalization process refers to as existing or developing theories but there are programs carried out by universities in an effort to complement existing forms of cooperation, or describe other forms of cooperation from existing collaborations, such as, volunteer programs. volunteers are not only students but also foreigners who take part in a program from one of the voluntary organizations/institutions collaborating with universities, one of which is teaching languages and skills in abroad as part of cooperation with universities such as student exchange (torralba, domínguez, maría, campo, & lópez, 2012) and in-service teacher mobility that proves the beliefs and practices in teaching (he, lundgren, & pynes, 2017). hence, it can be concluded that according to the existing theory and given the findings on the three sites, a university will be acknowledged as a world-class university if earns position in one or more ranking of institutions/universities at the world level (world university ranking). although many world institutions provide facilities and criteria and methodologies, universities do not necessarily follow all the alternatives offered by all the world's institutions but choose according to what has been achieved at that time and based on the approach desired. in general, the process of internationalization of higher education uses the concept of self-governance, which is reflected in the flowchart below: rencana strategi (visi, misi dan tujuan) dalam proses internasionalisasi indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 96-113 104 self-governance: internationalization management of distinctive higher education towards the world class university figure 1 self-governance of higher education in indonesia a. the implementation of self-governance in the context of the vision and mission of higher education following the concept of the public service agency (blu), universities are allowed to regulate the institution based on their needs. blu management is not only in finance aspect, but also in designing the vision, mission, and goals of higher education institutions that are created, managed and implemented independently by universities. the following is a summary of the vision, mission, and goals of several universities that implement the concept of self-governance for the purpose of internationalization: table 1 the main vision of internationalization using self-governance concept vision meaning realizing higher education that is superior in academics, professional management, and effective, efficient, and accountable in education. higher education improves its quality and competitiveness before increasing its status to become an internationally competitive university the vision applies the 'rahmatan lil alamin' and 'to have the advantage of the same level with quality universities in developed countries' a concept in islam which is a blessing for the universe is the embodiment of a university that must be able to bring benefits internationally these visions are a reflection of the concept of self-governance and the internationalization of higher education. strengthening this vision is essential because improving the performance of an institution is determined by how the leadership of the institution can implement and promote selfgovernance (arshad, abdul, & abu, 2014). furthermore, participation in applying the vision is an important factor in institutional reform within the framework of selfgovernance (speer, 2012), including in higher management pattern of internationalization of higher education: self governance internationalization of higher education strategic plan (vision, mission, objectives) in internationalization process institutional management of internationalization program quality assurance in internationalization process curriculum developed in internationalization process indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 96-113 105 self-governance: internationalization management of distinctive higher education towards the world class university education. meanwhile, the internationalization mission is reflected as follows: table 2 the main mission of the internationalization of higher education in the context of self-governance mission meaning improving the quality of research, learning, and community development through human resource development, developing sound and harmonious management and institutional systems, and expanding creative and innovative collaborative networks leading to world-class universities. research and development of human resources (sdm) is oriented to international competitiveness mission oriented to international, using the term ‘increasing human dignity as an effort to uphold human values and civilization’. wider coverage of benefit of the university one of the missions in internationalization that becomes the focus is harmonious management and institutions. this concept is derived from the concept of good governance where among the principles are accountability (lockwood, 2010) and fairness (el & kairouz, 2014). the application of the concept of self-governance certainly requires willingness and expertise in implementing this internationalization mission. this implementation will face various challenges that require special expertise from management to achieve vision and mission (arshad et al., 2014). b. self-governance in the context of institutional management self-governance in indonesian universities is reflected in the applicable institutional management. this process is intended to achieve the internationalization of higher education. the management of this internationalization needs to be meticulously done considering the risk arising from the internalization policy, including political risks and country risks (eduardsen & marinova, 2020). both of these risks have a far-reaching impact on selfgovernance for internationalization. for instance, the existence of internationalization has the possibility of political rules and policies collision which may not accommodate and even lead to controversy (bamberger et al., 2018). also, the risk of losing competitiveness with more developed countries is quite a challenge. however, with good management, internationalization can improve the performance of institutions (rienda, claver, & andreu, 2020), including universities. the existence of international cooperation bureaus with various forms in universities facilitates the management and internationalization process carried out by the universities. the summary of institutional management is reflected as follows: indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 96-113 106 self-governance: internationalization management of distinctive higher education towards the world class university figure 2 flow of internationalization of higher education (institutional management) using self-governance concept c. self-governance in the context of international competitive learning the management of learning and curriculum that is internationally competitive is compiled based on the vision, mission, objectives, and the management of the institution which is independently aimed at developing world class universities. the following are the results of the research related to the internationalization of learning and curriculum in higher education: table 3 internationalization of learning and curriculum aspects aspects of internationalization form of learning establish an international study program courses use of english in several subjects. however, it is still limited to the name of the course and the l instruction in english. internationalization process starting from the study program to the faculty. however, some have established ad hoc such as the office for international relations in the aspect of learning forms, the formation of an international study program is one of the first steps. with this international study program, it is expected that it can attract foreign students to apply. the introduction of this program will certainly escalate the name of the university at the international level. however, as aforementioned, the internationalization process will experience challenges due to various views (foster & carver, 2018). the current internationalization tends to be on the curriculum content, not on the pedagogy. institutional management (management system) of higher education international program the management of the international program is given to the cooperation bureau (head of the cooperation bureau), with the task of managing cooperation, including managing international cooperation (submitted to the head of international cooperation) the international program is managed under the university, by the dean international programme. previously, it was managed by each faculty as the administrator of the international program. the management of the international program is submitted to the directorate for admission, promotion, and international cooperation (dapic), as an improvement to the international office, which functions to handle cooperation activities involving foreign parties. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 96-113 107 self-governance: internationalization management of distinctive higher education towards the world class university internationalization development needs to pay attention to technology and supporting platforms so that this program can attract the interests of various parties (costa, lucas, pinho, & sousa, 2020). d. self-governance in the context of quality assurance in the aspect of quality assurance, the independent regulation by universities directs every guarantee to internationalization through various forms. the forms of quality assurance are as follows: table 4 quality assurance aspect quality technology guarantee of lecturer’s publications through online journals, financial control, and human resources using information technology iso standard recruitment of foreign lecturers and foreign students, improving the quality of lecturer recruitment selection, as well as competitions that are based on a global level with foreign universities orientation change shifting the orientation from inward looking to outward looking with the target of becoming a world class university through refining teaching university towards research university. quality assurance process continuous quality improvement/cqi the technology aspect is an important factor in improving higher education performance. the results show that the use of information technology has a direct and indirect impact on the performance of an institution (akbar, abbaspour, & abachian, 2013; shahzad, du, khan, shahbaz, & murad, 2020). improvements in technology will ultimately improve the quality of graduates (epie et al., 2020). as matter of fact, indonesia has planned open education resources (oes) through the use of technology (fitriansyah, fatinah, & syahril, 2020). the use of this technology is also used to increase student’s activity in learning (thambu, prayitno, & zakaria, 2021). therefore, the use of information technology is a major factor in the internationalization of higher education within the framework of self-governance university. furthermore, despite entrepreneurial leadership being a mediator in the governing university (wahab & tyasari, 2020), working in the millennial era also gives more challenges. in the form of implementing good governance, the university leader must be aware that information technology (it) is a part of their leadership role (au-yongoliveira, gonçalves, martins, & branco, 2018). the leadership style in the millennial era is described as follow: indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 96-113 108 self-governance: internationalization management of distinctive higher education towards the world class university figure 3 leadership style under millennial managers (au-yong-oliveira et al., 2018) this model offers some changes to the university leader to adjust their leadership style appropriately to the millennials’ thoughts. implementing self-governance in the concept of good university governance might be challenging without considering the current generation style. the technology also brings five major changes in education (burbules, fan, & repp, 2020): (a) educational aims; (b) educational ecologies; (c) the process of learning; (d) the process of teaching; and (e) educational governance and policy. advanced education must implement technology in university governance. the leader should change their educational objectives following the rapid changes and must be adaptive, focusing on flexibility. this notion is an answer to the unpredictable changes in people's lives as in the impact of technology. the university's transformation aims to bring the shifting of the ecologies, the teaching and learning process, and finally, the academic self-governance and policy. following the concept of internationalization, recruitment is not only limited to foreign students but also foreign lecturers as an important factor. this is not something debatable because the presence of foreign lecturers will enrich our knowledge and be able to align the quality of higher institutions in indonesia with those of overseas. this policy will also have an impact on the university's goal of becoming a world class university through the stages of teaching university and research university. last but not least, the management of higher education needs to take into account the advantages that differentiate it from other universities or even education in other countries. amidst the complex competencies of graduates in the future (fernandez, lara, ugalde, & sisodia, 2018), one of the important factors in higher education management today is the distinctiveness of hospitality management education (lugosi & jameson, 2017). when connected with the indonesian context, politeness speech acts are a culture that is always put forward. a study indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (2) (2021) 96-113 109 self-governance: internationalization management of distinctive higher education towards the world class university shows that the way of speaking directly to the college community is strongly influenced by socio-cultural factors (fatma, prayitno, jamaludin, jha, & badri, 2019). especially in a country where access to education is quite hindered by financial factors (sabic-elrayess, 2019), the higher education management is more complex. therefore, the adaptation of politeness in higher education management based on local wisdom in indonesia is very important. 4. conclusion the results of the study show that the governance structure in the internationalization is described in the form of: a. vision, mission, objectives, and strategic plans, quality policies and quality objectives that are oriented towards international quality; b. the management of international programs is generally given to an institution/ field/ office/ unit that specifically manages interna tional programs; c. the curriculum and lear ning process developed are 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jurnal kls.doc indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (1) (2022) 71-91 71 barriers of adopting online learning among the university students in bangladesh during covid-19 barriers of adopting online learning among the university students in bangladesh during covid-19 md. tariqul islam1, tasnim ibnat habib2 1school of business and economics, universiti putra malaysia, malaysia 2school of bioengineering and biosciences, lovely professional university, india doi: 10.23917/ijolae.v4i1.15215 received: july 20th, 2021. revised: december 28th, 2021. accepted: december 30th, 2021 available online: december 31th, 2021. published regularly: juanuary 1st, 2021 abstract due to the covid-19, all the educational institutions in bangladesh were forced to stop the traditional faceto-face learning method and adopt the online learning system to resume the students’ learning activities, even though no one was prepared for that. the current study aims to identify the barriers to adopting online learning during this pandemic from the perception of university students of bangladesh. the present study is a quantitative study and that has been conducted by performing a survey on 394 university students of bangladesh with the help of a semi-structured online questionnaire. the current study is a cross-sectional study in nature, and the convenience sampling technique was adopted to carry out this study. the study found that the adoption of online learning of university students in bangladesh is disrupted by several environmental and situational barriers, e-learning barriers, and psychological barriers. the current study provides insights into the barriers to adopting online learning among university students of bangladesh. this study has both theoretical and practical contributions; theoretically, the current study provides a research framework to identify the barriers of adopting online learning, and practically, the findings of the study provide a brief concept of the barriers of online education to the stakeholder of the education industry of bangladesh which will be beneficial for them to take proper initiatives to minimize these barriers. finally, the current study was concluded by indicating some limitations and providing the directions for future research. keywords: covid-19, e-learning barriers, online exams, online learning system, psychological barriers corresponding author: md. tariqul islam, school of business and economics, universiti putra malaysia, malaysia email: tariqul.tonmoy812@gmail.com 1. introduction the coronavirus was first reported in december 2019 (who, 2020), which has been spread throughout the world, affecting almost every country and country around the world warned individuals to focus on improving precautions. many countries have enacted lockdown and social separation measures in response to the covid-19 outbreak, resulting in the closure of universities and other higher education institutions. nearly 191 countries have adopted national closures, of which five have implemented local closures, affecting approximately 99.4% of the global student community (agormedah et al., 2020). the covid-19 outbreak forced all educational institutions to switch online, even when nobody prepared for it (pokhrel & chhetri, 2021). to prevent the spread of covid-19, higher education institutions worldwide have begun to operate remotely via internet platforms for emergency online teaching and learning (bozkurt & sharma, 2020; indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (1) (2022) 71-91 72 barriers of adopting online learning among the university students in bangladesh during covid-19 crawford et al., 2020; onojah et al., 2021). the epidemic has a devastating impact on educational systems across the globe, resulting in extensive closures of schools, universities, and colleges, with over 80% of the students not attending school (crawford et al., 2020; sepasgozar et al., 2020; quinn et al., 2020). distance learning, also known as online learning, is not a recent concept; it is the transition from traditional classroom instruction to digital learning. online learning is a digital education system in which no physical companions are engaged, and time and location are unrestricted. online learning is sometimes called distance learning (bates, 2005). with the advancement of technology and the internet, e-learning has owned a place in academia. e-learning allows students to learn independently and allows people who are unable to attend regular schools for various reasons. online learning focuses on synchronous and asynchronous web-based courses. asynchronous learning involves indirect interactions between students and teachers through online forms such as conferences and online chat; on the other hand, synchronous learning involves direct interactions between students and teachers through online forms such as conferences and online chat (ko & rossen, 2017; ogbonna et al., 2019; sturm & quaynor, 2020; tarman, 2020; vrellis et al., 2010). some content is designed and displayed on moodle lmss, email systems, blogs, online conversations, wikipedia, videos, articles, and other platforms. dr. cook and dupras published an article in 2004 that outlined the most effective technique to create an online learning platform for use in medicine as well as they emphasize the need for an excellently user-friendly and logical website design, and the incorporation of self-assessment elements to ensure that learners are appropriately engaged in the content (cook & dupras, 2004). in this creative and digital century, online learning is becoming more popular because it is developing significantly in the academic world; however, certain studies suggest limitations in prioritizing face-toface education. there are many advantages of online learning, particularly in today's world; physically challenged students can be benefitted through online learning because it allows them to participate in virtual learning with less movement (dhawan, 2020). the transition from classroom teaching to emergency online learning has a vast digital divide between and within schools and countries (agormedah et al., 2020). according to bernard et al., (2014), students do significantly better in online learning than in traditional education, as seen by higher rates of course completion, student satisfaction, and motivation to learn more as well as; some researchers have also demonstrated that e-learning performs better than traditional learning techniques (lockman & schirmer, 2020; ryan et al., 2016). closures of the institutions have increased learning inequalities and especially infuriated vulnerable students (agormedah et al., 2020). universities are conducting educational opportunities via online platforms, which is a revolutionary change. online learning is a unique scenario switching from regular face-to-face education for both teachers and students, and they must adjust with limited or no further options (ana et al., 2021). as academic institutions are closed due to the pandemic, online learning platforms play a significant role in assisting educational institutions in the teaching and learning process. but there are also specific problems that have been specified; the sudden change indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (1) (2022) 71-91 73 barriers of adopting online learning among the university students in bangladesh during covid-19 started the argument on the quality of learning and satisfaction of students (baber, 2020). the most mentioned online learning issues are availability, economics, adaptability, instructional methodology, durable education, and teaching practices (pokhrel & chhetri, 2021). students are exposed to excessive screen time in terms of online education (domingues-montanari, 2017). some countries struggle to maintain a consistent internet connection and usage of digital equipment, and many poor students in developing nations are unable to purchase online learning tools (adedoyin & soykan, 2020). while the students are away from their regular school schedule, they face financial, social, and psychological consequences (suneeth et al., 2021). most universities face the lacking of connectivity to good internet connections or communication devices required to integrate online learning opportunities properly in lowand middle-income countries, including students and faculties (agormedah et al., 2020). because of business and office closures, a big percentage of the population now has no or less money and many students do not have access to smartphones or computers at home. compared to ordinary profits, the data package is quite expensive as well as spending much time on the internet is putting the children in danger of cyberbullying (drane et al., 2020). students have been exposed to potentially hazardous and violent information, as well as a higher risk of harassment, because of increased and unstructured time spent on online learning. school time helps students to develop social skills and awareness while also being enjoyable. as a result of closing schools and strict containment measures, many families are focusing on technology and digital remedies to keep their children engaged in learning, entertained, and connected to the outside world, but not all children have the required experience, competence, and funding to keep themselves safe and protected (pokhrel & chhetri, 2021). some students claimed that they had to take their sick parents, grandparents, or family members to hospitals, and therefore it was difficult for them to remain up with the lessons when they returned home (imberblack, 2020). although many students prefer online face-to-face classrooms (video), some (low-income) students have complained that face-to-face online class requires more data packages (simamora, 2020). many studies have identified the move to online learning as a forcible step, yet it is necessary to run the education process (bao, 2020; barbour et al., 2020; halim et al., 2020; yee, 2013; zhu et al., 2020). one of the major factors hampering the progress of online education is a lack of enthusiasm or motivation, which increases the number of dropouts from the online course (aragon & johnson, 2008). powers et. al., (2016) concluded that, compared to face-to-face learners, online learners achieve more unsatisfactory grades in exams because face-to-face learners receive immediate, practical support from the instructor to clarify any complex concepts and address their questions, but online learners do not get that support. as an effect of online education, physical workplaces that are favorable to various modes of learning provide a major issue. in all forms of learning, course design plays an essential role in achieving better results which impacts the satisfaction of the students (lee, 2014). diverse courses and age range involve various methods to online learning, and there are a variety of subjects with numerous desires (shapiro et al., 2017). intrinsically determined students are mainly undisturbed in their education since they indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (1) (2022) 71-91 74 barriers of adopting online learning among the university students in bangladesh during covid-19 require less monitoring and assistance, but students who are inadequate in learning find obstacles (mathivanan et al., 2021). teachers are split between listening to whom and using which tools. pre-recorded videos, according to some, might assist; nevertheless, this would limit interactions. it is challenging to create a system that meets all the students' learning demands while still being convenient (muthuprasad et al., 2021). students, teachers, and families have suffered due to school closures, as well as it affected economic and societal consequences (agormedah et al., 2020; damianakis et al., 2020; jamerson & mitchell, 2020; owusufordjour et al., 2020; suneeth et al., 2021). students, parents, and instructors across the world have felt the unanticipated pulsing impact of the covid-19 epidemic as educational institutions have been closed to deal with the worldwide epidemic. when the instructors and the students were struggling, online learning has shown a viable solution to an unexpected global epidemic. the academic institution and instructors have accepted "education in emergency" through various online media and are now required to adopt new techniques for which they are inexperienced (ratih et al., 2021; song et al., 2021). teacher and student preparedness must be assessed and supported in adjusting to the new circumstances. students with a static mentality have trouble adapting and adjusting, but students with a creative mentality adapt easily to new situations. a comparative study conducted by adams et al., (2015) shows that students' motivation, contentment, and attendance indicate that online learners get less effective than their face-to-face peers. the technique used to administer online exams differs depending on the convenience and skill of the instructors as well as the compatibility of the students (muthuprasad et al., 2021). many educational institutions have yet to develop additional plagiarism-checking procedures, owing to the enormous student population. depending on how long the lockdown lasts, postponing or canceling the full exam evaluation might be a real possibility (ana et al., 2021). the appropriate techniques for online education have yet to be determined, as most students have experienced emotional and mental suffering and have been unable to engage constructively. patricia aguilera-hermida (2020) has categorized the challenges regarding online learning in three themes named environmental and situational challenges, e-learning challenges, and psychological challenges. a total of eighteen factors that the students generally face around the world have been noted after reviewing the articles related to the barriers of adopting online learning, and the noted barriers have been categorized according to the proposed theme of patricia aguilerahermida (2020) in table 1. table 1. list of the barriers of online learning during the pandemic barriers factors source environmental and situational concentration difficulties living at home (mukhtar et al., 2020; patricia aguilerahermida, 2020; soni, 2020) more stress balancing life (adedoyin & soykan, 2020; patricia aguilera-hermida, 2020) lack of social interaction (baber, 2020) indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (1) (2022) 71-91 75 barriers of adopting online learning among the university students in bangladesh during covid-19 barriers factors source financial hardship (almaiah et al., 2020; baticulon et al., 2021; mukhtar et al., 2020; vrellis et al., 2010) lack of internet connectivity (agormedah et al., 2020; baticulon et al., 2021; khalil et al., 2020) e-learning online learning is difficult to understand (dhawan, 2020; nambiar, 2020) insufficiency of supporting academic resources (alawamleh et al., 2020; almaiah et al., 2020; soni, 2020) increasing of workload (hussein et al., 2020; khalil et al., 2020) getting distracted during online class (muthuprasad et al., 2021) not so familiar with the online technology (agormedah et al., 2020; muthuprasad et al., 2021; patricia aguilera-hermida, 2020) lack of teachers-students interaction (alawamleh et al., 2020; baber, 2020; paulsen & mccormick, 2020) difficulties in submitting the assignments (kumari et al., 2020; muthuprasad et al., 2021) difficulties on participating exams (muthuprasad et al., 2021; sahu, 2020) psychological feeling more anxious (nambiar, 2020; patricia aguilerahermida, 2020) feeling lazy and getting disinterested (alawamleh et al., 2020) lack of motivation (alawamleh et al., 2020; baber, 2020; kumari et al., 2020) suffered from negative emotions (baticulon et al., 2021; patricia aguilerahermida, 2020; rajab et al., 2020) difficulties on paying concentration (alawamleh et al., 2020; mukhtar et al., 2020) the first three covid-19 cases in bangladesh were detected on 8th march 2020. following the other countries, the government of bangladesh announced to close all the educational institutions from 17th march 2020 to 31st march 2020 (the daily star, 2020a) for maintaining social distancing to reduce the spread of the virus and later on the closure of the educational institution has been extended till 11th september 2021 periodically. covid-19 has hit very hard in the education sector in bangladesh, all the major public examinations of 2020 (higher secondary certificate, junior secondary certificate, primary school certificate) have been canceled due to the pandemic (xinhua, 2020) and the public examinations of 2021 are in extreme uncertainty. bangladesh's education sector has been affected badly due to the covid-19 pandemic. universities have been shuttered since mid-march, causing real concerns regarding session jams and the students' futures. so considering that the university grants commission (ugc) instructed all the universities to start conducting online classes and according to the ugc’s instructions, the universities have started following the new method of learning (the daily star, 2020b). this study aims to identify the barriers to adopting online learning during this pandemic from the perception of university students of bangladesh. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (1) (2022) 71-91 76 barriers of adopting online learning among the university students in bangladesh during covid-19 a. hypotheses development and research framework several authors have categorized the barriers of adoption in the context of online learning into two types; external barriers and internal barriers. external barriers are also considered as first-order barriers, which are related to the insufficiency of time and supporting resources, poor internet connectivity, lack of technical support and technical training, and academic resources, whereas internal barriers are also known as second-order barriers, which are related to the learners’ negative emotions, teachers’ attitudes, lack of learners’ motivation and confidence, and no perception of benefits (al-senaidi et al., 2009; ertmer et al., 1999; snoeyink & ertmer, 2001; veen, 1993). patricia aguilera-hermida (2020) stated that during online learning, the students are often suffered from environmental and situational barriers, e-learning barriers, and psychological barriers. bozkurt and sharma (2020) noted that online learning is getting disrupted by external barriers; moreover, ribeiro (2020) stated that the transformation of the education system is interrupted by numerous barriers, and adedoyin and soykan (2020) mentioned that the learning activities through the online system are hindered by the users' negative emotions and economic instability as well as lack of technical efficiency, that study also found that the positive outcomes from the online learning are connected with the student’s socioeconomic status, and the availability of the internet connection, no internet connection or low internet speed is an obstacle of online learning. wilczewski et al., (2021) found that the isolation and home quarantine put the students in extreme anxiety, frustration, insecurity, and hopelessness, which affect the students’ mental and physical health, the researcher also added that during online classes, the students are often affected by the negative emotion which impacts negatively in their psychological health. the previous research found that online learning during covid-19 is disrupted by the students’ financial status, technological competence, logistic barriers, lack of technical support, and communication (abuhammad, 2020). in table 1, a few more factors that disrupt the adoption of online learning are mentioned and categorized following the method used by patricia aguilera-hermida (2020). based on the review of the previously published literature, four variables are adopted in the current study, where environmental and situational barriers, e-learning barriers, and psychological barriers are the independent variables, and disruption of online learning adoption is the dependent variable. therefore, based on the literature review, the present study proposes the following hypotheses. h1: environmental and situational barriers have a significant relation with the disruption of online learning adoption. h2: e-learning barriers have a significant relation with the disruption of online learning adoption. h3: psychological barriers have a significant relation with the disruption of online learning adoption indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (1) (2022) 71-91 77 barriers of adopting online learning among the university students in bangladesh during covid-19 figure 1. conceptual framework 2. method a. sampling strategies and sample size the current is a quantitative study, and selecting the right sampling strategy and the sample size are very essential for almost every quantitative study (collis & hussey, 2013). the convenience sampling strategy was adopted for carrying out this study as the convenience sampling strategy provides the opportunity for purposive sample selection (saunders et al., 2009); moreover, that sampling strategy is efficient in terms of money, time and effort. students from the district of dhaka, bangladesh, who are studying at undergraduate and postgraduate levels at different universities and attending online classes during the pandemic were selected for this study. dhaka district was selected as the research area because of its unique position in the country as it has the highest number of universities (ugc, 2021) as well as it contains urban, rural, and suburban areas, which will help to get the view of the students’ perception with the diverse demographic profile. in terms of sample size, it was the provision to collect a sample size of more than 384 as sample size 384 is deemed appropriate for the population of millions (at 95% confidence level and 5% of margin error) (krejcie & morgan, 1970; sekaran & bougie, 2016). the questionnaire was sent to a total of 634 students and out of 411 responses were received. so, the percentage of the received response is 64.83%, and the percentage of receiving responses is acceptable as the study revealed that the average response rate of an online survey is 30% (saldivar, 2012). after performing a data screening total of 394 data was taken for the final study. all the respondents belong to different demographic profiles. table 3 represents the demographical data of the respondents, which shows that among 394 respondents majority of them are male, study at bachelor level and belong to the suburban area. b. data collection procedure and instrument the present study was conducted based on the primary data, and an online questionnaire was developed for data collection purposes. a semi-structured questionnaire was prepared by google docs and sent to the five students who were attending online classes for the pre-testing and based on their feedback, the necessary changes on the questionnaire were carried out and developed. the current study is a cross-sectional study in nature, and data was collected from the period 15th march 2021 to 15th may 2021. due to the lockdown, the questionnaire was distributed through social media (facebook messenger and whatsapp) instead of physical distribution, and after 60 days, the link of the questionnaire was disabled. the final questionnaire contained two sections; information regarding the demographic profile of the respondents was asked in the first section and the second indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (1) (2022) 71-91 78 barriers of adopting online learning among the university students in bangladesh during covid-19 section contained several statements focusing on the respondents’ environmental/ situational, psychological, and online learning issues. all the statements were developed by reviewing the related literature and discussing with the experts of that field for minimizing the bias of the researchers, illustrated in table 8. a 5-point likert scale was used to get the opinion of the respondents where 5 was the maximum value, and 1 was the minimum value, and all these values represent; 1= strongly disagree; 2= disagree; 3= neutral; 4= agree; 5= strongly agree. the five-point likert scale has been adopted as it increases the response quality and rate; moreover, it is quite easy for the respondents to read and fill up the survey (babakus & mangold, 1992; dawes, 2008). in addition, the five-point likert scale ranges from strongly disagree to strongly agree, which decreases the frustration level of the respondents (sachdev & verma, 2004). table 2. measurement items of the variables variables item number source environmental and situational barriers (esb) 05 (adedoyin & soykan, 2020; agormedah et al., 2020; baber, 2020; baticulon et al., 2021; khalil et al., 2020; mukhtar et al., 2020; patricia aguilera-hermida, 2020; soni, 2020; vrellis et al., 2010) e-learning barriers (eb) 08 (agormedah et al., 2020; alawamleh et al., 2020; almaiah et al., 2020; dhawan, 2020; hussein et al., 2020; khalil et al., 2020; kumari et al., 2020; muthuprasad et al., 2021; patricia aguilera-hermida, 2020; paulsen & mccormick, 2020; sahu, 2020; soni, 2020) psychological barriers (pb) 05 (alawamleh et al., 2020; baber, 2020; baticulon et al., 2021; kumari et al., 2020; mukhtar et al., 2020; nambiar, 2020; patricia aguilera-hermida, 2020; rajab et al., 2020) disruption of online learning adoption (dol) 04 (alawamleh et al., 2020; baber, 2020; kumari et al., 2020; muthuprasad et al., 2021; patricia aguilerahermida, 2020) c. data analysis procedure the spss software (version 28) was used to analyze the research data. at the first stage, the descriptive analysis was employed to analyze the demographic profile of the respondents' which is illustrated in table 3, the internal reliability of the measurement items, the normality of the data distribution. the internal reliability of the variables was checked through proceeding cronbach’s alpha test to determine whether the measurement items of the variables are reliable or not, mentioned in table 4. the normality of the data distribution was analyzed through mean, median, skewness, and kurtosis, illustrated in table5. pearson correlation analysis was proceeded to check the relationship between the variables, shown in table 6, all the hypotheses were tested through the p-value and t value which was proceeded by linear regression, illustrated in table 7. and finally, all the statements used in the questionnaire were analyzed by mean and std. deviation, mentioned in table 8. 3. result and discussion respondents’ demographic profile (table 3) shows that among 394 respondents 269 were male and 125 were female and the indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (1) (2022) 71-91 79 barriers of adopting online learning among the university students in bangladesh during covid-19 percentage of male and female respondents is respectively 68.3% and 31.7%. in addition, 213 respondents belong to the age group 1824 years old, 176 respondents belong to the age group 25-34 years old, and 5 respondents were more than 34 years old and the percentage was respectively 54.06%, 44.67%, and 1.27%. furthermore, 199 respondents were pursuing their bachelor's degree, 189 were pursuing their master’s degree and 6 were ph.d. students and their percentage is respectively 50.5%, 48%, and 1.5%. moreover, 127 respondents were from national universities, 130 respondents were from private universities, and 137 respondents were from public universities and their percentage is respectively 32.3%, 33%, and 34.8%. in addition, 98 respondents belong to the rural area, 160 respondents belong to the sub-urban area, and 136 respondents belong to the urban area and their percentage is 24.9%, 40.6%, and 34.5%, respectively. table 3. demographic profile of the respondents demographic variables classification frequency percentage gender female 125 31.7 male 269 68.3 age 18-24 213 54.06 25-34 176 44.67 more than 34 years 05 1.27 level of study bachelor 199 50.5 masters 189 48.0 phd 06 1.5 type of university national 127 32.2 private 130 33.0 public 137 34.8 area of residence rural 98 24.9 sub-urban 160 40.6 urban 136 34.5 indicates the reliability of the variables (table 4) shows cronbach's alpha is the most widely used technique for assessing the reliability of the measurement items of variables (hair et al., 2010). the purpose of this test is to determine whether the variables are reliable or not (bryman & bell, 2011). researchers considered the value .70 to be the bottom line for the ideal value and a value greater than 0.70 indicates that the measurement items are reliable (hair et al., 2010). cronbach’s value greater than .90 is considered as the excellent reliability, the value between 70 to 90 is viewed as the high reliability, and values between 0.50 and 0.70 are viewed as moderately reliable, whereas figures less than 0.50 are considered as low reliability (hinton et al., 2014). table 4 shows that all the variables are highly reliable, as all the values were found more than 0.70. table 4. internal reliability of the variables’ measurement items variables item number cronbach’s alpha type environment and situational barriers(esb) 05 .789 high reliability e-learning barriers(eb) 08 .862 high reliability indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (1) (2022) 71-91 8 barriers of adopting online learning among the university students in bangladesh during covid-19 psychological barriers(pb) 05 .829 high reliability disruption of online learning adoption (dol) 04 .780 high reliability depicts the normality of the data distribution and it was checked by identifying the value of the mean, median, skewness, and kurtosis (table 5). according to hair et al., (2021) the data of the current study is normally distributed as all the scores of skewness and kurtosis are between ± 1. in addition, according to erkan (2016), the data of this study is normally distributed as the mean and median values are found almost the same. the value of the mean, median, skewness, and kurtosis as presented in table 5 shows that the data was normally distributed. table 5. normality of the data distribution variables n mean median skewness kurtosis environment and situational barriers (esb) 394 3.73 4.00 -.220 -.614 e-learning barriers (eb) 394 3.74 4.00 -.144 -.436 psychological barriers (pb) 394 3.80 4.00 -.296 -.703 disruption of online learning adoption (dol) 394 3.86 4.00 -.479 -.483 indicates the pearson correlation coefficient results of the current study (table 6). hair et al., (2007) mentioned that the direct association between the variables is represented by positive correlation coefficient ‘r’, and the negative value indicates the inverse association between the variables, whereas the value of r is zero indicates that there is no association between the variables. cohen (1988) classified the strengths of correlations between the variables and that depict that the r-value between.50 to 1.00 indicates the high correlation between the variables, r-value between.30 to 0.49 indicates the medium correlation between the variables, and the rvalue between.10 to 0.29 indicates the low correlation between the variables. the rvalue for all the variables are found between ± 0.01 to ± 0.7 and that shows there is a relation between the independent variables with dependent variable. the result of the pearson correlation coefficient of all the independent variables which are environmental and situational barriers(esb) (r=.766, p <.01), e-learning barriers(eb) (r=.801, p <.01), and psychological barriers(pb) (r=.789, p <.01) have high relationship with the dependent variable disruption of online learning adoption (dol). table 6. pearson correlation coefficient between the variables environment and situational barriers (esb) e-learning barriers (eb) psychological barriers (pb) disruption of online learning adoption (dol) environment and situational pearson correlation 1 indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (1) (2022) 71-91 81 barriers of adopting online learning among the university students in bangladesh during covid-19 environment and situational barriers (esb) e-learning barriers (eb) psychological barriers (pb) disruption of online learning adoption (dol) barriers (esb) e-learning barriers (eb) pearson correlation .856** 1 psychological barriers (pb) pearson correlation .815** .855** 1 disruption of online learning adoption (dol) pearson correlation .766** .801** .789** 1 sig. (2-tailed) .000 .000 .000 n 394 394 394 394 **. correlation is significant at the 0.01 level (2-tailed). the hypotheses test result of the current study (table 7) shows all the hypotheses were tested through the critical ratios (t values) and p values. erkan and evans (2016) mentioned that the relationship between the variables is found significant when the p values are below 0.05 and t values are above 1.96. three hypotheses were developed in the current study and all the hypotheses are found significant as all the t values are above 1.96 and p values are below 0.05. more specifically, hypotheses one (h1) is supported as the relationship between environmental and situational barriers (esb) and the disruption of online learning adoption (dol) was found significant (β = 0.197, t value = 3.448, p-value = 0.001). in addition, hypotheses two (h2) is supported as the relationship between e-learning barriers (eb) and the disruption of online learning adoption (dol) was found significant (β = 0.355, t value = 5.544, p-value = 0.000) and, the hypotheses three (h3) is supported as the relationship between psychological barriers (pb) and the disruption of online learning adoption (dol) was found significant (β = 0.324, t value = 5.691, p-value = 0.000). table 7. hypotheses test model unstandardized coefficient standardized coefficient t sig hypotheses result b std. error beta constant .459 .118 3.879 0.000 environmental and situational barriers (esb) .201 .058 .197 3.448 0.001 supported e-learning barriers (eb) .378 .068 .355 5.544 0.000 supported indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (1) (2022) 71-91 8 barriers of adopting online learning among the university students in bangladesh during covid-19 psychological barriers (pb) .326 .324 .324 5.691 0.000 supported table 8 illustrates the perception of students towards online learning which includes environmental and situational barriers, e-learning barriers, psychological barriers, and the disruption of online learning adoption. following the method of bawaneh (2020), the following statistical standard equation is adopted for classifying all the statements. = (maximum value – minimum value)/ number of required categories = (5-1)/5 = 0.80 [1-1.80 = strongly disagreed (sd); 1.812.60= disagreed (d); 2.61-3.40= neutral (n); 3.41-4.20= agreed (a); 4.21-5= strongly agreed (sa)] table 8. mean and std. deviation of the respondents’ perception variables statement mean std. d respondents’ perception environmental and situational barriers (esb) esb1: i face concentration difficulties living at home during online classes. 3.72 1.330 agree esb2: i often feel more stress balancing life during this pandemic. 3.80 1.290 agree esb3: lack of social interaction disrupts me from attending online classes. 3.83 1.213 agree esb4: financial hardship during pandemic disrupts me from attending online classes. 3.69 1.312 agree esb5: lack of internet connectivity often disrupts me from attending online classes. 3.61 1.328 agree e-learning barriers (eb) eb1: i feel that online learning is difficult to understand. 3.65 1.321 agree eb2: i feel the lacking of supporting academic resources in online classes. 3.63 1.326 agree eb3: my workload has been increased in online classes. 3.61 1.342 agree eb4: i got easily distracted during online classes. 3.62 1.354 agree eb5: i am not so familiar with online technology. 3.81 1.249 agree eb6: i feel the lacking of teachers-students interaction during online classes. 3.84 1.250 agree eb7: i feel difficulties in submitting the assignment in online classes. 3.87 1.189 agree eb8: i feel difficulty in participating in exams during online classes. 3.86 1.231 agree psychological barriers(pb) pb1: i feel more anxious in online classes. 3.78 1.239 agree pb2: i feel lazy and get disinterested in online classes. 3.75 1.240 agree pb3: i feel a lack of motivation for attending online classes. 3.82 1.263 agree indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (1) (2022) 71-91 83 barriers of adopting online learning among the university students in bangladesh during covid-19 variables statement mean std. d respondents’ perception pb4: i suffer from negative emotions in online classes (ex: fear, anger, disgust, sadness, rage, loneliness, and annoyance). 3.80 1.343 agree pb5: i feel that i have difficulties paying concentration during online classes. 3.85 1.200 agree disruption of online learning adoption (dol) dol1: i feel that the situational barriers disrupt my online learning activities during covid-19. 3.87 1.201 agree dol2: i feel that the environmental barriers disrupt my online learning activities during covid-19. 3.89 1.229 agree dol3: i feel that the e-learning related barriers disrupt my online learning activities during covid-19. 3.84 1.299 agree dol4: i feel that the psychological barriers disrupt my online learning activities during covid-19. 3.86 1.289 agree according to the method of bawaneh (2021), all the mean values of all statements were found between 3.41 and 4.20 which shows that the respondents were agreed with all the barriers. in the present study, the students were asked about the barriers to adopting online learning related to environmental, e-learning, and psychological factors. the findings of the study show that university students in bangladesh face environmental and situational barriers, e-learning barriers, and psychological barriers which hinder the effectiveness of their online learning. the current study found that in environmental and situational barriers students are disrupted from getting the benefit of online learning due to the concentration difficulties while living at home during online classes and the students also claim that the amount of stress during this pandemic has been increased as well. adedoyin and soykan (2020) found that the students’ are getting disrupted due to the unexpected appearance of family members and pets. moreover, many guardians have lost their jobs as well as the students who were dependent on part-time work for managing their study costs but due to the pandemic, they have lost their jobs which has made them economically unstable and put them into financial hardship. regarding financial hardship, the previous study found the covid-19 has put the people of developing and under-developing countries in extreme trouble, even in bangladesh several suicide cases have been recorded during the covid-19 period as the people have lost their jobs and living with the financial crisis, increased their mental stress (bhuiyan et al., 2020). adedoyin and soykan (2020) stated that online learning is dependent on technological devices and the internet connection and bad internet connection put the students’ in trouble during online learning but the present study found that the quality of internet services around the country is not the same and the lacking of internet connectivity has been also found as the barrier of the online classes. wilczewski et al., (2021) found that isolation and home quarantine increased the level of anxiety, frustration, insecurity, and hopelessness which affect the students’ psychological health and the result of the present study de indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (1) (2022) 71-91 84 barriers of adopting online learning among the university students in bangladesh during covid-19 picts that the lacking and insufficiency of social interaction demotivating the students to adopt online learning. there are so many issues that have been found as e-learning barriers. effective participation of both the teachers and students is the key to bringing success in online classes. wut and xu (2021) stated that the effectiveness of online learning during covid-19 depends on the designing of course content, availability of academic resources, and interaction between the instructors and learners but the participated students of the current study feel that online learning is too difficult to understand to them, moreover, the lack of teacher-student interaction in an online class as well as the insufficiency of supporting academic resources was found as the reason of the disruption of adopting online learning. moreover, students claim that the amount of workload has been increased during online classes and they easily get distracted. submitting assignments and participating in the exam is difficult in online classes. in addition, many students are not familiar with online learning technologies and systems, whereas numerous previous studies have found the lacking of technical competence as a barrier to online earning (abuhammad, 2020; al-senaidi et al., 2009). as psychological barriers, the study found that students feel more anxious in online classes and they feel lazy as well as become disinterested in the online class. wilczewski et al., (2021) also found that the negative emotions affect the students during the online classes, which impact negatively in their mental health. apart from these, the students suffer from a lack of motivation and negative emotions in online classes such as fear, anger, disgust, sadness, rage, loneliness, and annoyance. moreover, the students claim that they have difficulties paying concentration during online classes. 4. conclusion the covid-19 pandemic has put the entire world in extreme suffering. covid 19 prevalence has expanded its harmful impact on the education sector, including health care, economics, and society. some effective initiatives such as social distance, quarantine, and the closure of educational institutions have been taken to limit the spread of the covid19 which has significantly influenced students' academic growth and development. the traditional education system has become crippled due to the impact of covid-19. university students are in extreme uncertainty about their future. most of the universities across the world had to shut down within a couple of weeks and brought massive changes in their teaching method by starting online learning instead of face-to-face learning. although that sudden move provided an opportunity for instructors and learners to get practical knowledge about online learning, it puts tremendous stress on all those included in the educational process. from the perspective of university students in bangladesh, the current study provides insights into the barriers that university students usually face while adopting online learning and attending online classes. the students face numerous barriers related to environmental-situational, e-learning, and psychological, which hinders them from getting the advantage of online learning. the current study provides an overall idea about the students’ perception of the barriers to online learning in bangladesh. this study found that the effectiveness and the success of online learning in bangladesh depend on the learning environment, technical resources, students’ mental health, indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (1) (2022) 71-91 85 barriers of adopting online learning among the university students in bangladesh during covid-19 the way of designing the course content, course outline, sufficiency and availability of the course materials as well as the relationship and interaction between the teachers and students. this study has both theoretical and practical implications; theoretically, the current study provides a research framework to identify the barriers of adopting online learning and practice, while the findings of this study have important implications for the stakeholder of the education industry of bangladesh as it provides a brief concept of primary barriers of online education which will be beneficial for the stakeholder (ex; the government, ugc authorities as 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(1) (2) (2019) 1-19 1 influence of extracurricular services on students’ academic achievement in secondary schools in kwara state: a qualitative approach influence of extracurricular services on students’ academic achievement in secondary schools in kwara state: a qualitative approach yusuf suleiman1, zahyah bt hanafi 2, muhajir tanslikhan3 1department of educational management and counselling, al-hikmah university, nigeria 2 faculty of education, city university kuala lumpur, malaysia 3 faculty of education, universitas dr. soetomo, indonesia doi: 10.23917/ijolae.v1i2.7766 received: january 1st, 2019. revised: january 14th, 2019. accepted: june 19th. 2019 available online: june 20th, 2019. published regulary: july 1st, 2019 abstract extracurricular services are regarded as essential services in school system. studies suggest that access to the services lead to students’ academic success. literature shows that the use of qualitative approach to investigate extracurricular services is limited. in view of the foregoing, this study examined the perceived influence of extracurricular services on students’ academic achievement in secondary schools. twenty (20) principals were selected from the three senatorial districts of kwara state using stratified, purposive and convenience sampling techniques. instruments used include interview and observation methods to collect relevant data from the participants. specifically, observation method was used to complement findings from interview. our findings reveal that extracurricular services influenced students’ academic achievement. our findings revealed also that inadequate availability of extracurricular facilities and personnel are the factors militating against effective provision of extracurricular services. this study recommends that adequate extracurricular facilities (football pitch, volleyball court, hall for social activities, etc.) should be available in schools. lastly, adequate extracurricular services personnel should be deployed to schools to ensure active participation of students in various activities. keywords: extracurricular services, academic achievement, secondary schools, qualitative approach. corresponding author: department of educational management and counselling, al-hikmah university, nigeria e-mail : yusufsuleiman@alhikmah.edu.ng 1. introduction extracurricular services are the services provided in school which students participate apart from the necessity of gaining a certificate. these extracurricular services (i.e. sports and social activities) provide additional advantages for students to manage stress and to grow the level of their skills, experiences, and functionality (adeyemo, 2010; ensturk, demir, yilmaz & ilhan, 2016). extracurricular activities experience has become an important component of students’ school life as many students today engage in various activities that they cherish. different activities, in which students engage, both inside and outside the school environ-ment, are among the numerous situations or agents that can have an influence on these con-cepts. the foregoing situation has given rise in our society to an almost massive involvement in after-school activities. activities for supporting, complementing and strengthening not only the student’s school indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 1-19 2 influence of extracurricular services on students’ academic achievement in secondary schools in kwara state: a qualitative approach success, but also their personal development and other aspects such as health, values, leisure, etc (mahoney, cairos &farwer, 2003). according to moriana, alós, alcalá, pino, herruzo and ruiz (2006), schools invested substantial resources on extracurricular services and they are expected to provide a wide range of these services to provide a balanced education. extracurricular activities provided in school are often categorized into two welldifferentiated types: extra-scholastic (outside the school program) and extracurricular (complementary activities carried on within the school setting, and generally under school auspices). a reasonable number of quantitative studies suggest that availability of extracurricular activities in school is associated with an improved educational level, higher aspirations, more interpersonal competencies and a better attention level (pitts, 2010; mahoney, cairos & farwer, 2003), increased critical thinking and personal and social maturity (adeyemo, 2010; kim & so, 2012), and generally speaking, with great benefits that serve to bridge school activities with those performed outside the academic setting (noam, biancarosa & dechausay, 2003). pitts (2010) and trail (2002) found that extracurricular activities increased the academic success of individuals and make contribution to the character guidance (prayitno, ngalim, sutopo, rohmadi, & yuniawan, 2018). also, literature shows that little attention is given to qualitative approach in investigating the impact of extracurricular services on students’ success. the one conducted by esenturk et al., (2016) limited their study to evaluation of extracurricular activities in school without examine its impact on students’ academic achievement, thus suggesting that qualitative studies are yet to be fully used exhausted. in view of the foregoing, the focus of the present study is to investigate the perceived influence of extracurricular services on students’ academic achievement in secondary schools in kwara state, nigeria via a qualitatihve approach with a view of gaining a better understanding of the study phenomenon. 2. method the research design for this study is qualitative method. the reason for using qualitative method is to gain a better understanding of the study phenomenon, as suggested by creswell (2009). another reason for is that it helps to get the richness of the study context. the study population consists of entire principals of both public and private secondary schools in kwara state, nigeria. in order to select draw participants from the population, we used three sam-pling techniques. firstly, stratified sampling technique was used to group all schools into three senatorial districts (kwara central, kwara south and kwara north) with its 16 local government. secondly, purposive and convenience sampling techniques were employed to select 20 princi-pals from twenty secondary schools from the three senatorial districts (ary, jacobs and razavier, 1997). the reason for using principals is that they have broad knowledge of activities in their domain. since they are the one responsible for the implementation of school curricu-lum, it is expected that adequate information regarding extracurricular services can be gotten from them with a view to using it for research purpose. below is table 1 showing the three senatorial districts and its local government in kwara state, nigeria. also, figure 2 depicts the map of kwara state and where its 16 local governments are located. indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 1-19 3 influence of extracurricular services on students’ academic achievement in secondary schools in kwara state: a qualitative approach table 1. three senatorial districts and its 16 local government in kwara state kwara south senatorial district 1 ifelodun 2 irepodun 3 ekiti 4 offa 5 oyun 6 isin 7 oke-ero kwara central senatorial district 8 asa 9 ilorin south 10 ilorin west 11 ilorin east kwara north senatorial district 12 baruteen 13 kaima 14 patigi 15 edu 16 moro figure 1. map of kwara state showing 16 local governments are located a. study instrument an instrument tagged “interview guide on extracurricular services (iges)” developed by researchers was used to collect relevant data for the study. some of the items in the interview guide were adapted from previous studies (e.g.mestapeltan & pukkinin, 2014; mccaughn, 1999) who investigated the influence of extracurricular services on students’ academic achievement via a quantitative approach. two reasons justify the use of interview for the study. firstly, interview covers essential information that can be used to elicit relevant information from the interviewees. secondly, interview helps get in-depth views which a conclusion can be drawn from it (gay & aisaran, 2000). in addition to the use of interview, standard observational checklist adapted from previous studies, was used to collect and assess extracurricular services in the visited schools. the observation was used to complement the findings from interviews conducted (creswell, 2009). b. validity and reliability of the instrument firstly, in order to ensure validity of the instrument, experts in the field of the study assisted to ensure that the items contained in interview guide and observational checklist are capable of eliciting relevant data for the study. the also ensured that those items are relevant to the study research questions. all the corrections made by the experts were effected as directed. by this measure, both indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 1-19 4 influence of extracurricular services on students’ academic achievement in secondary schools in kwara state: a qualitative approach the face and content validity of the instrument were assured (creswell, 2009). secondly, in order to ensure reliability of the instrument, we carried out a reliability test so as to determine the consistency of the adapted instrument. to achieve this, pilot study involving 2 principals were drawn from 2 secondary schools outside the schools used for the main study. c. ethical consideration this study was conscious of ethical consideration because it is one of the fundamental issues in qualitative research (creswell, 2009). in order to achieve it, an ethical approval to investigate the perceived influence of extracurricular services on students’ academic achievement in secondary schools was secured. firstly, an introduction letter was obtained at ahwang had salleh graduate school of arts and sciences, universiti utara malaysia explaining the nature and purpose of the study. secondly, a written informed consent was secured from the principals and participation was voluntary, nobody was forced to participate in the study. thirdly, the interviews were conducted in a setting that ensured privacy and confidentiality (ary, jacobs and razavier, 1997; creswell, 2009). d. data collection procedure in this study, data were collected with the help of two research assistants, who ensured the recording of the interviews. at least, 30 minutes each was used to conduct interview for the participants (principals) selected for the study. the interviews conducted lasted for 3 months. specifically, ten principals were interviewed in one month; five principals were interviewed in the second month while the remaining five principals were interviewed in the third month. materials used to collect data include digital audio tape, ipad phone, camera, laptop, biro, pencil, eraser, exercise book and jotter (creswell, 2009). it is imperative to provide a background of informants in qualitative research, this is also applicable in quantitative research as well. the essence of providing the profile of informants is to gain a better understanding of the informants based on their unique or characteristic that formed their personality. another reason for reporting the profile of is to exhibit transparency in research, however, as explained earlier, twenty informants (schools’ principals) formed the total sample size for the study (creswell, 2009). the profile of the informants is displayed below: figure 2. profile of the informants based on sex, it shows that that the majority of the informants are males with 13 informants while seven informants are females. the 13 informants (males) account for 65%; while seven informants (females) account for 35%. regarding age, it shows that majority of the informants’ age (15 informants) is 50 years and above, which represents 75%, while five informants’ age is less than 50years, which represent 25%. also, indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 1-19 5 influence of extracurricular services on students’ academic achievement in secondary schools in kwara state: a qualitative approach figure 2 revealed that most of the informants possessed masters’ degree in education (m.ed.). fifteen (15) of the informants acquired a masters while the remaining informants (5) possessed bachelor degree in education (b.ed.). the 15 informants account for 75% of the sample size while five informants account for 25% of the sample size. the implication of this is that the majority of the interviewed principals were educated, which helped to get accurate information needed for the study. lastly, regarding religion, the study shows that the majority of the informants are muslims (14) while the remaining informants are christians (6). the 14 informants represent 70% of the informants while seven informants represent 30%. e. data transcription and thematic coding after successful data collection, the collected data were transcribed with the use of laptop and hear piece. the transcription produced 20 pages. the transcribed data was subsequently coded in line with the study research questions. the data coding produced three (3) main themes and eight (8) subthemes. the three main themes are: (1) issues on extracurricular services; (2) factors affecting provision of extracurricular services; (3) ways of ensuring effective extracurricular services (yildrim & simsek, 2013). table 2 below shows detailed main and subthemes of the study based on research questions. table 2. main and sub-themes based on coding main theme number of theme 3 number of sub-theme 8 theme one (issues on extracurricular services ) number of sub-theme 4 theme two (factors affecting provision of extracurricular services) number of sub-theme 2 theme three (ways of ensuring effective extracurricular services) number of sub-themes 2 total 19 3. result and discussion a. the contemporary issues on extracurricular services in school nowadays, no student would say no to active participation in extracurricular services. it is one of the oldest and main services in the school system. ekeke (2014) asserts that a school without service is incomplete because of its unique importance. in this study, an attempt was made to know the meaning of extracurricular services in the education system. expectedly, quite number of principals used for the study gave comprehensive responses to what extracurricular services mean in the education system. start with, some informants explained that: indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 1-19 6 influence of extracurricular services on students’ academic achievement in secondary schools in kwara state: a qualitative approach “extracurricular services are the services for the development of mind and body through physical and social activities. extracurricular services can be defined as the services meant for students to engage in the school. extracurricular services are the services provided for students outside the classroom learning. it is an outstanding service in the school system.” (informants 1, 4, 8, and 14). in support of the statements above on the meaning of extracurricular services, informants 9, 6 and 17 expressed that: “extracurricular activity is the training of mind and body through physical and social activities. this is meant to keep the mind and soul of students together. it is often called curricular activities. extracurricular services are meant for students to develop themselves academically, physically, socially and emotionally. these services are done outside the classroom. it is an indispensable service in the school.” the above responses show the level of what extracurricular services are all about, this agrees with the study of ekeke (2014) who submit that extracurricular forms cocurricular activities in the school system. he explained that there was a paucity of research in this area, sadly, most of the study conducted mostly focused on tertiary institutions. he sees extracurricular activities as the activities that students embarked on with a view to developing in them the cognitive, affective and psychomotor domains of the learner. informants 2, 6, 8, and 18 offered their opinions on the meaning of extracurricular services, they explained: “extracurricular services can be defined as the services that are provided for the physical, social and emotional development of students. extracurricular activities are the activities that are necessary for the development of students in the school. it is also known as co-curricular activities as enshrined in national policy on education. it is a service provided to give students a sense of belonging. extracurricular activities are vital. when we talk about extracurricular activities, it can be defined as sporting events and debate engagements meant for the students. these activities widen the horizon of the students.” furthermore, informants 12, 20, and 19 expressed that: “extracurricular services refer to activities that students engage in outside the classroom. it is a valuable service that is vital to the development of students. extracurricular services are services for the social and physical development of the students. these are services that are meant to develop students physically and emotionally. having extracurricular services in the school is imperative. extracurricular activities are crucial for the academic development of the students. it is sometimes called cocurricular activities. it should be provided.” explaining more on the meaning of extracurricular activities, ohienuran (2008) explains that efforts should be made to understand more of what extracurricular activities stand for by all the stakeholders in the education sector. in the light of this, informants 3, 10, 11, and 15 asserted that: “extracurricular services mean the services provided for the benefit of the students. it is a vital service in the school system. it develops them physically, socially and emotionally. it covers the affective, cognitive and psychomotor learning of the student. it is also called co-curricular services. they are services indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 1-19 7 influence of extracurricular services on students’ academic achievement in secondary schools in kwara state: a qualitative approach meant for the enjoyment of students in school. it is a service that students participate to for their overall development. lastly, extracurricular services are the services provided for students outside the classroom learning. it is an outstanding service in the school system.” in synopsis, it is understood that the majority of the informants has knowledge of what extracurricular services meant, which is good for the promotion and development of the services in their schools. it is safe to say that understanding the meaning of the service by the informants is essential to know what kind of extracurricular services they have, whether the services are provided, and knowing the importance of extracurricular services in secondary schools in kwara state. researchers have classified extracurricular activities to be formal and informal activities. they see formal extracurricular activities as moderately structured like to participate in sporting events (i.e. football, basketball, volleyball, table tennis, etc.) and social activities (debates, quiz competitions, etc.) (afiah binti sheikh ismail, 2019). informal activities refer to less structured activities, which has to do with watching television, listening to music, etc. (fujita, 2006). some studies in the literature opined that the former (structured activities) are mostly prominent in the activities of students in the school while the latter (unstructured activities) are mostly performed at home (ekeke, 2014; fujita, 2006). however, this study empirically supports the structured activities which are known mostly in the school system. thus, it is evident in this study that most of the principals expressed the nature of extracurricular services in their schools. for example, informant 8 explained that “… well, we have various types of extracurricular services in our school. we have sports facilities which include a football pitch, table tennis, badminton, etc. we also participate in quiz competitions, debates and other events that are of benefit to the students”. informant 19 said that “… we have various facilities such as a football pitch, table tennis, relay race, etc. we also allow our students to participate in social events such as debates, quiz, religious and other competitions from time to time. this has helped to develop our students mentally, spiritually, and physically.” the views of the informants show that the nature of the extracurricular services includes student participation in sports activities and debate competitions. fujita (2006) opined that numerous extracurricular activities that are embedded in the school have proven to be of great importance to students. activities in sports and other related activities are common in schools. to know more about the nature of extracurricular activities that applies to secondary schools in this study, informant 14 asserted that “… our school engages in various activities such as football, volleyball, table tennis, etc. we also engage in social club activities like quiz, debates, etc.” informant 18 also bares his mind that “… our school participates in events such as football, volleyball, basketball, table tennis, relay race and other sports activities… also, we participate in the quiz, debates and other social events which help to develop students academically, socially and physically… all these are part and parcel of the activities we provided for students in our school”. specifically, informant 17 expressed that “… we have sports facilities that our students use for their physical development. facilities such as a football pitch, table tennis, basketball court, etc. our students participate in social activities such as debate, quiz, religious and other competitions for their development”. indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 1-19 8 influence of extracurricular services on students’ academic achievement in secondary schools in kwara state: a qualitative approach in the same vein, informant 20, who is also in support of other informants on the nature of extracurricular activities in his school, said that “… we have sports facilities such as a football pitch, volleyball, table tennis, basketball, etc. our students also engage in debate, quiz and other social activities”. similarly, an informant described the nature of extracurricular activities in his school, he said: “our school has been involved in various extracurricular activities. we have a football pitch, table tennis, etc. regarding social activities, our students do participate in debate and quiz competitions and another form of social events for their development. we do teach students in the area of entrepreneurship for the purpose of making them self-reliance after their graduation.” (informant 5). according to informants 7 and 4, they explained that: “we have various extracurricular activities lined up for our students in their development. we have a football pitch, volleyball, table tennis, etc. our students engage in both social and physical activities in school. these are provided for students’ use. also, students in this school participate in quiz competitions, debates, social club, and religion activities. all those above are provided for students in school.” (informants 4 and 7). informants 13 and 15 also expressed that: in our school, we have various sporting activities. we have a football pitch, table tennis, volleyball court, etc. our students participate in sporting events from time to time. also, they participate in social activities such as quiz, debates, and religious activities for their development. we have won many awards in sports and quiz and debate competitions.” furthermore, informants 1, 6, 9 and 10 admitted that: “we have a series of activities for our students in this school. we participate in the quiz, debate, and social club, religious and other competitions for the development of our students. also, we have a football pitch, table tennis and other sporting facilities which our students engage in. we allocate wednesday as extracurricular activities for our students. our students participate in football, table tennis, relay race, volleyball, debates, quiz competitions, social club, etc. these activities are meant for the overall development of students.” also, informant 3 opined that: “we have a variety of facilities for students in this school; we have a football pitch, handball pitch table tennis, badminton, and these are meant for sporting activities. when we talk about social events, our students involve in quiz competitions, debates, and excursions. our students do well in these mentioned activities as you can see some medals won by our school.” in support, informant 16 describes the nature of extracurricular activities that are applicable in her school, she said”… our students actively participate in both sports and quiz competitions and won trophies. we have a football pitch, table tennis, etc. for students to make use of at break time. also, they go for debates and quiz competitions within and outside the school”. lastly, informant 2 expressed that: “we have a variety of facilities for students in this school; we have a football pitch, handball pitch table tennis, badminton, and these are meant for sporting activities. when we talk about social events, our students involve in quiz com indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 1-19 9 influence of extracurricular services on students’ academic achievement in secondary schools in kwara state: a qualitative approach petitions, debates, and excursions. our students do well in these mentioned activities as you can see some medals won by our school. in view of the foregoing, this study found that the nature of extracurricular services in secondary schools in kwara state is similar. also, our observation on the nature of extracurricular services in secondary schools corroborates the interviews conducted. table below shows the nature of extracurricular services in schools. table 3. observation on nature of library services in selected secondary schools provision of extracurricular services in the school is often said to be an essential that could influence the academic performance of students in the school system. time for extracurricular services helps students or learners on how to make use of their leisure time more wisely and upsurge their intellectual acumen so that they can function well as leaders as well as members of a group (manebete and duwa (2015). nevertheless, extracurricular activities are very popular in nigerian schools because of its importance. however, the interview conducted on whether extracurricular service is provided for secondary school students or not was the question that was thrown to principals-in-charge of the schools. the responses got from the principals confirmed that extracurricular service is provided for students. to start with, informants 12, 16, 17, and 19 admitted that “… extracurricular services are well provided for students as far as am concerned. it should be provided for students in schools because of its importance”. informants 3, 5, 7, and 9 explained that “… extracurricular activities are well provided for students in this school. extracurricular services should be provided in schools”. specifically, informant 2 expressed his views on the reality of extracurricular services for students, he said: “students do involve in extracurricular activities because that is the only way to enjoy themselves outside the classroom activities. our students participate actively in extracurricular activities which are good for their development. extracurricular services should be provided from time to time for the overall evolution of the school. extracurricular service is one of essential services in the school.” the above responses show that extracurricular services are still alive in secondary schools in kwara state, nigeria, despite the findings as reported in the literature. manebete and duwa (2015) opined that the availability of the services immensely contributes to social, character and physical development as well as for mental and healthy growth, which will, in turn, affects their academic performance positively. in support of this, s/n nature of library services 1 football 2 volleyball 3 basketball, 4 badminton 5 table tennis 6 long jump 7 handball 8 relay race 9 social club 10 quiz competition indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 1-19 10 influence of extracurricular services on students’ academic achievement in secondary schools in kwara state: a qualitative approach informants 6, 8, 11, 13 and 14 were of the view that “… totally, extracurricular are well provided for students in this school as far as am concerned. it should be provided; it is an integral part of the school system. it should be provided in the school. they are imperative. we provide these services for students”. also, informants 1, 4, 15 and 20 said that: “it should be offered in the school because the service is necessary for the development of the students. extracurricular services should be provided for students in schools because it is vital for their growth and development. b. perceived influence of extracurricular services on students’ academic achievement the extant literature has shown that students who actively participate in extracurricular activities tend to have good grades in their examinations because they manage time, strive for excellence, and relieve stress in doing things. besides, extracurricular activities that are well-grounded in the school programs positively have an impact on students’ achievement (ekeke, 2014). however, given those above about the importance of extracurricular activities in the school system, this study is totally in support of it as the interviews conducted shows clearly the significance of extracurricular activities for students in secondary schools. meanwhile, quite a reasonable number of informants attested to this and bared their minds on how their students’ participation in extracurricular activities improves their students’ academic achievement. for instance, according to the statements emanating from informants 1 and 11, they said that: “one of the important of extracurricular services is that it prepares students for future challenges. it helps students to explore skills they have. it makes them develop socially. it helps them to be physically fit. it helps them to put into practice what they have learnt in the classroom. finally, extracurricular activities improved students’ academic achievements in our schools.” in buttressing the above on the importance of extracurricular activities in the school system, some of the informants believed that students who participate in it stand to benefit more than those that do not participate, informants 5, 9, and 10 said that: “the importance of extracurricular services is to bring out talents in them. it fosters unity among the students. it is also to promote friendship among the students. it helps them to gain exposure. it contributes to develop students emotionally, physically and socially. it helps students in their academic careers. it prepares students for future challenges.” similarly, informants 6, 12, and 19 expressed that: “it assists in enhancing students’ academic performance. it develops students emotionally, physically and mentally. it develops students socially. these are some of the importance of extracurricular services in the school system. it creates friendship among students within and outside the school.” some informants are of the view that the importance of extracurricular activities is beyond the known academic performance; the importance covers both the visible and invisible. they said: “it develops physical development of students. it fosters unity among students. it enhances the academic performance of students. it creates friendship among students. it helps students spiritually. it helps students socially, physically and psychologically. it also helps in the men indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 1-19 11 influence of extracurricular services on students’ academic achievement in secondary schools in kwara state: a qualitative approach tal development of the students.” (informant 8, 15 and 18). informants 4, 13, 14 and 20 justifies the inclusion of extracurricular activities in the school programmes, they expressed that: “they are crucial to the attainment of the school’s goals and objective. it helps to promote competition among students. it develops students physically, emotionally, spiritually, and socially. it makes the students fit. it fosters unity amongst students. it is an essential service in the school system.” furthermore, another informant who is also in support of other informants’ submissions on the importance of extracurricular, he said that: “the importance of extracurricular activities is enormous. firstly, it brings mental alerting. it promotes friendship amongst the students, and it gives room for competition. extracurricular is a tool for community development as well as the state and country development because it is through these events that bring development to the society.” (informant 2) informants 17 said that “… it helps to sharpen the emotional and social development of students. it contributes to develop students physically. it enhances the academic performance”. informant 3 also expressed that “… for mental alertness…. for social development of the students… and for the psychological development of students”. lastly, informant 16 opined that “… it enhances the academic performance of students… it fosters unity among students and creates competition among students.” c. factors affecting provision of extracurricular services in school based on the interviews conducted in the study, it is evident that majority of the informants concurred that non/inadequate availability of extracurricular services inhibits effective provision of extracurricular services in secondary schools. according to informants 2, 3, 6, 7 and 8, they asserted that ”... our schools doesn’t have enough sports (i.e. football, volleyball basketball etc.) equipment which students can use for extracurricular activities”. in support of the foregoing, informants 1, 9, 10, 11, 12 and 19 expressed that ”...due to population explosion in our schools, inadequate sports facilities sometimes stop our students from participating in sports (volleyball, basketball, gymnastic, handball, etc.) that are available in our schools”. in the same vein, informants 5, 18, 16 and 17 said ”...inadequate availability of extracurricular facilities is a serious challenge in our schools. for instance, in sports, the facilities we have cannot accommodate large number of students at a time”. table 4. observation on availability of extracurricular facilities in 20 selected schools s/n extracurricular facilities in 20 selected schools available not available 1 football pitch available in 20 schools 2 volleyball court available in 8 schools not available in 12 schools 3 badminton court available in 4 schools not available in 16 schools 5 table tennis available in 20 schools 6 gymnastics available in 2 schools not available in 18 schools indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 1-19 12 influence of extracurricular services on students’ academic achievement in secondary schools in kwara state: a qualitative approach s/n extracurricular facilities in 20 selected schools available not available 7 hall for social events available in 8 schools not available in 12 schools 8 mosque and church for religious activities available in 11 schools not available in 9 schools d. non/inadequate availability of extracurricular services personnel interviews conducted in this study confirmed that non/inadequate availability of extracurricular services personnel hinders effective provision of extracurricular services in secondary schools. according to informants 1, 4, 7, 9 and 12, they opined ”personnel in charge of extracurricular activities in our schools are not enough”. in the same vein, informants 1, 5, 8, 11 and 20 expressed thus ”due to lack of personnel, students are restricted to certain activities in our schools”. similarly, informants 8, 14, 15, 16 opined that ”we have few people that are in charge of sports and other related activities in our schools”. lastly, the opinion of informants 2 and 9 concurred with the submissions of other informants given earlier, they opined that ”to be candid, we don’t have adequate personnel to guide students who engage in various activities such as debate, football, quiz completion, volleyball, basketball, handball, badminton, etc.” table 5. observation on extracurricular services personnel in 20 selected secondary schools school number of staff available for sports activities (i.e. football, volleyball, table tennis, etc.) number of staff available for other activities (i.e. quiz competition, debate, etc.) total number of staff for extracurricular services in school school a 4 6 10 school b 5 8 13 school c 5 11 16 school d 7 10 17 school e 5 9 14 school f 4 11 15 school g 4 6 10 school h 3 5 8 school i 5 7 12 school j 2 6 8 school k 11 15 26 school l 10 12 22 school m 4 7 11 school n 3 5 8 school o 2 5 7 school p 6 9 15 school q 2 7 9 school r 4 8 12 school s 5 10 15 school t 3 9 12 note: schools with 20 personnel is considered as adequate while schools with less than 20 personnel is considered as inadequate e. adequate provision of extracurricular facilities interviews conducted indicated that majority of the informants opined that adequate provision of extracurricular facilities will increase students’ participation in extracurricular activities in secondary schools. informants 1, 3, 6, 11, 13 and 14 said: indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 1-19 13 influence of extracurricular services on students’ academic achievement in secondary schools in kwara state: a qualitative approach ”in order to encourage students to participate in extracurricular activities in school, basic extracurricular facilities (such as football pitch, basketball court, volleyball court, badminton court, etc.) should be available for students to use. in the same vein, relevant equipment related to the mentioned facilities should be available in large number so that students who are interested will be able to use it”. informants 2, 4, 5, 8, 9 and 12 expressed that ”extracurricular facilities in schools are needed to entice students for them to partake in various social activities”. similarly, informants 7, 10, 15, 18 and 20 opined that ”since sports remain the major extracurricular activities that students engage in, sports facilities should be adequately provided so that students can be encouraged to use it”. according to informants 6, 16, and 17: “students engagement in extracurricular activities largely depends on availability of facilities in the school. to this end, adequate extracurricular facilities (football pitch, volleyball court, handball court, etc.) should be available in secondary schools so that extracurricular activities can be promoted.” lastly, informant 8 said “…for schools to provide comprehensive extracurricular services, adequate extracurricular facilities must be provided so that active participation of students can be assured. “ our interviews confirmed that in order to promote extracurricular services in secondary schools, adequate availability of extracurricular services personnel must be ensured. according to informants 1, 2, 3, 5 and 10 ”enough staff should be available to ensure effective provision of extracurricular services in secondary schools. this will make students to be more active in partaking in various activities”. informants 4, 7, 8, 9 and 11 said: ”school’s social and sports committee should be comprised of adequate men and women of proven integrity who are to guide students on various activities which include inter-house sports, social club, quiz completion, debate and other related completion”. similarly, informants 6, 12, 14, 15 and 18 opined that ”since we have various extracurricular activities in secondary schools, adequate personnel should be available to direct and guide students for effective utilization of facilities we have”. the foregoing submission is in consonance with the view of informants 13, 16, 17 and 19 which said ”honestly, schools need extracurricular service0s personnel to be saddled with responsibility of guiding students when they engage in various extracurricular activities.” the main aim of the present research was to investigate the perceived influence of extracurricular services on students’ academic achievement in secondary schools in kwara state, nigeria. thus the discussion of the key findings will be done based on three research questions and objectives of the study. the first research question of the study was based on contemporary issues on extracurricular services in school. in line with the research question, the first research objective of the study was to know the contemporary issues on extracurricular services in school. our findings revealed four issues on extracurricular services, they are meaning of extracurricular services, nature of extracurricular services, provision of extracurricular services and perceived influence of extracurricular services on students’ academic achievement in secondary schools. firstly, on what extracurricular services mean, our findings show that majority of the informants explained it as the services that are designed for students’ development outside the four walls of the classroom. the foregoing is in tandem with the work of holloway (2000) who opined that the term extracurricular services refer to any services that school render to students outside the class indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 1-19 14 influence of extracurricular services on students’ academic achievement in secondary schools in kwara state: a qualitative approach room. those services take place outside the regular (compulsory) school curriculum. similarly, alansari et al., (2016) and fujita (2006) found that extracurricular services have to do with the designed programs planned by the school authority for students to enjoy. it is an all-round service which focuses on the cognitive, affective and psychomotor domains of the students. extracurricular remain a certain service in the school system. it is an activity that gives students' joy outside the classroom because of the elements that are embedded in the extracurricular programs. secondly, on the nature of extracurricular services that schools provide for students, our findings indicate that series of extracurricular services are provided for students in schools. in addition to the interviews conducted, observation method was used to complement the interviews conducted. as shown in table 3, nature of extracurricular services in schools include football, table tennis, volleyball, badminton, quiz completion, social club, debate, etc. the findings corroborate the studies conducted by ekeke (2014) and fuji (2006) who concurred that the existence of various extracurricular activities (such as football, volleyball, social club, etc.) are needed to fasttrack students’ development and that the types of activities in schools vary because schools have various priorities when it comes to this aspect. thirdly, on whether schools provide extracurricular services or not, our findings show that extracurricular services are well provided for students. the findings is in congruent with the research conducted by edem (2006) and manebete and duwa (2015) who found that the provision of extracurricular activities promotes captivating challenges to the students, as well as adding to their activity and novelty of their lesson. fourthly, concerning whether extracurricular services influence students’ academic achievement in secondary schools, our findings reveal that students’ who engage in various extracurricular activities in schools perform better in their examinations. the findings is synonymous with the studies conducted by adeyemo (2010), bradley et al. (2101) and courtner-smith, sofo, chouinard and wallace (2007) who found that extracurricular activities such as baseball, basketball, debating, tennis, chess clubs, drama, student government, choir, yearbook, computer clubs stimulate academic achievement of students. specifically, they opined that opined that despite the efforts and time the extracurricular activities consume, there is a benefit that is accrued to students who participate in it. the benefit could be in the form of enhanced life skills and fun. in the same vein, alansari et al., (2016), ekeke (2014), trail (2002) and welk et al. (2010) concluded that overall, the participation of school students in various extracurricular activities positively improved students’ academic pursuit and life skills, which include goal-setting, discipline, teamwork, responsibility and accountability. they will find themselves prepared better for post-school activities. there is a high tendency for students to realize that the lessons they acquired outside classroom, whether in sports or social activities, would help them cope with future challenges at their places of work. additionally, the current finding is also in congruent with developmental framework theory, which theorized that extracurricular activities participation has a positive effect on students’ academic performance indirectly as a result of the non-academic and social benefits associated with extracurricular activities participation (anderman, 2002; broh, 2002; fin, 1989; holland & andre, 1987). the second research question of the study was on factors affecting the provision of extracurricular services in school. in line with the second research question, the second objective of the study was to identify factors affecting provision of extracurricular services in secondary schools. our findings from interviews reveal that two possible indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 1-19 15 influence of extracurricular services on students’ academic achievement in secondary schools in kwara state: a qualitative approach factors inhibit the provision of effective extracurricular services; they are non/inadequate availability of extracurricular facilities and non/inadequate availability of extracurricular services personnel. firstly, on non/inadequate availability of extracurricular facilities, informants complained about inadequate extracurricular facilities in their schools. in order to buttress the foregoing point, evidence from our observation method and other documents attest to the fact that schools lacked adequate extracurricular facilities. as displayed in table 4, all the 20 selected schools had football pitch and table tennis for students use. sadly, out of 20 schools, only 8 schools had volleyball court and hall for social events while 4 out of 20 schools had badminton court. furthermore, 2 out of 20 schools had gymnastics for students use while 5 out of 20 schools had mosque and church for religious activities. the findings is in congruent with the work of adeyemo (2010) and ekeke (2014) who concluded that unavailability of extracurricular facilities affect effective implementation of school services. secondly, concerning non/inadequate availability of extracurricular services personnel, we confirmed that majority of the schools had inadequate personnel to guide students in several extracurricular activities. as shown in table 5, it indicate that only school k and school l had 26 and 22 extracurricular services personnel respectively in charge of both sport and other social activities while school c, d, e, p and s had 16, 17, 14, 15 and 15 extracurricular services personnel respectively, which is less than 20 personnel. also, the remaining schools had less than 15 personnel. we considered the 2 schools with 20 extracurricular services personnel as adequate because they will be able to direct and guide students who engage in various activities, while schools with less than 20 personnel were considered as inadequate. adeyem (2010) and okeke (2014) opined that inadequate personnel hindered extracurricular services in education system. the third research question of the study was on measures that can be used to ensure effective extracurricular services in school. in tandem with the third research question, the aim of the third research objective was to suggest measures that can be used to ensure effective extracurricular services in school. evidence from the interviews conducted show that two measures were suggested by the informants, they are adequate provision of extracurricular facilities and adequate availability of extracurricular services personnel. on adequate provision of extracurricular facilities, majority of the informants opined that facilities (such as standard football pitch, volleyball court, table tennis, hall centre, etc) should be adequately provided for students in secondary schools so that active participation of students can be guaranteed. the findings are in line with the studies of bozkus (2013) and kim and so (2012) who confirmed that extracurricular facilities are important in raising students’ skills. similarly, gerber (1996), mash (1992) and mahoney and cairns (1997) concluded that availability of extracurricular facilities is necessary for the overall development of students. on adequate availability of extracurricular services personnel, our findings reveal that if adequate personnel are in charge of extracurricular services, it will lead to more participation of students in extracurricular activities. it is believe that if there is adequate personnel in charge, students can be enlightened on the need for participation in extracurricular activities. the foregoing findings correspond with bozkus (2013) and ludeman (2002) who opined that the function of extracurricular personnel in school is to educate students on the need to engage in various extracurricular activities. specifically, they are saddled with the responsibility of organizing sports events, debate and quiz completions for students. taken together, it can be said that the present study has successfully provided answers to the three research questions while indonesian journal on learning and advanced education (ijolae) | p-issn 2655-920x, e-issn 2656-2804 vol. (1) (2) (2019) 1-19 16 influence of extracurricular services on students’ academic achievement in secondary schools in kwara state: a qualitative approach the three research objectives had been achieved. in view of the foregoing, this study made some contributions to the existing body of knowledge in several ways. from practical perspective, our findings will assist schools’ principals on the need to understand the important role that extracurricular services play on students’ academic achievement. it will also enable them to know the types of extracurricular services that will provided in their schools. in addition, findings will enable the government at all levels (local, state and federal) and other stakeholders in education on how to formulate policy that will ensure effective provision of extracurricular facilities and personnel in secondary schools. from methodological perspective, the use of qualitative approach to investigate the perceived influence of extracurricular services on students’ academic achievement is another notable contribution of the present study because literature reviews revealed that there was less research on qualitative study (e.g. esenturk et al., 2016) investigating the connection between extracurricular services and academic success, hence the use of interviews and observation in this study helped to gain a better understanding of the study phenomenon. from theoretical perspective, our findings on perceived influence of extracurricular services on students’ academic achievement validates developmental framework theory, which posit that participation in extracurricular activities improved students’ academic success. 4. conclusion even though our findings lend credence to the perceived influence of extracurricular services on students’ academic achievement in secondary schools but it was observed that there were factors affecting effective provision of these services, namely non/inadequate availability of extracurricular facilities and non/inadequate availability of extracurricular personnel. in the case of our study they were the lacking quantity of the facilities, personnel, and other equipment. 5. references adeyemo, s. a. 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(2013) sosyal bilimlerde nitel araştırma yöntemleri. ankara: seçkin yayıncılık microsoft word 5. astalini.doc indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 207-224 207 male or female, who is better? students' perceptions of mathematics physics e-module based on gender male or female, who is better? students' perceptions of mathematics physics e-module based on gender astalini1, darmaji2, dwi agus kurniawan3, mashelin wulandari4 1-4faculty of teacher training and education, universitas jambi, indonesia doi: 10.23917/ijolae.v3i3.14830 received: june 12nd, 2021. revised: august 8th, 2021. accepted: august 11st, 2021 available online: august 18th, 2021. published regularly: september 1st, 2021 abstract this study aims to determine student perceptions of the physics-mathematical e-module based on gender differences. this type of research is quantitative research. this research targets the students of the physics education study program at the jambi university class of 2019, consisting of classes a, b, and c with a research sample of 120 people using simple random sampling. data analysis was carried out descriptively and used normality, homogeneity, and anova tests. the results of the anova test showed that there were differences in perceptions based on gender, with a significance of 0.018 for females and 0.025 for males, which means that there are differences in student perceptions. furthermore, this difference can be seen in the lsd follow-up test where there are two classes for the female gender, which have significant differences in perception in class a and class c with a significance of 0.044 and classes b and c with a significance 0.011 for the female gender. meanwhile, in the male gender, only classes b and c have a significant difference with a significance value of 0.07. however, overall, students gave a good perception of this e-module so that this e-module can be used in learning mathematics and physics on partial differential material. keywords: e-module, gender, mathematical physics, students perception corresponding author: dwi agus kurniawan, faculty of teacher training and education, universitas jambi, indonesia email: dwiagus.k@unja.ac.id 1. introduction technology and education are two things that cannot be separated. one of the undeniable challenges in the 21st century is preparing human resources (hr) who can communicate and master science (malik, 2019; yamtinah, roemintoyo, & kartikasari 2020; silwana et al., 2021). these challenges include developing literacy in information and communication technology (ict), critical thinking skills, problem-solving skills, and collaboration skills that will be useful in the field of education (suarsana & mahayukti, 2013; hadinugrahaningsih, rahmawati, & ridwan, 2017; hermansyah, 2020; van laar et al., 2020). education aims to educate the nation's life, prepare students to become people who can contribute and have a positive impact on society now and in the future (desstya, novitasari, razak, & sudrajat, 2017; kurniawan, astalini, darmaji, & melsayanti, 2019; mafudiansyah, sari, & arsyad, 2020; syahmani et al., 2021). so that to achieve these goals, we need learning media in the form of teaching materials that can make it easier for students to understand a learning material. teaching materials are the most crucial part of the continuity of the teaching and learning process. teaching materials are an alternative to support learning activities expected to provide a concrete picture of the material (widodo, darhim, & ikhwanudin, 2018; adisti, 2021; hardiana & aisah, indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 207-224 208 male or female, who is better? students' perceptions of mathematics physics e-module based on gender 2021). teaching materials can be in the form of a set of tools for learning that teachers use to provide material to students (syafrijal & desyandri, 2019; faisal, hotimah, nurhaedah, ap, & khaerunnisa, 2020; rismaningtyas, slamet, kurniawati, & pranoto, 2019). however, the problem that often arises in the teaching and learning process in schools is that the material for each book is different, and the material contained in the book is not under the characteristics of students (sukerni, 2014; henriksen, richardson, & mehta, 2017). so this needs to be overcome through innovations such as using electronic modules or e-modules. e-module is one of the teaching materials that utilize technology as an innovation. becausemodules following current developments are electronic-based modules or commonly known as e-modules (putra, irawan, & pradnyana, 2017; istikomah, purwoko, & nugraheni, 2020; ustafiano & purwanto, 2020). e-module is an abbreviation of the electronic module, which is an electronic-based module (nalarita & listiawan, 2018; ramadhani & fitri, 2020; sofyan, angereini, muazzomi, & larasati, 2020). this e-module is in the form of independent learning materials that are structured in order to achieve learning objectives (afriyanti, suyatna, & viyanti, 2021; ilmi, arnawa, yerizon, & bakar, 2021; ninawati, burhendi, & wulandari, 2021). the advantages of this e-module are that students are more interested in learning and are not bored with the usual teaching materials in understanding complicated and mathematical materials such as mathematical physics. mathematics physics is a combination of physics and mathematics and is a compulsory subject for physics education students at jambi university. the topics discussed are related to advanced courses such as mechanics, modern physics, etc., which contain a description of the problem and how to solve it (saputri, fadilah, & wahyudi, 2016; cape, 2018; bustami, ngadimin, & farhan, 2020). however, in the physics education study program at the jambi university, we rely on the book mathematical methods in the physical sciences by mary l. boas, which uses english, so it is pretty difficult for students (ellianawati & wahyuni, 2012; rifanan, 2018; wilujeng & permatasari, 2019). in comparison, the use of teaching materials such as e-modules serves as a tool to package learning materials and concepts well as well as to improve the quality of learning (pathoni, jufrida, saoutri, & sari, 2017; jazuli, azizah, & meita, 2018; darmaji, astalini, & kurniawan, 2019). especially at this time, in the era of the covid-19 pandemic. the covid-19 pandemic or coronavirus disease 2019 has become a severe problem and has spread to various sectors of life, such as education (daniel, 2020; dogar et al., 2020; jena, 2020). this causes learning to be done with writing and requires updates such as images, animations, and videos (jena, 2020; setiawan et al., 2020). this is also needed in learning mathematical physics, so this mathematical physics e-module was created with the help of 3d pageflip professional software that can improve the quality of this e-module. the quality of a product, namely emodules, can be seen by measuring the perceptions of students. perception is a person's perspective through a process of the five senses processed and then concluded to understand information (qiong, 2017; yodha, 2019; yunita & maisarah, 2020). this perception is used to see how students perceive an object or product, either in the form of a design or as a whole (pathoni et al., 2017; yunita & maisarah, 2020; hernanto, atmojo, & ardiansyah, 2021). this percep indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 207-224 209 male or female, who is better? students' perceptions of mathematics physics e-module based on gender tion is carried out to determine how students view the e-module of mathematical physics on partial differential material using 3d page flip professional software. 3d pageflip professional software is an application used to create flipbooks or e-books, e-papers, and emagazines, published in various formats (bakri, siahaan, & permana, 2016; apriyanto, yusnelti, & asrial, 2019; syahrial, arial, kurniawan, & piyana, 2019). in addition, this perception will also see how students' perceptions are based on gender in each class, where gender differences are differences in characteristics, traits, and ways of thinking between men and women (desiningrum, 2015; anggoro, 2016; rizkiyah, susanto, & nugroho, 2016). gender belongs to a social category that refers to an individual's social, cultural, and biological meaning and identity (vinlandari & gunawan, 2020; yuliani, 2019). this gender is divided into men and women, where women's ways of thinking are more apparent, and their emotions are more organized than men who are more realistic or use their minds more. (anggoro, 2016; xu & waniganayake, 2018; umaroh & pujiastuti, 2020). this gender difference can be a factor in the differences in student perceptions. based on some of the descriptions above, then researchers are interested in conducting this research to answer the following questions: (1) how are the students' perceptions of the regular a, b, and c classes on the physics-mathematical e-module on gender-based differential material; and (2) what are the differences in student perceptions based on gender differences in grades a, b, and c to the physicsmathematical e-module on gender-based differential material. 2. method the type of research used is quantitative research with descriptive statistical type. quantitative research will produce data in the form of numbers about phenomena that are then analyzed using statistical data (winarsunu, 2017; sulfemi, 2018; febriantini & prayogo, 2020; thambu et al., 2021). this type of research is conducted to describe or overview a phenomenon in a systematic and objective malener based on facts in the field (astalini et al., 2019; prasko, sutomo, & santoso, 2016; isnawati, jalinus, & risfendra, 2020). in addition, this quantitative descriptive study was used to see student perceptions where. this data came from a questionnaire, where students gave their assessment of the object under study. (pathoni et al., 2017; darmaji, kurniawan, et al., 2019; febriantini & prayogo, 2020; wulandari, wirayuda, aldila, & wulandari, 2020). the quantitative data in this study were obtained from a student perception questionnaire. the data collection instrument in this study was using a student perception questionnaire. a questionnaire or questionnaire is an evaluation tool that contains questions or statements that respondents will fill out to obtain information for quantitative data (riany, fajar, & lukmale, 2016; irwansyah, lubab farida, & ramdhani, 2017). this perception questionnaire uses a likert scale of 4. the likert scale itself is a scale developed by likert and used to systematically measure things (joshi, kale, chandel, & pal, 2015; maryuliana, subroto, & haviana, 2016; beune et al., 2018). the likert scale (1-4) is designed to measure the perception of a person or group of people where a score of 1 to 4 indicates that 4 = very good, 3 = good, 2 = not good, and 1 = very bad (darmaji, kurniawan, et al., 2019; pranatawijaya & priscilla, 2019; supandi & gymnastics, 2020). the student perception questionnaire instrument can be seen in the following table. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 207-224 210 male or female, who is better? students' perceptions of mathematics physics e-module based on gender table 1. student perception questionnaire variable indicator items display 1. text clarity 1 2. clarity of images, animations, videos, and simulations 2,3,4 3. draw pictures, animations, videos, and simulations 5 theory 1. presentation of material 6.7 2. clarity of sentences 8.9 3. the suitability of the sample with the material 10 4. suitability of images, animations, videos, and simulations 11 benefits 1. ease of learning 12.13 2. interest in using e-modules 14 3. increased learning motivation 15 the student perception questionnaire grid in table 1 consists of 3 variables, namely the appearance of the e-module, the material of the e-module, and the benefits of the emodule, with ten indicators and 15 positive statements. the range of scores is shown in the following table. table 2. perception questionnaire quantitative criteria score range range criteria 48,76 – 60,00 very good 37,51 – 48,75 good 26,26 – 37,50 not good 15,00 – 26,25 very not good the range of students' perception questionnaire scores in table 2 consists of 4 ranges and 4 criteria. the population in this study was the 2019 jambi university physics education students who had contracted the mathematics physics course one as the research population. the population is everything studied and has specific characteristics important in research (asiamah, mensah, & otengabayie, 2017; nasution, 2017; jaya, 2019). at the same time, the sample represents the population but is considered to represent the data as a whole (otzen & maleterola, 2017; duli, 2019; sunaryono, 2019). the sample used in this study were 120 students from the regular class a, b, and c consisting of 45 male students and 75 female students. the sampling technique in this study used simple random sampling. simple random sampling is a sampling technique carried out randomly in the management of the questionnaire (purwanto, 2018; maharani, maupa & aswan, 2020; owusu-fordjour, koomson, & hanson, 2020). in the simple random sampling technique, each population element has an equal chance, and members of the population are considered homogeneous (ethics, 2017; yazid, 2017; arieska, 2018). the perception of this sample will be the object of research. the data analysis technique used in this research is descriptive analysis and inferential analysis. the first is descriptive data analysis presented in a frequency distribution in the form of numbers such as mean, mode, median, standard deviation, minimum value, and maximum value (winarsunu, 2017; odhier et al., 2019). the second is inferential statistical data analysis which is carried out indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 207-224 211 male or female, who is better? students' perceptions of mathematics physics e-module based on gender with the anova test to determine whether or not there are differences in perceptions in the three classes (zhu, srivastava, ibrahim, patro, & love, 2019; masni, ralmugiz, & rukmale, 2020; sherliwati, 2021). however, before the anova test is carried out, the assumption test consists of normality and homogeneity tests (w. kurniawan, darmaji, astalini, kurniawan, & hidayat, 2019; huda et al., 2020; widiyono, 2021). according to kurniawan et al. (2019) and widiyono, the prerequisite or assumption test includes two tests: normality and homogeneity tests, while hypothesis testing consists of anova tests. a. normality test the normality test was conducted to see whether the independent and dependent variables were normal or not, or in other words, whether the data used were normally distributed or not. expected or not, the data can be seen from the significance value. the guideline for decision making is if the significant value is < 0.05, the data is not normal, and vice versa. on the other hand, if the significance value is > 0.05, the data is normal. the normality test was carried out with the help of spss by looking at the significance results of kolmogorov smirnov. b. homogeneity test after the data is declared to be normally distributed, then the homogeneity test is then carried out. finally, a homogeneity test is carried out to see the level of homogeneity of data. this homogeneity test was carried out using spss where the significant value on levene's test for equality of variance with the condition sig > with a level of = 0.05 or, in other words, the significance was more significant than 0.05. c. hypothesis testing after the data is declared to meet the requirements of the assumption test, then the hypothesis test can then be carried out. this hypothesis test is done by anova test. the test was carried out with a significance level of 5% or 0.05. decision making on this hypothesis test is based on the following criteria: 1. ho is accepted, and ha has rejected if the value of sig > 0.05 means that there is no significant difference between students' perceptions of gender in classes a, b, and c. 2. ho is rejected, and ha has accepted if the value of sig < 0.05 means a significant difference between students' perceptions in classes a, b, and c. the research process carried out can be seen in the following flow chart figure 1. research flow chart 3. result and discussion this research was conducted by distributing perception questionnaires to students of physics education class a, class b, and class c class 2019 via google form. the questionnaire used a 4-point likert scale. the data that has been collected was analyzed descriptively using spss to see how students identification of problems creating emodules spread the questionnaire student perception conclusion indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 207-224 212 male or female, who is better? students' perceptions of mathematics physics e-module based on gender perceive in classes a, b, and c. perception is a person's perspective on an object he observes (yodha, abidin, & adi, 2019; anggoro, 2016). this perception can also be influenced by gender, where gender is the difference in the nature and way of thinking between men and women (rizkiyah, susanto, & nugroho, 2016). this perception can be known by performing statistical and inferential data analysis. as for statistically, the data obtained can be seen in table 3 below. table 3. description of students' perceptions in class a on the mathematics physics e-module interval category f (%) mean median mode min max gender 15.00 – 26.25 very not good 0 0 47.96 47.00 42.00 42.00 58.00 female 26.25 – 37.50 not good 0 0 37.51 – 48.75 good 15 62.5 48.76 – 60.00 very good 9 37.5 15.00 – 26.25 very not good 0 0 44.94 45.50 48.00 37.00 52.00 male 26.25 – 37.50 not good 2 12.5 37.51 – 48.75 good 11 68.8 48.76 – 60.00 very good 3 18.8 table 3 provides descriptive information on students' perceptions of the physicsmathematics e-module for class a consisting of 40 students divided into 24 female students and 16 male students. for female students, 62.5% or 15 people said this e-module was good, and 37.5% or 9 people said this emodule was very good. thus, the average value (mean) of perception is 47.96 with a median of 47, mode 42, a minimum value of 42, and a maximum of 58. as for male students, 12.5% or 2 people stated that this emodule is not good 68.8% or 11 people said it was good, and 18.8% or 3 people said it was very good. meanwhile, the average statistic is 44.94, the median is 45.50, the mode is 48.00, the minimum value is 37, and the maximum value is 52. based on these results, both female and male students in class a have a more dominant perception in the good category, but the average perception of female students is higher. so that this mathematical physics emodule can be used as a learning medium. furthermore, it can be done to test the description of the perception results of students in class b based on gender. these results can be seen in table 4. table 4. description of students’ perception in class b on the mathematics physics e-module interval category f (%) mean median mode min max gender 15.00 – 26.25 very not good 0 0 48.91 49.00 54.00 38.00 57.00 female 26.25 – 37.50 not good 0 0 37.51 – 48.75 good 11 50 48.76 – 60.00 very good 11 50 indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 207-224 213 male or female, who is better? students' perceptions of mathematics physics e-module based on gender interval category f (%) mean median mode min max gender 15.00 – 26.25 very not good 0 0 42.83 43.00 43.00 36.00 54.00 male 26.25 – 37.50 not good 3 16.7 37.51 – 48.75 good 14 77.8 48.76 – 60.00 very good 1 5.6 table 4 provides information on students' perceptions of the physics-mathematics emodule for class b, consisting of 40 students divided into 22 female students and 18 male students. for female students, it was found that 50% (11 people) said this e-module was good, and another 50% (11 people) said this e-module was very good. meanwhile, in the perception of men, 16.7% (3 people) said this e-module was not good, 77.8% (14 people) said it was good, and 5.6% (1 person) said it was very good. so based on the results of this perception, it can be seen that the dominant students stated that this e-module was good to use, but based on gender, female students had a higher average perception. after conducting descriptive tests in class a and b, descriptive tests in class c can be carried out to obtain information on student perceptions in class c. the results can be seen in table 5. table 5. description of students’ perception in class c on the mathematics physics e-module interval category f (%) mean median mode min max gender 15.00 – 26.25 very not good 0 0 44.80 43.00 40.00 36.00 54.00 female 26.25 – 37.50 not good 1 4 37.51 – 48.75 good 18 72 48.76 – 60.00 very good 6 24 15.00 – 26.25 very not good 0 0 47.67 46.00 45.00 40.00 57.00 male 26.25 – 37.50 not good 0 0 37.51 – 48.75 good 9 60 48.76 – 60.00 very good 6 40 table 5 provides information on students' perceptions of the physics-mathematics emodule for class c, which comprises 40 students divided into 25 female students and 15 male students. based on table 5 above, 4% of female students (1 person) said this e-module was not good, 72% (18 people) said this emodule was good, and 24% (6 people) said it was very good. meanwhile, 60% of male students (9 people) stated that this e-module was good, and 40% (6 people) stated that this e-module was very good. thus, based on the descriptive results of class c, the dominant students gave a good perception of the emodule. however, male students have a higher average perception. based on the results of the descriptive tests in classes a, b, and c in table 3, table 4, and table 5, it can be seen that there are differences in perceptions based on gender, namely between male and female students. this gender difference is one of the factors that give different perceptions between male and female students. this is because women indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 207-224 214 male or female, who is better? students' perceptions of mathematics physics e-module based on gender are considered to have a more transparent and more efficient way of thinking so that the information obtained is processed and analyzed as well as possible, compared to men who are more realistic and use their minds (umaroh & pujiastuti, 2020). this is what causes perceptions between students based on gender can be different because there are differences in the way they receive information about an object. after the data were analyzed descriptively, the data were analyzed using inferential statistics to determine the differences in perceptions of each gender in classes a, b, and c, which consisted of testing assumptions and hypotheses. this assumption test consists of a normality test and a homogeneity test (widiyono, 2021). the results for the assumption test can be seen in the following table. table 6. normality test by gender gender class sig distribute female a 0.091 normal b 0.073 normal c 0.162 normal male a 0.462 normal b 0.387 normal c 0.390 normal table 6 provides information on the distribution of data in classes a, b, and c by gender. in the normality test, the data is normally distributed when the sig value > 0.05. this significance value is seen from the results table kolmogorov-smirnov (christidamayani & kristanto, 2020). based on the table, the female gender in classes a, b, and c, the significance values are 0.091, 0.073, and 0.162, respectively. this shows that the data is normally distributed on the female gender. on the other hand, the significance values for the male gender in classes a, b, and c are 0.462, 0.387, 0.390, respectively. this means that the perception data of students with male gender is also normally distributed. after the data is declared to be normally distributed, the homogeneity test is carried out as the second assumption test. the results of the homogeneity test can be seen in the following table. table 7. test for homogeneity by gender gender levene statistics df1 df2 sig. female 1.075 2 68 0.347 male 0.556 2 46 0.577 table 7 provides information on the homogeneity of the data by gender. in this homogeneous test, the data is said to be homogeneous or have similarities if the significant value obtained is greater than 0.05. based on the table, it is known that the significance value for the female gender is 0.347, and for the male gender, the significance value is 0.577. this shows that sig > 0.05, which means the data is homogeneous. after the data is declared normal and homogeneous, the hypothesis can be tested using the anova test. the results of the anova test can be seen in the following table. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 207-224 215 male or female, who is better? students' perceptions of mathematics physics e-module based on gender table 8. anova test by gender gender anova sum of squares df mean square f sig female between groups 221.815 2 110,908 3.838 0.018 within groups 1964,777 68 28,894 total 2186,592 70 male between groups 191.229 2 95.615 3.981 0.025 within groups 1104.771 68 24.017 total 1296,000 70 table 8 presents the results of the anova test conducted using spss. for the female gender, the value of sig < 0.05 is 0.018. so ho is rejected, and ha is accepted, meaning that the average perception of female gender in classes a, b, and c has differences. as for the male gender, the significance value is also smaller than 0.05. so ho is rejected, and ha is accepted, meaning that in the male gender, there is also a difference in the average perception between boys in grades a, b, and c on the e-module of mathematics physics on partial differential material. after the anova test was carried out to see whether or not there were differences in the class, it could also be seen which class had different perceptions through an advanced test or post hoc test. the post hoc test is a further test after it is known that there is a difference in the anova test(setyawati, endrawati, health, & mulia, 2019). the post hoc test used in this study was the lsd test to find out the differences in more detail. this lsd test will provide detailed information about the differences in perceptions between groups(noviyanto et al., 2020). the results of this test can be seen in the following table. table 9. lsd post post hoc test results class (i) class (j) mean difference (ij) sig gender a b -.951 0.551 female c 3,158* 0.044 b a .951 0.551 c 4.109* 0.011 c a -3,158* 0.044 b -4,109* 0.011 a b 2.104 .218 male c -2,729 .128 b a -2.104 .218 c -4,833* .007 c a 2,729 .128 b 4,833* .007 indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 207-224 216 male or female, who is better? students' perceptions of mathematics physics e-module based on gender table 9 shows that almost all classes have significant differences in the female gender. however, those who meet the requirements with sig < 0.05 are class a and class c with a significance of 0.044 and classes b and c with a significance level of 0.011. so it can be concluded that classes b and c have a very significant difference in the female gender. meanwhile, when viewed from the male gender, only classes b and c have a significant difference with a significance value of 0.07. this means a significant difference in class a and c in male students, while the other classes are not. based on the research results, it turns out that gender does affect the differences in perceptions that occur, where the gender of women shows a more dominant difference than men. in line with previous research, which stated that biological factors cause this difference in perception in the brain because women use their emotions more often or are more realistic than men, and women have verbal superiority in their brains. (dilla, hidayat, & rohaeti, 2018; darsini, fahrurrozi, & cahyono, 2019). however, overall, the students stated that the mathematics physics e-module on this partial differential material was good. furthermore, the existence of this e-module is expected to improve student learning outcomes because this e-module has been designed as well as possible so that the process of understanding the material becomes more interesting for students. the e-module is a form of a print module developed into electronics (sugihartini dan jayanta, 2017). the advantages of this electronic module can make it easier for students to obtain information and be used without dependence on place and time so that it is more effective and efficient (fausih & danang, 2015; darmaji, kurniawan, et al., 2019). in addition, technology-based modules can help make learning more interactive and innovative, increasing student motivation (subali & handayani, 2012; williamson et al., 2019). as in mathematics physics learning, understanding mathematical concepts is needed so that students can solve problems and train reasoning and logical thinking skills (juliani et al., 2021). so that learning like this is needed now, wherein the covid-19 era learning is more often done online. the learning carried out during this pandemic is a challenge in education to create innovative learning because learning that changes suddenly makes learning less than optimal (yadav, 2020). this will undoubtedly affect the learning process if it is allowed to continue. so to address this, one thing that can be done is to provide e-modules. the emodule used in this study is the physicsmathematical e-module developed using the 3d pageflip professional application. this emodule is carried out as a learning media innovation that can help students understand mathematics physics learning. this research needs to be done because this perception can have an impact on future learning. for example, the implications of this perception result can make students understand the partial differential material and make students pass this course. meanwhile, in the long term, this perception can help provide an overview of student understanding to help prepare students to become good teachers in the future, especially in mathematics and physics courses. however, this research is limited to looking at students' perceptions of the e-modules made. it is hoped that further researchers can examine these students' perceptions in the broader field, such as hots (high order thinking skills), critical thinking, and others. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (3) (2021) 207-224 217 male or female, who is better? students' perceptions of mathematics physics e-module based on gender 4. conclusion based on the research results on student perceptions of the physics-mathematical emodule, it can be concluded that gender is one of the factors that influence differences in perceptions between female and male students. this can be seen in the anova test, which shows a significance value of 0.018 for the female gender and 0.025 for the male gender. this shows that sig < 0.05, which means there are differences in student perceptions. furthermore, this difference can be seen in the lsd follow-up test where two classes for the female gender have significant differences, namely class a and c and class b and c. meanwhile, for the male gender, there is the only difference between class b and class c. 5. references afriyanti, m., suyatna, a., & viyanti. 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(2019). nonparametric expression analysis using inferential replicate counts. nucleic acids research, 47(18), e105. https://doi.org/10.1093/nar/gkz622 microsoft word naufal 20377-63853-1-ed.doc indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 13-31 13 the role of instructional design in improving pre-service and in-service teacher’s mathematics learning sets skills: a systematic literature review in indonesian context the role of instructional design in improving pre-service and in-service teacher’s mathematics learning sets skills: a systematic literature review in indonesian context naufal ishartono1, rafiza binti abdul razak2, siti hajar binti halili3, yoga dwi windy kusuma ningtyas4, wilda syam tonra5, muhammad noor kholid6, mohamad waluyo7, soraya djamilah8 1-3faculty of education, university of malaya, malaysia 1,6faculty of teacher training and education, universitas muhammadiyah surakarta, indonesia 4faculty of teacher training and education, univeritas muhammadiyah jember, indonesia 5faculty of teacher training and education, universitas khairun, indonesia 7faculty of education, university of szeged, hungary 8faculty of teacher training and education, universitas muhammadiyah banjarmasin, indonesia doi: 10.23917/ijolae.v5i1.20377 received: november 29th, 2022. revised: december 5th, 2022. accepted: december 9th, 2022 available online: december 13th, 2022. published regularly: january 1st, 2023 abstract several previous researchers have tried to review the results of previous research related to the development of learning tools using a systematic literature review (slr) model. however, slr research efforts that examine the development of learning tools carried out by indonesian in-service and pre-service mathematics teachers are still limited. therefore, this study seeks to answer two questions, namely (1) what is the mathematics learning sets developed by the indonesian ists and psts, and (2) what instructional design model is used by the indonesian ists and psts in developing mathematics learning sets. as many as 55 articles were selected using the prisma protocol by retrieving articles from the eric and dimensions databases. the findings of the two questions are that the addie model is the most widely used model by indonesian psts and ists in developing learning sets. in addition, mathematics learning media and mathematics student worksheets are the most developed tools by authors. this study also examines several instructional designs and types of mathematics learning sets developed by researchers, which can undoubtedly be a reference for subsequent researchers in developing mathematics learning sets. keywords: instructional design models, in-service mathematics teachers improvement, learning sets skills improvement, mathematics learning sets, pre-service mathematics teachers improvement, prisma corresponding author: naufal ishartono, faculty of education, university of malaya, malaysia email: s2102309@siswa.um.edu.my 1. introduction along with the rapid development of technology, the condition of the educational world is also required to be increasingly developed (firdausy et al., 2019). the teacher's skills in delivering material must be implemented effectively and efficiently, but still do not leave the meaningfulness of the learning process. one of the efforts that can be made is to develop suitable mathematics learning sets that are valid and reliable (agustina et al., 2021). valid mathematics learning sets are right on target both from the indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 13-31 14 the role of instructional design in improving pre-service and in-service teacher’s mathematics learning sets skills: a systematic literature review in indonesian context material aspect and the conformity aspect to the student. next, the mathematics learning sets that are declared reliable remain valid even though they are used repeatedly (ishartono, nurcahyo, et al., 2022). with decent and up-to-date mathematics learning sets, the material delivery will be more readily accepted by students. apart from the aspect of the device, the development of mathematics learning sets must also look at the psychological development and character of students, who are increasingly different in each generation (rejekiningsih, 2019). some experts say that students who grew up and were born in the 2000s are called the technological native generation, where they are easier to adapt to the use of digital technology than in previous generations (kai et al., 2021; luik & suviste, 2018; saltan & arslan, 2017; wang et al., 2018). on the other hand, material aspects must also be considered in developing mathematics learning sets (e. saputra & fahrizal, 2019). the material aspect determines what kind of learning follows the character of the material being taught, for example, in geometry material in mathematics learning. geogebra, an integrated media based on mathematics learning sets, is better than matlab, which tends towards algebra and calculus. in the development of mathematics learning sets, basic knowledge, as has been conveyed, must be possessed by a teacher in developing devices (ishartono, setyono, et al., 2022). at least four aspects must be considered in developing the mathematics learning sets: student aspects, curriculum aspects, media/device aspects, and aspects of learning approaches/models (sun et al., 2018). each of these aspects is interrelated, so failure to understand one aspect affects the other, significantly affecting the quality of the device that has been developed. the theories that cover these four aspects and the stages of developing mathematics learning sets are summarized in the concept of instructional design. this concept is considered essential to master by in-service teachers (ists) and pre-service teachers (psts). a. instructional design and indonesian ists and psts one of the indicators of successful learning is an increased understanding of students on the material taught. efforts to increase understanding of the material certainly cannot be separated from the meaningfulness of the learning process. next, fluency is also influenced by models, approaches, media, and learning strategies represented in a mathematics learning set consisting of lesson plans, learning media and resources, and tests. therefore, good mathematics learning sets must be based on good instructional design. instructional design is a set of systematic procedures for developing instructional materials (merrill, 1994). meanwhile, chen (2016) argues that the discipline of designing educational experiences that make information and skill development more efficient, effective, and appealing. several previous studies have actualized the definition into several instructional design models. the models are used by educational developers, practitioners, and researchers to support the creation of instructional design methods that elicit suitable cognitive processes (khalil & elkhider, 2016). some of the instructional design models developed by previous researchers include addie, assure, dick and carey, 4d, sam, and merrill's principles (see table 1 for the details). indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 13-31 15 the role of instructional design in improving pre-service and in-service teacher’s mathematics learning sets skills: a systematic literature review in indonesian context table 1. types of instructional design models id model yeara steps mrdb nc addie 1975 analysis, design, development, implementation, and analysis (branch, 2009) 17,000 assure 1999 analyze learner, state standards and objectives, select strategies, utilize technology, require learner participation, and evaluate (karakis et al., 2016) 2,610 dick and carey 1978 instructional goals, instructional analysis, entry behaviors, performance objectives, criterion, instructional strategy, instructional materials, formative evaluation (dick, 1996) 2,000 four-d 1974 define, design, development, and disseminate (thiagarajan, 1974) 758 merrill’s principles 2002 activation, demonstration, application, and integration (merrill, 2002) 44 sam 2012 gather materials, meet with team, create a prototype, ask for feedback, and make changes (allen & sites, 2012) 486 ayear: the year when the models were invented bmrd: most referred document cn: number of the referred article based on the eric and dimensions database during 2018-2022 table 1 shows some instructional design models used by previous researchers. the table shows that the four-d model by thiagarajan (1974) was the first instructional design developed. this design consists of four stages: define, design, development, and disseminate. the define stage determines the product's theme, needs, and philosophy—in this context, a mathematics learning set—to be developed. this model initially aims to develop instructional materials for training teachers of exceptional children (thiagarajan, 1974). however, in its development, this model is used in the field of education but in a broader scope, such as in the development of mathematics learning sets. on the other hand, sam (successive approximation model) is a newer instructional model developed in 2012 by allen & sites (2012). sam is an id that results from the addie model's simplification (jung et al., 2019). this model has five steps: gather materials, meet with team, create a prototype, ask for feedback, and make changes (allen & sites, 2012). next, table 1 also shows that the addie model is the most referenced model by researchers, with 17,000 articles and books referencing the model. interestingly, despite having almost the same year the invention of the four-d model developed by thiagarajan, the difference in the number of articles referencing the four-d model is far below addie. some researchers argue that the addie model is the id that has the most uncomplicated syntax (cheung, 2016). at the same time, the least referenced model id is merrill's principles, developed in 2002. in table 1, there are only 44 references that refer to the model as an aspect of the discussion in the article. this could be because merrill's principles were initially developed for management training, as stated by jghamou et al. (2019). therefore, it is understood that there are not many educational studies that examine the model. the interrelationship between instructional design and indonesian researchers is quite strong in the indonesian context. this can be seen from the google scholar database in indonesian, where there are more indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 13-31 16 the role of instructional design in improving pre-service and in-service teacher’s mathematics learning sets skills: a systematic literature review in indonesian context than 6,200 research articles on the development of mathematics learning sets carried out by indonesian researchers until 2021 using the keywords "development" and "learning". b. purpose and significant of the study some of the previous studies have systematically examined literature reviews related to instructional design, as done by challco et al. (2016), which reviewed 18 research articles on computer-based systems for automating the instructional design of collaborative learning scenarios. next, an slr was conducted by pástor et al. (2018), which examines the use of semantic web technologies in the context of instructional design. in the slr, they reviewed 21 articles and produced recommendations related to virtual learning settings, and the systems should include semantic web technology features. lastly, chan et al. (2021) conducted an slr, which studies the implementation of instructional design pada virtual chemical laboratories. the slr reviewed 76 research articles and concluded that virtual laboratories could be used as an effective complementary tool or tempered alternative to natural, hands-on laboratories; however, future research should focus on investigating skillbased learning outcomes using immersive vr and nui technologies, as well as considering instructional design in virtual chemical laboratories. however, from some of these studies, slr related to instructional design in the development of teacher skills in the indonesian context is limited. this research is necessary because the rapid development of technology requires teachers to know trends related to mathematics learning sets developed by ists and psts. therefore, this study aims to describe the role of id in assisting indonesian psts and psts in developing mathematics learning sets. the research questions are as follows (a) what are the mathematics learning sets developed by the indonesian ists and psts; and (b) what id model is used by the indonesian ists and psts in developing mathematics learning sets. 2. method this study is a systematic literature review (slr) that employs the prisma protocol to select the qualified articles to be studied. nightingale (2009) suggests that the first stage of conducting slr is by developing a protocol that clearly defines: (1) the aims and objectives of the review, (2) the inclusion and exclusion criteria for studies, (3) how the study will be identified, and (4) the plan of analysis. among those four definitions, the second is the most critical point determining whether the slr is well conducted. nightingale (2009) uses six inclusion criteria that are (1) type of study, (2) type of participants, (3) type of intervention, (4) comparison, (5) outcome measures, and (6) other aspect related to the characteristic of the study. to ensure that the protocol is well conducted, then moher et al. (2009) suggest the concept of prisma (preferred reporting items for systematic reviews and metaanalyze), which consists of four stages of review, namely identification, screening, eligibility, and inclusion (see figure 1 for the prisma steps in this study). indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 13-31 17 the role of instructional design in improving pre-service and in-service teacher’s mathematics learning sets skills: a systematic literature review in indonesian context figure 1. prisma steps a. search identification this stage is done by determining the keywords used to find relevant articles. in addition, this study also determined the range of research years, databases, languages, pico principles, and article types. the articles searched for are those in indonesian, so the database that covers the article is eric and dimensions. next, the range of years used is the last five years or from 2018-2022, and the type of article used is a research article. examples of keywords used are "instructional design", "development", and "mathematics learning sets”. lastly, the pico (participant, intervention, comparison, and outcome) principles are used to determine the keywords used in the article search process (cooke et al., 2012). examples of picobased keywords can be seen in table 2. this stage resulted in as many as 521 articles that will proceed to the next stage. table 2. keywords base on pico principles pico aspects keywords participants “pre-service teachers”, “teachers”, and “in-service teachers” intervention “instructional design” and “instructional design model” comparison “development” outcomes “learning media” b. article screening this stage involves issuing research articles, not the desired publication type. therefore, some articles of the proceedings, review articles and book chapters are deleted from the list. proceeding-type articles are excluded since this type has a relatively limited scientific impact, their relative im indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 13-31 18 the role of instructional design in improving pre-service and in-service teacher’s mathematics learning sets skills: a systematic literature review in indonesian context portance is shrinking, and they become obsolete faster than the scientific literature (usée et al., 2008). next, review articles are also excluded since these articles do not convey the results of research carried out empirically (short, 2009). besides the article type aspect, exclusion criteria are also based on the language used. at this stage, this research selects only articles written in english. the last criterion is duplicated articles. because this study uses two international databases, there will likely be duplication of articles between the two databases. this stage issued 374 articles and left 147 articles to proceed to the next stage. c. article eligibility and inclusion this stage is carried out by selecting eligibility articles from articles that pass the screening stage. some of the articles excluded from the eligibility stage were because they were not well-structured, their methods were not robust, and they did not use any of the id models, and a total of 92 articles were excluded from the list. based on the results of the selection, there were as many as 55 articles that entered the inclusion stage for review. the data analysis process uses vos viewer and nvivo 12. 3. result and discussion this section will be described the results of the analysis of articles that have been selected. next, the article was analyzed according to research questions, namely (1) mathematics learning sets developed by indonesian psts and ists, and (2) id models used by the indonesian psts and ists to develop the mathematics learning sets. in general, the results of the analysis of the article can be seen in figure 2. (a) indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 13-31 19 the role of instructional design in improving pre-service and in-service teacher’s mathematics learning sets skills: a systematic literature review in indonesian context (b) figure 2. the proportion of (a) learning sets, and (b) id models a. mathematics learning sets developed by indonesian psts and ists one aspect of a teacher's success is how well the teacher develops the learning sets. therefore, this section explains the learning sets developed in the 55 research articles (see table 3 for details). table 3 shows the types of developed mathematics learning sets indonesian ists and psts have developed in the last five years. in general, student worksheets are the most developed type of learning set by indonesian ists and psts, which can be seen for the circle size that is the biggest of the others. for instance, a study by basuki & wijaya (2018) developed ethnomathematics-based student worksheets. following research results from wijayanti & abadi (2021), which also develops stem and problem-based learning (pbl)-based student worksheets, as well as many more previous studies that develop student worksheets by the indonesian psts and ists (bilad & ekawati, 2022; oktaviyanthi & dahlan, 2018; sagita et al., 2018; sisi pitriyana, 2019). table 3. learning sets developed by previous studies type of learning sets n authors student worksheet 15 (basuki & wijaya, 2018; bilad & ekawati, 2022; effendi et al., 2019; lestari & saragih, 2018; muchsin et al., 2018; murtiyasa et al., 2020; naqiyah & rosana, 2019; oktaviyanthi & dahlan, 2018; purwitaningrum & prahmana, 2021; rahmayani et al., 2018; setiana et al., 2019; sisi pitriyana, 2019; sunendar & mahmudi, 2019; ulandari et al., 2019; wijayanti & abadi, 2021) lesson plan 6 (muchsin et al., 2018; naqiyah & rosana, 2019; setiana et al., 2019; sunendar & mahmudi, 2019; ulandari et al., 2019; wijayanti & abadi, 2021) module 5 (feriyanto & putri, 2020; hikayat et al., 2020; patri & heswari, 2021; rahman, 2022; setiana et al., 2019) book 8 (alim et al., 2021; feriyanto & putri, 2020; kusumadewi et al., 2021; indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 13-31 20 the role of instructional design in improving pre-service and in-service teacher’s mathematics learning sets skills: a systematic literature review in indonesian context type of learning sets n authors purwitaningrum & prahmana, 2021; alim et al., 2021; murtiyasa et al., 2020; pramasdyahsari et al., 2022; setyawan et al., 2020) test 1 (hidayah et al., 2020) learning media 15 (astuti et al., 2019; az-zahroh et al., 2019; hanifah et al., 2019; hidayati & irmawati, 2019; h. kurniawan & susanti, 2020; kusumadewi et al., 2021; murtikusuma et al., 2019; murtiyasa et al., 2020; pardimin et al., 2019; rachmadina & pratiwi, 2021; w. b. saputra et al., 2021; setyaningrum & waryanto, 2018; suddin & deda, 2020; syarfina et al., 2022; verawati et al., 2022) games 6 (amir et al., 2019; az-zahroh et al., 2019; setyaningrum & waryanto, 2018; suddin & deda, 2020; umbara et al., 2021; yansen et al., 2019) android apps 5 (setyaningrum & waryanto, 2018; suddin & deda, 2020; verawati et al., 2022; arifin et al., 2021; kurniawan & susanti, 2020) learning materials 8 (hanifah et al., 2019; hikayat et al., 2020; kusumadewi et al., 2021; lestari & saragih, 2018; naqiyah & rosana, 2019; purwitaningrum & prahmana, 2021; rusli et al., 2021; ulandari et al., 2019) table 3 shows the types of developed mathematics learning sets indonesian ists and psts have developed in the last five years. in general, student worksheets are the most developed type of learning set by indonesian ists and psts, which can be seen for the circle size that is the biggest of the others. for instance, a study by basuki & wijaya (2018) developed ethnomathematicsbased student worksheets. following research results from wijayanti & abadi (2021), which also develops stem and problem-based learning (pbl)-based student worksheets, as well as many more previous studies that develop student worksheets by the indonesian psts and ists (bilad & ekawati, 2022; oktaviyanthi & dahlan, 2018; sagita et al., 2018; sisi pitriyana, 2019). next is learning media, defined as anything that may be utilized to channel signals from the sender to the recipient to stimulate learners' ideas, feelings, interests, and readiness to learn to attain the aim of learning effectively (ediyani et al., 2020). from many selected articles, as many as 15 examine the development of learning media as carried out by rachmadina & pratiwi (2021), where they develop learning media in the form of videos integrated with the powtoon application. in addition, some research results from syarfina et al. (2022) examine the development of learning media suitable for teaching numbers in early childhood. after the student worksheet and learning media were developed in 15 studies, there were learning materials developed in 8 studies. the use of learning materials provides good benefits in learning to help teachers explain concepts so that student's understanding of the concepts being taught becomes better (hasibuan et al., 2019; tuimur & chemwei, 2015). good learning materials must maximize learning potential by encouraging intellectual, aesthetic, and emotional involvement that stimulates right and left brain activity to maximize memory (harsono, 2015). learning materials can be loaded in books or digital media (abadi et al., 2018). another learning set is a lesson plan, where several previous studies have developed lesson plans as part of the learning sets developed, such as those conducted by setiana et al. (2019), who develop lesson sets where the lesson plan is part of the lesson indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 13-31 21 the role of instructional design in improving pre-service and in-service teacher’s mathematics learning sets skills: a systematic literature review in indonesian context sets. next is the research of muchsin et al. (2018), the same as setiana et al. (2019), where the development of lesson plans is part of the development of learning sets. next, many android applications are currently being developed for various purposes, including to support mathematics learning. the android application is an example of using technology in learning, where learning will be more varied and attract students' attention (baihaki et al., 2022). moreover, the use of android applications in learning mathematics can also help improve problemsolving abilities, such as those conducted by arifin et al. (2021) and verawati et al. (2022). in addition to the three types of learning sets described, there are also other types, such as games, tests, books, android apps, and learning media. however, with so many researchers developing student worksheets, it shows that the learning set is the most needed by teachers. this is inseparable from the characteristics and benefits of student worksheets, which are effective for "guiding" students in learning activities and measuring student understanding (bakri et al., 2020). b. id models used by the indonesian psts and ists to develop the mathematics learning sets in a research and development study, the id models used are very decisive and related to the feasibility level of the product being developed. as for the literature study results from 90 articles analyzed, the results were obtained as stated in table 4. table 4 shows that the addie model is the most referenced model by the indonesian psts and ists (n = 15) as the basis for the theory of developing the learning sets, they developed. this is inseparable from the addie character, which has a simple and easy-tounderstand syntax compared to other models. this is in line with the opinion of peterson (2003) and ishartono et al. (2016), who argue that the addie model is a practical, simple framework for instructional design. table 4. the id model used for previous studies id models n articles addie model 14 (astuti et al., 2019; basuki & wijaya, 2018; bilad & ekawati, 2022; hanifah et al., 2019; hikayat et al., 2020; patri & heswari, 2021; rachmadina & pratiwi, 2021; rahman, 2022; rahmayani et al., 2018; w. b. saputra et al., 2021; satiti et al., 2021; setyaningrum & waryanto, 2018; suddin & deda, 2020; umbara et al., 2021) plomp model 5 (alim et al., 2021; amanda et al., 2022; oktaviyanthi & dahlan, 2018; setyaningsih et al., 2019; wijayanti & abadi, 2021) nieveen model 2 (amanda et al., 2022; amir et al., 2019) formative research 1 (angriani, 2018) agile 1 (arifin et al., 2021) design research 11 (dasaprawira & susanti, 2019; effendi et al., 2019; jannah et al., 2019; nizar et al., 2018; nusantara et al., 2020, 2021; purwitaningrum & prahmana, 2021; putri & zulkardi, 2020; richardo & martyanti, 2019; sumandya, 2020; yansen et al., 2019) lee owen 1 (az-zahroh et al., 2019) tessmer development model 3 (feriyanto & putri, 2020; h. kurniawan & susanti, 2020; nasution et al., 2019) watson-glaser critical thinking test 1 (hidayah et al., 2020) four-d 13 (hidayati & irmawati, 2019; khasanah & astuti, 2018; lestari & saragih, 2018; indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 13-31 22 the role of instructional design in improving pre-service and in-service teacher’s mathematics learning sets skills: a systematic literature review in indonesian context id models n articles muchsin et al., 2018; murtikusuma et al., 2019; murtiyasa et al., 2020; naqiyah & rosana, 2019; setyawan et al., 2020; sisi pitriyana, 2019; sunendar & mahmudi, 2019; syarfina et al., 2022; ulandari et al., 2019; verawati et al., 2022) borg & gall 4 (kusumadewi et al., 2021; pardimin et al., 2019; pramasdyahsari et al., 2022; setiana et al., 2019) dick & carey 2 (hasibuan et al., 2019; setiana et al., 2019) software development life cycle (sdlc) 1 (takwin et al., 2018) devellis 1 (takwin et al., 2018) the next model was the four-d developed by thiagarajan (1974), which recorded 13 studies referencing this model. in addition to addie being considered simple, some previous researchers have also argued that the four-d model is also categorized as simple and easy to understand (erawati et al., 2020; kurniaman & noviana, 2020). of the many articles that use the addie model, one study does not fully use addie, namely the one conducted by murtikusuma et al. (2019) where the syntax only stops at the development stage. according to him—who is a psts—this is due to limited research costs and time. the same is true in other indonesian learning sets development studies—beyond the scope of the articles selected in this study—that use the four-d model but only stop at the development stage for relatively the same reason (palloan & swandi, 2019). the next model that becomes a priority is design research, where this model was developed by (gravemeijer & cobb, 1999). design research is designing systematic educational interventions consisting of design, development, and evaluation activities to improve the quality of educational activities or programs (putrawangsa, 2018). design research has two objectives that are interrelated with one another, namely (1) developing educational interventions to solve learning problems and (2) formulating theoretical arguments that underlie the effectiveness of these interventions (intervention theory). many mathematics education researchers often use this model to develop local instructional trajectory (lit), which is often combined with the realistic mathematics education approach first developed by freudenthal in 1997 (heuvel-panhuizen, 1993). in addition to these three models, there are also many other models used by researchers from selected articles, such as plomp model, nieveen model, formative research model, agile model, lee owen model, tessmer development model, watson-glaser critical thinking test model, borg & gall, dick & carey, software development life cycle (sdlc), dan devellis model. c. significant and limitations of the study the findings of this study were that in the first question, it was found that the most studied types of learning sets were mathematics student worksheets and mathematics learning media. while the least developed is the mathematical test. in the development of learning sets, tests cannot be separated from student worksheets and learning media (d. a. kurniawan et al., 2022; sulistyanto et al., 2022). this is because the test measures how effective the two learning sets are in improv indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 5 (1) (2023) 13-31 23 the role of instructional design in improving pre-service and in-service teacher’s mathematics learning sets skills: a systematic literature review in indonesian context ing students' understanding of the mathematics material taught (hermita et al., 2022; pramita et al., 2021). therefore, this finding can provide an overview to subsequent researchers to improve the development of the mathematics test as a measuring tool for mathematical understanding. in addition, the findings obtained from the results of the second question analysis found that the addie model was the most widely used in mathematics learning sets development research. this further strengthens many researchers' opinions that the addie model is the most straightforward model for researchers to understand and follow in developing learning products. indeed, this research still has much room that can be studied further, such as in the material aspect, which raises the question of what material is the most studied in the learning sets development research conducted by indonesian ists and psts, as well as the breadth of year and database coverage, which in this study only includes research from eric and dimensions in the last five years. 4. conclusion this slr research aims to answer two research questions, namely (1) mathematics learning sets developed by indonesian psts and ists and (2) id models used by the indonesian psts and ists to develop the mathematics learning sets. as for the first question, it was found that the development of student worksheets and learning media dominated the learning sets developed by the indonesian psts and ists. meanwhile, the second question found that the addie caters model was the most significant proportion of the research numbers, followed by the fourd model, which was not far from addie. subsequent research can be done by developing research questions related to research approaches and mathematical materials studied. 5. references abadi, m. k., asih, e. c. m., & jupri, a. 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(2019). developing pisalike mathematics problems on uncertainty and data using asian games football context. journal on mathematics education, 10(1), 37–46. https://doi.org/10.22342/jme.10.1.5249. 37-46 microsoft word 3. berame 18790-60808-1-ed.docx indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 209-232 209 supporting conceptual comprehension of newton’s laws of motion of grade 8 students through kotobee interactive e-module supporting conceptual comprehension of newton’s laws of motion of grade 8 students through kotobee interactive e-module john jeri a. baring1, julie santiago berame2 1science department, simbalan national high school, philippines 2college of education, caraga state university, philippines doi: 10.23917/ijolae.v4i3.18790 received: june 21st, 2022. revised: august 25th, 2022. accepted: september 1st, 2022 available online: september 5th, 2022. published regularly: september 1st, 2022 abstract this study aimed to develop an interactive electronic module to support students’ conceptual comprehension in science 8 and find out if there would be a significant difference in the performance of students after using the electronic module. the e-module was composed of three topics with three sub-lessons in newton’s laws of motion. the participants were grade 8 students and enrolled in the school year 2020-2021. students from four different sections were divided into two groups: the controlled group (printed module) and the experimental group (e-module). the e-module was validated by nine experts for its content validation. results showed that the pretest scores of the students in both the controlled and experimental groups had a remark of average mastery. the post-test mean scores showed a large difference between the two groups as the students using printed modules remained at average mastery level while students taking the e-module were moving toward mastery. t-test results also found that the pretest scores of the students using both methods of instruction were statistically significantly different from their post-test scores. the e-modules group had improved and increased gain scores in their posttest compared to the printed modules group. still, both modules, whether printed or e-modules, contribute to the increased performance of the students. moreover, the developed interactive e-module using kotobee author software met the criteria set for evaluating its validity in terms of material worthiness, media feasibility, and language eligibility in supporting students' conceptual comprehension of newton’s laws of motion. overall, the value of the study was to search for the most effective ways of applying e-learning module in the learning process. also, the study employed the effectiveness of using the e-module in the development of science teaching and by providing alternative ways to properly utilize the use of e-module in addressing and solving issues and problems in the teaching and learning process. the study would help improve the science curriculum with technology integration to be employed by teachers in the school environment. keywords: academic performance, educational leaders, e-module, interactive, learning module, newton’s laws of motion, printed module, teaching innovation corresponding author: julie santiago berame, college of education, caraga state university, philippines email: janveel@yahoo.com 1. introduction the coronavirus disease (covid-19) pandemic had caused an unprecedented crisis in all areas. in the field of education, this emergency led to the massive closure of faceto-face activities of educational institutions in more than 190 countries to prevent the spread of the virus and mitigate its impact (cepal, 2020). in the philippines, around 27 million learners, 1 million teachers, and staff, and even the families of learners, were affected by the covid-19 crisis (obana, 2020). this great number of enrollees possessed a higher risk of transmission especially when social distancing and other precautionary measures were not fully enforced. due to covid-19's encompassing threat, educational leaders had indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 209-232 210 supporting conceptual comprehension of newton’s laws of motion of grade 8 students through kotobee interactive e-module forced to shift to different modalities of teaching that do not require face-to-face interaction. the deped order no. 12, s.2020 re: adoption of the basic education learning continuity plan (lcp) for school year 20202021 in light of the covid-19 public health emergency released on june 19, 2020, to better address the current educational dilemma. the goal of this was to find ways for learning to continue amidst the threat and uncertainties brought about by covid-19 while ensuring the health, safety, and well-being of all learners and teachers. the learning delivery that schools adopted varies depending on the covid-19 restrictions and the particular context of the learners in the school or locality. in the case of the agusan del norte division, the distance learning modality took place between the teacher and the learners who were geographically remote from each other during instruction. distance learning as alternative delivery modality has three types: modular distance learning (mdl), online distance learning (odl), and tv/radio-based instruction (deped order no. 12, s. 2020). in october 2020, the department of education (deped) reopened classes amid the rampant coronavirus outbreak; and one method of teaching the department appraised to be effective in this situation was modular learning. modular distance learning was opted for by most of the schools in the said division. this modality involved individualized instruction that allowed learners to use self-learning modules (slms) in print or digital format/electronic copy. malipot (2020) stressed that modular learning, based on the survey conducted by deped through the learner enrollment and survey form on the opening of classes in the school year 20202021, was the most preferred learning of parents for their children this school year. under modular learning, materials could be printed or in digitized form. this type of modality was convenient, especially for students who cannot readily access an internet connection and does not involve sophisticated programming and instructional design (luz, 2020). a survey by deped nationwide in the opening of classes this school year 2020-2021 on how best to deliver educational content revealed that more learners (74%) expect to understand lessons using modules versus 58% for topics done online. luz (2020) also added that there were supply chain concerns that will need constant fine-tuning: module development, quality assurance, reproduction of modules, preparations of learning packets, and distribution of learning packets continuously every week of the school year. although with its advantages, there were also cited numerous limitations on instructional materials, learning experiences, and teaching approaches. first, the instructional materials in this modality often lack highquality or interactive content and lack real-life experiences. second, the learning experience and success were contingent upon the high literacy or enjoyment of reading and were disadvantageous to struggling learners who learn best in other modalities. third, the application of teaching approaches was often limited since the teaching responsibilities were handed over to the parents of the students. and last, the reproduction cost of printed modules if this pandemic and learning modality continues in the long run. it was a matter of truth that the modules were made of consumable materials mostly paper (luz, 2020). the introduction and use of the latest multimedia and information and communication technologies in the learning process is the most necessary aspect in the modern 21st century. recently, it has been observed that the majority of the population quickly adapted to the use of advanced technologies in the field of education all around the world. moreover, people started to use ipad, tablets, and devices indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 209-232 211 supporting conceptual comprehension of newton’s laws of motion of grade 8 students through kotobee interactive e-module for reading electronic learning materials as personal digital devices (chiu, 2017). sagdoldanova (2019) emphasized that e-learning materials such as e-books and e-module are the main educational learning materials created at a high scientific and methodological level designed primarily for the presentation of new information, supplementing print media, serving for individual and individualized training, and allowing to test the acquired knowledge and skills of a student to a limited extent. given its tremendous use in the education field, e-learning modules could be a big help to teachers, students, and parents despite the covid-19 pandemic. marquez (2017) showed that using e-learning material, an upto-date teaching tool, really enhanced students’ academic performance. moreover, the study showed that the use of such e-learning material was suggested to students with poor learning outcomes and it should be used in the most effective and efficient way to increase learning outcomes. further, the study revealed that it was viewed as an instructional media to reinforce the teaching and learning process. also, it served as a motivational device to help students upgrade themselves with modern trends that were suitable for them to increase their performance level (aguilar, 2021). in the philippines, the department of education supported the idea of using e-books, e-modules, and other e-learning materials in the classrooms as presented in the memorandum order 105, series of 2009 which stated that as this country advances through the 21st century, the use of technology to research, organize, evaluate and communicate information had grown. it was the main reason why most schools, universities, and other educational institutions integrated the utilization of any e-learning materials as an educational tool that can provide opportunities to practice learning fundamentals in as many ways as possible. it was widely used nowadays in different schools and institutions because lessons were installed on cellphones, computers, laptops, or tablets (mercado, 2019). with this, an e-module or electronic module was designed that served as a digital learning media device or non-printed that is constructed systematically for independent learning needs which demands the students to solve the problem in their way. (jaenudin et al, 2017). dimhad (2016) stated that an emodule is a part of electronic-based e-learning in which the learning utilizes information technology and communication, specifically electronic devices. compared to a printed module was that its interactive term ease navigation, allowed the user to display/load images, audio, video, and animation as well as it is completed by a test/formative quiz that ensured automatic feedback immediately. (suarsana et al, 2013). physics as a subject was commonly associated with complicated and difficult to master in schools. some findings explained why students consider physics as a lesson that is difficult to understand because it requires memorization and contains mathematical elements (samudra et al, 2014). this was also because the teacher did not display something interesting or eye-catching about physics when explaining the concept to the students. students consider physics subject difficult because physics is a discipline that uses varied understanding methods, translates a sentence into another sentence, translates tables, graphs, equations, diagrams, and maps. in addition to strong basic concepts, physics is also a lesson that requires mathematical calculations to solve problems (rivero, 2020). widyaningrum et al (2013) said that improving the quality of the learning process in schools can be done, one of which is the development of teaching materials. teaching materials like printed modules had not been indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 209-232 212 supporting conceptual comprehension of newton’s laws of motion of grade 8 students through kotobee interactive e-module maximized to meet the needs of the students and at the same time tend to be informative and less attractive which cannot display sound, video, animation, and images that can provide a clear explanation of the concepts conveyed (darmaji et al, 2019). in today's technological development most students are more interested in teaching materials that utilize other media such as computers/laptops, even smartphones compared to teaching materials in the form of printed modules (irwansyah et al, 2017). therefore, it is necessary to modify printed modules in the form of an electrical module or an e-module by using one ict product in the form of software or a program (darmaji et al, 2019). in addition, the use of e-modules has the potential to change the views of students to read and consume interactively and make them comfortable, where the printed modules have images, narratives, and graphics but e-modules can contain various features such as audio, music, animation, and video (nindy & kustijono, 2017). converting printed modules to e-module was possible through kotobee author software. the e-modules using the kotobee author software application have many benefits, which can be accessed offline or online via smartphone or tablet. teaching materials developed using information and communication technology products can stimulate students' thoughts, feelings, concerns, and interests in a more effective process. learning uses technology through teaching materials can manage learning activities according to their flexible time and activities (jaenudin et al, 2017). the educational process is increasingly being transformed under the influence of new technologies provided and introduced in order to provide the skills and knowledge that will be in demand in the future in a constantly changing teaching and learning process. the learning process inside or outside of the classroom is becoming more dynamic which removes boring and monotonous delivery of the lesson. all of this happened due to gamification, personalization, and digitalization of the content. the use of e-modules and other e-learning materials changed the function of the teacher, turning him from a translator of educational information into an organizer of the process management of an effective learning manager. traditional textbooks and printed modules do not demonstrate the methods of active development of the presented educational information. in addition to information, e-learning materials include technologies for organizing productive cognitive activities that are placed in their methodological part in the form of didactic blocks where basic educational information and methods of studying and deepening it are combined. overall, elearning materials direct students to an independent educational search for self-control and self-assessment of knowledge (sagdoldanova, 2019). it was from this end that the researchers were challenged to develop an interactive emodule in supporting conceptual comprehension of newton’s laws of motion. the study would serve as data in strengthening the science curriculum and instruction with technology integration as an innovative strategy to be employed by teachers in teaching the subject. 2. method a. research design this study employed descriptive and quantitative approaches with experimental research design. a quasi-experimental design was used to compare the students’ physics comprehension using the developed e-module against the traditional printed module. here, the experimental posttest control group design fits the scenario. tests and treatments that indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 209-232 213 supporting conceptual comprehension of newton’s laws of motion of grade 8 students through kotobee interactive e-module were administered to each group were illustrated in table 1. table 1. the experimental posttest and control group design experimental (e) pret1 x postt2 control (c) pret3 postt4 key: x – treatment ( e-learning module) pret1 and pret3 pretest postt2 and postt4 – posttest the experimental group had their learning experiences augmented by the e-learning module while the control group (c) was taught using the printed modules method of instruction. paired and independent t-tests were used to determine the significant difference between the pretest and post-test of students using the emodules and printed modules methods of instructions. b. participants of the study the participants of the study were grade 8 students of simbalan national high school currently enrolled in the school year 20202021. a total of seventy-eight grade 8 students from four sections; 37 males and 41 females were the participants in the study. students were divided into two groups the controlled and experimental groups. the control group used the printed grade 8 modules provided by the deped, while the experimental group used the developed e-module made by the researcher. displayed below were the participants of the study. table 2. participants of the study section method of instruction sex age male female 13 yo 14 yo 15 yo a experimental 9 11 8 12 0 b experimental 9 10 9 10 0 c controlled 10 10 8 11 1 d controlled 9 10 8 10 1 total (78) 37 41 33 43 2 c. research instrument the instruments used were questionnaires to collect essential data for this study and the kotobee author software in the development of the e-learning module. first, a test questionnaire consisted of 40 multiple choices used to determine the pretest and posttest scores of each student in the two groups. to ensure the validity of the instrument, it was submitted and checked by a group of experts. second, a survey questionnaire was used to determine the validity and acceptability of the developed e-learning module in terms of material worthiness, media feasibility, and language eligibility. the questionnaire was validated by three science teachers, it specialists of agusan del norte division, and english teachers. third, the kotobee author v1.6.2 software was used in the development of the elearning module on the topic of newton’s laws of motion. it is an easy-to-use tool for producing immersive e-books and digital publishing material both online and offline while maintaining its interactive features. also, the kotobee reader software was used to run the developed e-learning module. the researchers also used the available 40 tablets in the school through an approval letter submitted to the office of the principal. this e-learning material was used by the indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 209-232 214 supporting conceptual comprehension of newton’s laws of motion of grade 8 students through kotobee interactive e-module students who do not have the learning materials in the conduct of the study. further, a waiver or a letter of agreement was signed by the students for them to be responsible for handling and taking care of the borrowed elearning materials. moreover, to ensure the validity of the instruments, pilot testing was done on the students who were not the intended respondent of the study. during the pilot testing, the researcher observed some aspects to improve such as simplification of questions, time allotted to take the pretest and post-test, and the time it took the e-module to load and unload information. d. data gathering procedure the researchers sent a letter to the office of the principal humbly seeking permission to properly conduct the study and administer the developed e-module to the selected grade 8 students of simbalan national high school. a letter of request was also sent to the kotobee author software developer team to allow the researcher to use the software in developing the electronic module to be used in the study. before the introduction of the e-module, the material undertook different stages namely: planning, development and validation, and implementation. e. scoring and quantification of data displayed in the table below was the mean percentage range of the participants with their corresponding verbal remarks. table 3. interpretation on the mean score of the participants mean percentage ranges verbal remarks 96% 100% mastered 86% 95% closely approximating mastery 66% 85% moving towards mastery 35% 65% average mastery as shown in table 3, students who had a mean percentage ranging from 96% 100% had verbal remarks of mastered, 86% 95% was closely approximating mastery, and 66% 85% was interpreted as moving towards mastery. mean percentages of 35% 65% had a verbal remarks of average mastery, 16% 34% was low mastery, 5% -15% was very low mastery and 0% 4% interpreted as low mastery. the above statistical method was used to evaluate and interpret the collected data. verbal remarks ranging from 66% 100% showed that the developed e-module helped improve students’ academic performance while verbal remarks ranging from 0% 65% were interpreted that the developed e-learning module was not valid or acceptable in improving and increasing their performance significantly. thus, revision of the said module will again be suggested and conducted. f. treatment of data the data collected were tabulated and treated accordingly to the problems presented in this study. the statistical tools used in this study are weighted mean, t-test for paired samples, t-test for independent samples. prior to that, data cleaning was done through descriptive statistics by examining the valid n, skewness, maximum and minimum. when the data was cleaned, satisfying the assumptions of the statistical tools mentioned was considered. upon data cleaning, it was observed that the performance of the two experimental groups (𝑥!!"""" = indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 209-232 215 supporting conceptual comprehension of newton’s laws of motion of grade 8 students through kotobee interactive e-module 85.44,𝑥!""""" = 85.89,𝑡 = −0.348,𝑝 = 0.730), and the two controlled groups (𝑥!!"""" = 80.68,𝑥!""""" = 81.53,𝑡 = −0.710,𝑝 = 0.482) had no significant difference at all. hence, ttest for independent samples comparing experimental and controlled groups was used in this study. 3. result and discussion the pre-test and post-test mean scores of the students using printed and e-module methods of instruction with its corresponding interpretation were presented in table 4. table 4. pre-test and post-test mean scores of the students using printed and e-module method of instruction. constructs pre-test post-test mean score remarks mean score remarks printed module 36.4% average mastery 47.2% average mastery e-module 40.7% average mastery 75.4% moving towards mastery shown in table 4 were the pretest and posttest mean scores of the students using the printed and e-module method of instructions. the pre-test scores of the students in both the control (printed module) and experimental group (e-module) had a remark of average mastery with a mean score of 36.4% and 40.7%, respectively. the post-test mean scores showed a large difference between the two groups as the students using printed modules remained at the average mastery level with a mean score of 47.2% while students taking the e-module were moving towards mastery with a mean score of 75.4%. this showed that the scores of the students in the post-test for the two groups improved and increased significantly. the pretest performance results further coincide with the study of valencia (2020) revealed that the students did not have any idea of the subject matter yet. in addition, the students have not yet encountered such competency in any discussion or reference material. also, it can be reflected that students under the e-module had an improved performance compared to printed modules considering that the learning process was interactive and students learn best when they are directly involved in it. students’ retention of knowledge was best using the e-module because it helped and trained students to think analytically considering the level of competency being measured poldaas (2016) also found out that the majority of students believed that they can focus better on the course material, topic, or lesson, they remember it better if they read it in print, and they considered themselves to be more likely to review printed material. also, valencia (2020) concluded that the use of a module as a teaching tool claimed to be more adequate than traditional or conventional teaching with the respect to the quality of learning as it helped them improve their understanding of the subject matter. hill (2015) stated that designed elearning modules used as pre-instruction can make a difference in students’ conceptual understanding and representational fluency in physics, as well as make them more aware of their learning processes. moreover, isna (2017) concluded that the application of emodules is highly recommended in physics learning since it can improve the students learning outcomes as well as their scientific attitudes. additionally, aribowo et al (2017) concluded that the use of e-modules in basic electronics significantly improved students’ outcomes. the module was developed using a problem-solving approach directly train and indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 209-232 216 supporting conceptual comprehension of newton’s laws of motion of grade 8 students through kotobee interactive e-module help students think critically and affect the improvement of students learning. using an e-module really improved learning more efficiently, effectively, and relevant. serevina et al (2018) concluded that the physics e-module can improve students' critical thinking skills that demand students’ independence to find a concept. it is also supported based on the results of research conducted by febrianti et al (2017) which shows that the developed physics digital modules are suitable for use as self-learning materials for students or material on selflearning. similarly, the result supports the study of ambayon (2020) where the modular-based worktext was effective in helping students improve academic achievements in science. accordingly, the module led to the accomplishment of the subject’s basic goals, allows for the development of higher cognitive skills, is well-organized and welldesigned, and is appropriate for the student's vocabulary level and performance. also, darmaji et al (2019) concluded that there were significant differences in the use of emodule in physics practicum with reflectance material on a flat mirror. the e-module used was more effective than using printed guidebooks. trilestari and almunawaroh (2020) concluded that electronic modules could be one of the solutions for young learners to study at home. first, it provides digital teaching and learning materials and was compiled with interactive videos, recordings, pictures, and animations to improve the students’ interest. second, it could be used online and offline so that the students could study without facing the problems of signal and quota. third, it helped students and teachers enrich their teaching and learning experience. finally, it helped teachers manage their teaching materials and time because the materials are created based on the need/curriculum. with the development of technology, print modules can be changed into more interactive electronic modules that were packaged in a digital format. this interactive electronic module can change the presentation of modules that were usually printed into modules that can be read without having to be printed by utilizing technological devices that have evolved. in consonance with this, wijaya (2019) concluded that there is a significant difference between the use of printed modules and e-modules. results showed that using interactive electronic module teaching materials effectively enhanced students’ performance in the learning process, especially in educational innovation courses. furthermore, the developed e-module facilitated the learning process systematically. teachers could easily manage the learning process in a lesser time with a maximum learning output. it is a matter of fact that invalid content and delivery of the topic cause misconceptions. these misconceptions lead students to have a wrong understanding of the material just like the printed modules. in other words, teachers could really benefit from introducing material with technology integration in teaching the subject. moreover, it helped teachers cope with their teaching materials and time because the materials are made based on the competency being measured in an interactive way. overall, the use of electronic modules and printed modules can improve students' learning outcomes (jaenudin, 2017). indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 209-232 217 supporting conceptual comprehension of newton’s laws of motion of grade 8 students through kotobee interactive e-module table 5. t-test for independent samples on the post-test mean scores of the participants constructs post-test mean scores statistics p-value remarks printed module 47.2% -21.84 0.000 highly significant e-module 75.4% to test that the posttests mean scores of the controlled group who used the printed module of instruction is statistically significantly different from the post-test mean scores of the experimental group who used the e-module method of instruction, an independent t-test analysis was performed. prior to conducting the analysis, the assumptions of normally distributed differences and cronbach’s alpha results were examined. the assumption was considered satisfied, as the skew and kurtosis levels were less than the maximum allowable values for a t-test (i.e., </2.0/ and kurtosis </9.0/; posten 1984). learning is best delivered when students are actively engaged in the learning process. it is a matter of fact that most students prefer to learn when the learning process is fun and interactive, thus, retention of learning is maximized. as can be seen in table 5, the post-test scores of the two groups showed a highly significant difference. the printed module has a mean score in the post-test of 47.2% only while the e modules has a high mean score in the post-test of 75.4%, with a 95% confidence interval, the p-value is (α =.0.000) the value is lesser than 0.05, thus, the posttest mean scores of the controlled group who used printed modules is statistically significantly different to the posttest mean scores of the experimental group who used emodule method of instruction. this is further accompanied by the study of hanif (2019) which showed that students who used the interactive e-module obtained superior learning outcomes than those who used printed materials. the results are also supported by the research from candra & irianto (2016) which shows that the student’s learning outcomes by applying the contextual learning model using e-modules are better than those by applying the contextual learning model using handouts. the results above can also be associated with the study of astuti, siswandari, and santoso (2017) stated that using e-module based on problem based learning can improve the material understanding and mastery of competencies in the learning process to improve the students’ learning outcomes to the full. the use of interactive teaching materials can significantly improve students’ learning outcomes (prihantana, santyasa & warpala (2014). the result obtained can also be complemented in the study of arysad (2016) stated that print modules tend to be monotonous and affect students' interest and enthusiasm for using them. in line with this, using e-modules in learning allows the students to have high speed in learning that can accomplish one or more basic competence quickly compared to other students who used printed modules. (baedhowi et al, 2017). therefore, the use of e-modules must be encouraged to students to help them develop good learning habits as it caters more to the multiple intelligences and individual differences of the learners. a. on the academic performance in pretest and posttest of the students in using the printed module and the use of e-module displayed in table 6 is the paired t-test analysis on the pre-test and post-test of the students using printed modules of instruction. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 209-232 218 supporting conceptual comprehension of newton’s laws of motion of grade 8 students through kotobee interactive e-module to test that the pretest scores (m = 36.4%) of the students using the printed module of instruction are statistically significantly different from their post-test (m = 47.2%) scores, a paired t-test analysis was performed. prior to conducting the analysis, the assumptions of normally distributed difference and cronbach’s alpha results were examined. the assumption was considered satisfied, as the skew and kurtosis levels were less than the maximum allowable values for a t-test (i.e., </2.0/ and kurtosis </9.0/; posten 1984). table 6. t-test for paired samples on the pre-test and post-test scores of the students using printed modules constructs pre-test post-test statistics p-value remarks mean scores printed module 36.4% 47.2% -21.073 0.000 highly significant as presented in table 6, with a 95% confidence interval, the p-value is (α =.000), the value is lesser than 0.05, thus, pretest scores of the students using printed modules is statistically significantly different from their post-test scores. this may signify that the scores of the students were improved and increased significantly using the printed module method of instruction. due to the covid-19 pandemic, face-to-face class was prohibited which paved the way for using printed modules. still, students had improved scores using printed modules at their own pace of learning. printed modules aid students in understanding the concepts presented. the result obtained can be complemented in the study of palsdottir and einarsdottir (2016) said that most students claimed that they could focus better on printed material, remember it better, and were more likely to highlight, notate and review the text. it was also discussed in the study of baron, calixte, and haywela (2017) that being able to scribble, underline and write down notes with the text while reading it, was considered essential to the students’ learning strategies, as it helped them to focus on what they read, as well as to draw meaning out of it, and to remember it. the results were also further reinforced by the study of labis (2016) that interesting and concrete illustrations and simplified explanations of the topics in a module effectively aid the students in understanding the concepts taught. thus, students find it easier to accomplish the activities or tasks as set in the modules. additionally, according to valencia (2020) in her study “modular approach in teaching science 10, learning is facilitated when the student participates responsibly in the learning process. when the learner chooses his own directions, helps to discover his own learning resources, formulates his own problems, decides his own course of action, and lives with the consequences of these choices, then significant learning is maximized. thus, the use of modular instruction allows the learners to discover patterns, be responsible for their own learning, as well as learn the new concepts presented to them. as a result, much significant learning is required. seen in table 7 is the paired t-test analysis on the pre-test and post-test scores of the students using the e-module method of instruction. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 209-232 219 supporting conceptual comprehension of newton’s laws of motion of grade 8 students through kotobee interactive e-module table 7. t-test for paired samples on the pre-test and post-test scores of the students using e-modules constructs pre-test post-test statistics p-value remarks mean scores emodule 40.7% 75.4% -54.721 0.000 highly significant to test that the pretest scores (m = 40.7%) of the students using the electronic module method of instruction are statistically significantly different from their post-test (m = 75.4%) scores; a paired t-test analysis was performed. with the same assumptions to be considered, as shown in table 7, with a 95% confidence interval (α=0.50) the value is lesser than 0.05, thus, the pretest scores of the students are statistically significantly different from their post-test scores. this signified that the scores of the students were improved and increased significantly using the electronic module method of instruction. this is in consonance to the study of jaenudin (2017) in which she stated that e-module based problem-based learning is designed to help students in improving critical thinking skill, problem-solving and intellectual skills by experiencing it through the real or simulated situation as well as to become independent students so that learning achievement can be maximal. in this time of pandemic, it cannot be denied the importance of e-modules which have a dominant and pivotal part in students’ learning and performance. to improve the performance of the students, teachers must use effective methods, strategies, and approaches like technology integration to facilitate the teaching-learning process. in addition, e-modules are selected in the discharge of problems related to improving the quality of learning in the subjects of physics because they can facilitate communication between learners and educators, subject matter, and among fellow learners in terms of the situation, condition, time, or place (darmaji et al, 2019). this is because learning with an e-module can not only be done during school hours but can also be outside school hours (murai et al, 2016). also, based on the research conducted by perdana (2017) the use of e-module can improve students' critical thinking skills and learning motivation. lastly, the use of e-modules can improve students' learning independence (hapsari & suyanto, 2016), learning outcome (herawati & muhtadi, 2018), critical thinking skills (suarsana, 2013), and problem-solve (utami et al, 2018). the use of e-modules in the learning process will foster creativity and productive thinking habits and create active, innovative, and enjoyable conditions in the learning process (budiarti et al, 2016). digital teaching materials will be needed to support student lecturing activities when teaching materials are not yet available. with electronic teaching materials, students will be more interested in independent learning. b. on the academic performance of the students in posttest with the use of printed and e-modules modular instructions like printed or electronic do help improve the performance of the students in the teaching and learning process. it is a matter of fact that both methods of instruction are beneficial especially during this time of crisis. in short, both modules whether printed or e-modules, contribute to the increase of the performance of the students. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 209-232 220 supporting conceptual comprehension of newton’s laws of motion of grade 8 students through kotobee interactive e-module figure 1. gain score performance of the students using printed module as can be viewed in figure 1, students’ pretest scores range between 13-16 points while their post-test scores range between 1820 points. the letter “i” in the plot indicates the variation of the scores of the students. the longer the “i” the more varied the scores are, the shorter the “i” the lesser the variation of the scores are. it is also indicated in the plot above that those students who were using the printed modules showed a 10.8% increase in their posttest scores. the findings implied that the students got better results after their exposure to the modular teaching approach. this further showed that they had an improved performance considering that they learn the concepts independently. the results can be associated with the study of torrefranca (2017) which she stated the implications for both theory and practice regarding the use of modules in classroom instruction and the teacher devising the modules. modular instruction is effective in individualizing learning by allowing a student to achieve mastery of one unit of content before moving on to another. moreover, since the mean posttest score is greater than the mean pre-test score, there is sufficient evidence to conclude that exposure to the instructional module generally brought about improvement in the knowledge of the students. the students were able to improve their performance with the teaching innovation introduced. the results also further correspond to the study of samson (2014) where the use of the modular approach in science was remarkably beneficial even with less supervision from the teacher. it surpassed the performance of the students subjected to a conventional classroom that required the teacher’s presence all the time. still, printed modules improved students’ learning outcomes even if it is not interactive. this is an advantage for those students who don’t have gadgets and other e-learning materials. also, it is vital even with less supervision from the teachers with the activities and concepts presented in the module are systematic and aligned to the desired learning competencies being measured. the result is also supported based on the findings of the study by valencia (2020) concluded that the modular approach as an alternative instructional method in teaching science 10 significantly enhances the performance of the students. the findings of indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 209-232 221 supporting conceptual comprehension of newton’s laws of motion of grade 8 students through kotobee interactive e-module the study showed that the approach used appeared to be effective and exhibited a vital connection in improving students’ academic achievement in science 10 as supported and validated by carl roger’s facilitation theory, jerome bruner’s constructivist learning theory, and article xiv of the 1987 philippine constitution. teachers relied heavily on using printed modules, especially where face-to-face classes were prohibited. students were provided learning materials that aid and help them face the trend of the ongoing pandemic. further, it helped teachers and students communicate the findings and results in designing and crafting a welldeveloped module. presented in figure 2 below were students’ pretest scores ranging between 1618 points and their post-test scores range between 29-32 points. the letter “i” in the plot indicates the variation of the scores of the students. the longer the “i” the more varied the scores are, the shorter the “i” the lesser the variation of the scores are. it also indicated in the plot above that those students who were using the electronic modules showed a 34.7% increase in their posttest scores. figure 2. gain score performance of the students using electronic module the data implied that electronic module learning approach significantly improved the performance of the students in learning science concepts based on the competencies measured. it was evident from the results above that the use of electronic modules greatly affects students’ learning because it enabled the learners to achieve improved performance in science 8. students found it stimulating and challenging as they were motivated, driven, and involved actively in the various activities presented in the developed interactive electronic module. the results are consistent with the study conducted by hanif (2019) that the use of interactive teaching materials can significantly improve the students’ learning outcomes. in addition, hasbiyati and khusnah (2017) also revealed that the electronic module implementation with the “epub” extension can increase the learning interest very well by 88.61% and can improve the students’ learning outcomes with the high criterion in the form of a gain score of 0.703 indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 209-232 222 supporting conceptual comprehension of newton’s laws of motion of grade 8 students through kotobee interactive e-module in the junior high school science learning. this is also supported based on the results of the research conducted by febrianti (2017) which shows that the developed physics digital modules are suitable for use as selflearning materials for students. a coherent study by sugiani (2019) claimed that the use of the electronic module is very effective to improve the learning outcomes of the students in learning science concepts. additionally, riana (2016) suggests that electronic modules with a multimedia approach help learners to better understand the content of learning. some of the students found the e-module challenging and stimulating where it promoted higher order thinking skills. they agreed that the developed e-module helped them improve their performance in the topic presented. also, teachers can easily spread and give the e-learning material as it is hand-carried, hassle-free and the concepts given were systematic and interactive. nurhasnah (2020) stated that the effort to realize the learning of physics that can support the independence of students' learning can be done by developing digital teaching materials that utilize technology and communication. in connection to this, kowitlawakul (2017) stressed that the use of digital teaching materials in the learning process is one of the efforts to create more meaningful and quality learning and interesting, effective, and innovative learning. displayed in table 8 is the comparison of the gain score performance or improvement of the students using printed and e-module method of instruction. table 8. gain score performance or improvement of students using printed module and e-module constructs pre-test post-test improvement / gain score printed module 36.4% 47.2% 10.8% e-module 40.7% 75.4% 34.7% table 8 showed that there was an improvement and gain score in the two groups. the control group under the printed modules have a pre-test score of 36.4% and got a post-test score of 47.2%. students under the control group got a slight improvement of 10.8%. the pre-test scores of the experimental group using the e-module got a score of 40.7% with a high score in the posttest which is 75.4%. the e-module group got an improvement score of 34.7%. the results were supported by the study of nindy and kustijono (2017) stated that the use of emodules has the potential to change the views of students in the learning process to read and consume interactively and make them comfortable, where the printed modules have images, narratives, and graphics but emodules can contain various features such as audio, music, animation, and video which makes and helps students learn concepts at their best. additionally, rivero (2020) stressed that students consider physics subject difficult because some teachers do not display something interesting or eye-catching when explaining the concept. in consonance with this, dimhad (2016) pointed out that compared to the printed module, the e-module has the advantage in terms of its interactive term ease of navigation, which allow the user to display/load images, audio, video, and animation as well as it is completed by test/formative quiz that allows automatic feedback of the progress of the educational process. the results were also supported by the study of linda et al (2019) which concluded indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 209-232 223 supporting conceptual comprehension of newton’s laws of motion of grade 8 students through kotobee interactive e-module that the implementation of the interactive chemistry e-module based on kvisoft flipbook maker on stoichiometry can improve student self-learning with 4 indicators such as self-confidence, high motivation, initiative, and responsibility. the results showed an increase in students’ selflearning process before and after the use of emodule which is from 50.15% to 88.1%. the magnitude of increase obtained by the n-gain test that is 0.76, which means the student selflearning was increasing in medium category. additionally, zia et al (2018) concluded that the use of e-modules statistically helped improve students’ performance in physics with the topic heat and temperature. this is seen from the results of the initial test students obtained averaging 40.83 while the final test of students using electronic module obtained 79.50, while the average results of learning outcomes of learners to obtain n-gain score of 0.66 are included in the medium category. using the electronic module is very helpful in the learning process. daniel (2015) in his research suggests that the modules are effectively used in e-learning. the use of modules is very interesting for learners in the learning process. budi and citrawati (2017) argued that the question-based inquiry module (qbim) is effectively developed to facilitate science learning to improve the mastery of biology concepts, science process skills, and the learner's thinking abilities. sogiani, et al (2019) in their research suggests that e-modules with a multimedia approach help learners to better understand the content of learning thus improving their performance and learning outcomes. further, zia (2018) stated that a good electronic physics module provides benefits for learners, such benefits can provide convenience to learners to understand the concepts of physics and relate learning physics in everyday life, and can be used as a variety of teaching materials that can encourage learners to learn independently, creatively, and effectively in the process of learning to achieve mastery of competence, so that learners' learning outcomes in accordance with the expected. overall, both methods of instruction significantly improved the performance of the students. however, as shown in the plots and tables, students under the e-module increased largely and improved with higher points compared to those who were using the printed modules. also, compared to printed modules the developed e-module really helped improved their performance as it was found out interactive and challenging. it is a matter of fact that students under the e-module agreed to the idea that using it promoted higher order thinking skills which helped them easily understand the ideas and concepts given. similarly, teachers can easily promote this kind of teaching strategy in their class as it is an additional learning activity to be provided to enhance and develop the thinking ability and skills of the learners. c. on the validity of the developed interactive e-module the material worthiness validation of the developed interactive e-module to support students’ conceptual comprehension of newton’s laws of motion is presented in table 9. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 209-232 224 supporting conceptual comprehension of newton’s laws of motion of grade 8 students through kotobee interactive e-module table 9. material worthiness validation of the developed interactive e-module indicators means score remarks content is suitable to the student’s level of development 5 strongly agree instructional design of the material facilitates understanding of concepts presented 5 strongly agree material is free of ideological, cultural, religious, racial, and gender biases and prejudices 5 strongly agree the presentation is engaging, interesting, and understandable 5 strongly agree there is a logical and smooth flow of ideas 5 strongly agree visuals are relevant to the text and suitable to the interests of the target user 5 strongly agree visuals are clear in content and detail 5 strongly agree the material is adequate to master the competencies and reinforce learning 5 strongly agree the material activities have a purpose and are aligned to a skill or concept of the grade level 5 strongly agree the material used contributes to easy reading and is durable 5 strongly agree range of means: 1.00-1.80 (strongly disagree); 1.81-2.60 (disagree); 2.61-3.40 (uncertain); 3.41-4.20 (agree); 4.20-5.00 (strongly agree) in terms of material worthiness, the evaluators gave a strongly agreed remark with a perfect rate of 5. this indicates that they both agreed that the contents of the developed interactive e-module were within the criteria set for evaluating its validity. the e-module design fitted for the needs, interests, and abilities of the learners. moreover, having material worthiness denotes that we must be able to obtain the necessary information and details. the results find support from the study of wahyuni, et.al (2018) that the aspects of content eligibility include the suitability of the material contained in emodules and the purpose of learning and materials provided according to the ability of learners. the validity of the content material is vital and necessary in the teaching-learning process to ensure the desired competencies being measured. it is a fact that most students find science concepts difficult to understand. misunderstanding among students arises when the concepts are not properly explained. the developed e-module would really help the teachers especially when a classroom has a great number of learners, learning is difficult to achieve and hardly monitored. the results were also supported by the study of ramirez and mercado (2019) that among the features for selecting and integrating world-wide-web resources was content. the content must clearly state the objectives or competencies that can be used for various learning styles and intelligence and at the same time information must be current and accurate. in addition, the content of the instructional materials should be the anchor to the national and local standards and benchmarks of the curriculum. the content should be based on the philippine secondary learning competencies. the author cited that choosing the instructional material in teaching requires a lot of thinking and decision-making and must be clearly defined for the students to grasp. likewise, nurhasnah, aswirna, and abshary’s (2020) misconceptions can lead to obstruction of understanding and assimilation of knowledge gained by students so it becomes a barrier for students in achieving their learning goals. in designing an emodule, teachers should arrange the elements starting from the aims and learning outcomes, course content, teaching methods and resources, assessment or exercise, indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 209-232 225 supporting conceptual comprehension of newton’s laws of motion of grade 8 students through kotobee interactive e-module monitoring, and review. trilestari and almunawaroh (2020) stated that learning objectives and outcomes should be obvious and reachable which is aligned with teaching activity and assessment. before creating an electronic module, it is important for educators to arrange the materials to be taught for young learners in the form of soft files. further, ambayon (2020) explains that the course embraces modules for the students, the modules should link unswervingly with the main text and have drills that match with the lessons. the activities in the modules should be thought-provoking for the students and should be able to aid you, as a teacher evaluate where they are, as far as how well they have immersed in the material and whether there is a need to review the lessons again with them. a module is systematic and compelling teaching material that includes material, method, and evaluation content that can be used independently. in connection to this, sudarmin (2016) pointed out that the contents of a module should be complete, either viewed from the pattern of the dish, let alone the contents. the module should be compiled based on problem analysis and requirements analysis, then validated against the validation of content, language, and display module substance additives based ethnoscience. similarly, tan-espinar and ballado (2017) also validated a module in mathematics that has boosted the students’ independent learning. they further underscored that a module must be acceptable, and the contents are valid. also, reyes and de guia (2017) stressed that a module must obtain a high acceptability rating as evidence of content validity and relevance. hence, it may include but is not limited to highly acceptable content, clarity, appeal, and originality. the validity of the content is a very important part of module development. this is because the content in the module becomes a reference in learning activities for teachers and students. invalid content can cause misconceptions. this misconception causes teachers and students to have a wrong understanding of the material. that is why the development of an e-module should be validated specifically on its content. the media feasibility validation of the developed interactive e-module to support students’ conceptual comprehension of newton’s laws of motion is shown in table 10. table 10. media feasibility validation of the developed interactive e-module indicators means score remarks the material’s non-text content (graphs, tables, pictures) is accurate and well-integrated into the text 4.67 strongly agree easy to navigate the pages 5.00 strongly agree accessible lessons through hyperlink text in the table of contents 4.67 strongly agree the material contains engaging interactive visual features 5.00 strongly agree the material has neat and interactive graphics 5.00 strongly agree sustains the attention and interest of the learners 5.00 strongly agree appropriate for the level of understanding of the learners 5.00 strongly agree the material uses varying fonts and sizes 4.67 strongly agree the material uses contrasting colors for easy reading 5.00 strongly agree the material has a format that is visually appealing and interesting 4.67 strongly agree range of means: 1.00-1.80 (strongly disagree); 1.81-2.60 (disagree); 2.61-3.40 (uncertain); 3.41-4.20 (agree); 4.20-5.00 (strongly agree). the evaluators gave strongly agree remarks with a rate of 4.9 on media feasibility. the remarks indicate that the tool is said to be credible to potential teachers and institutions, indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 209-232 226 supporting conceptual comprehension of newton’s laws of motion of grade 8 students through kotobee interactive e-module its perceived objectivity must be high. this could also mean that the aspects of the developed e-module in terms of its features, design, graphics, text, image, layout, controls, and other media contents were useful, interactive, and meaningful. this is supported by the study of bishnoi (2020) concluded that the significance of visual design should be considered in developing electronic modules in terms of its navigation, accessibility, interactivity, self-assessment, and learnability. in line with this, yazid (2016) stated that aspects of media feasibility include ease of access, use of letters, color composition, animation, and display design. also, it could be noted that the validators strongly agreed that the graphics of the developed interactive module used contrasting colors for easy reading. this result conforms to the idea of mercado and ramirez (2020) that reading devices provide adjustable backlighting which enables users to read comfortably in poor lighting conditions, even in bed at night. it is significant, especially in this time of pandemic when students are most likely to review nighttime what they learn from the material and can maximize their learning time. furthermore, the use of different fonts and sizes was strongly agreed upon by the validators this implies that the e-module has varying fonts and sizes which help students to adjust based on their preferences. this conforms to the statement of larson (2015) that e-module design should base on the suitability, objectivity, and usability of the learners, engaging process is fun due to its attractive features such as user-friendly functions, attractive graphics, enlarged text size, and plug-in speakers. these features would encourage students’ creativity and learning autonomy. in addition, hamid, yuliawati, and aribowo (2020) stated that students easily understand the concept of selection with visualization. studying text material is more effective if it is equipped with graphics, animations, or videos for students to learn. multimedia, especially visualization, increases student motivation in learning algorithms and coding. likewise, gabor (2020) concluded that learners retain new knowledge better when the curriculum was presented with a combination of formats of text, sound, graphics, and video and using a computer as a method of instruction finally, marzuki, and triana (2019) stressed that the efficiency of media usage time is the use of emodules more efficient with the time associated with no need for learners to record the explanation of educators because emodule physics has been equipped with a complete material description. overall, compared to printed modules, emodules can be enhanced with other electronic features such as hyperlinks, videos, games, and other interactive assets of an emodule. teachers can modify the topics and concepts in a systematic way which effectively boosts students’ interest and involvement in the teaching and learning process. the language eligibility validation of the developed interactive e-module to support students’ conceptual comprehension of newton’s laws of motion is displayed in table 11. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 209-232 227 supporting conceptual comprehension of newton’s laws of motion of grade 8 students through kotobee interactive e-module table 11. language eligibility validation of the developed interactive e-module indicators means score remarks language is appropriate for the level of the target user 5 strongly agree vocabulary level is adapted to the target reader’s experience and understanding 5 strongly agree the length of sentences is suited to the comprehension level of the target reader 5 strongly agree sentences and paragraph structure are varied and interesting to the target reader 5 strongly agree vocabulary used is suitable for the target reader 5 strongly agree the material does not need special provisions to the extent that the student is uncomfortable with the unfamiliar words 5 strongly agree the material choice of words is free from ambiguity 5 strongly agree there is little or no help or assistance needed from the teacher in terms of language confusion 5 strongly agree the material is free from red flags on possible copyright and plagiarism issues 5 strongly agree the material does not need language/word corrections 5 strongly agree range of means: 1.00-1.80 (strongly disagree); 1.81-2.60(disagree); 2.61-3.40 (uncertain); 3.41-4.20 (agree); 4.20-5.00 (strongly agree). the language eligibility still has strongly agreed on remarks from the evaluator with a rate of 5. this indicates that the use of language in the developed interactive emodule was following the rules of good and correct grammar. in connection with this, setiadi (2016) said that the use of good and correct grammar is important to send the right message. grammatical errors can lead to misconceptions and/or give ambiguous meanings. further, gabor (2020) a module should be readable that create a warm and friendly atmosphere. using familiar words (be precise and specific in writing) and strong action verbs helps a lot. the text should be plain, simple, and direct. this simply means that the developed module should be free from any grammatical errors and word corrections to avoid confusion on the part of the students. in connection with this, nurhasnah, aswirna, and abshary (2020) concluded that grammatical errors and misconceptions can hinder the achievement of learning objectives. in short, words and sentence structures must be solid and clear without causing misconceptions and ambiguity. cheng (2018) suggested that teachers should set up their own materials based on the young learners’ needs, language level, and ability. the module is agreed upon by educators as a useful and very helpful resource book. to avoid the high understanding and misconception of the materials, especially for young learners, teachers should create materials that could attract the students’ interest by using audiovisual materials and interactive learning. wijaya (2019) pointed out that modules are teaching materials that are arranged systematically, with language that is easily understood by students according to their level of knowledge and age, so that students, in this case, are students able to learn independently. also, it is very important to consider the use of language in developing an e-module. the use of language must be according to the level of knowledge of the students to avoid misconceptions. furthermore, teachers must bear in mind that developing an e-module must be free of grammatical errors and use familiar words. in this way, students will be motivated and inspired by using it. in short, modules must be made using language that is indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 4 (3) (2022) 209-232 228 supporting conceptual comprehension of newton’s laws of motion of grade 8 students through kotobee interactive e-module appropriate to the age level of students who use it. overall, the contents and aspects of the developed interactive e-module using kotobee author software met the criteria set for evaluating its validity. the e-module had engaging and interactive visual features to support students’ conceptual comprehension of newton’s laws of motion. 4. conclusion the findings of the study led to the conclusion that both modules whether printed or e-modules, do contribute to the increase in the performance of the students. however, students under the e-module increased largely and improved with higher points compared to those who were using the printed modules. the novelty of research and development carried out was by developing an e-module using kotobee author, the results of the study were classified as valid, practical, and effective in supporting students’ performance and independence in learning. this was based on the validation starting from content worthiness, media feasibility, and language eligibility. this simply means that the developed e-module was feasible and can be used as a learning resource supporting students’ conceptual comprehension in learning. further, the result of the study encourages teachers and stakeholders the integration of technology and other e-learning materials in the teaching and learning process to develop an interacting and inspiring learning environment as well as improve retention and knowledge transfer by learners. additionally, using an e-module as an 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higher education in indonesia: a policy evaluation ihsan fadhil1, amra sabic-el-rayess2 1,2 teachers college, columbia university, usa doi: 10.23917/ijolae.v3i1.10376 received: february 25th, 2020. revised: april 13th, 2020. accepted: april 17th, 2020 available online: april 20th, 2020. published regularly: january 1st, 2021 abstract in the last decade, indonesia has worked towards expanding access to higher education, but the enrolment of the poor remains negligible with the majority of students in the country’s leading public universities still coming from indonesia’s wealthiest echelons. concerned with the issue of equity and access, the govern-ment has formulated a new policy calling on all higher education institutions to ensure at least 20% of their newly admitted students are of a low socioeconomic status (ses). the principal challenge the government has faced is a discrepancy between its ambitious political agenda and the policy’s implementation affected by inadequate budgeting, lacking implementation mechanisms, and limited award allocations. this challen-ge raises a question of whether the equity and access policy can be effectively implemented and, if so, under what conditions can such success be achieved. we thus examine the country’s equity and access policy, education system with its leadership structure, broader institutional framework, and how these fac-tors interact to obstruct the higher education access for the poor in indonesia. the inadequate policy imple-mentation can impede indonesia’s human capital development and the country’s economic growth. keywords: access, equity, financial aid, higher education, policy implementation corresponding author: amra sabic-el-rayess, teachers college, columbia university, usa email: as2169@tc.columbia.edu 1. introduction in the last decade, the indonesian government has pushed to improve access to higher education, resulting in the gross enrolment rates increasing from 17.23% in 2005 to 36.31% in 2018 (world bank, 2019). however, the enrolment of the poor has remained low especially in the country’s top public universities. in 2010, only 2.5% of those enrolled at a higher education institution were from the poorest 20% of the households as compared with 64.7% of the student body coming from the wealthiest 20% of indonesia’s households (moec, 2013). concerned with the issue of equity, the government created a new policy law 12/section 74 (thereafter, the equity and access policy) calling on all higher education institutions (heis) to enroll at least 20% of its students from low socioeconomic backgrounds and tasking the directorate general for higher education with its implementation (dghe). the primary challenge to this policy’s implementation is that both public and private heis have the autonomy in budgeting and funding allocations. dghe’s jurisdiction over heis is limited to a supervisory role via each university’s board of directors. this has created a tension between the government’s ambitious political agenda and the lacking implementation mechanisms, including but not limited to the inadequate budget tracking indonesian journal on learning and advanced education http://journals.ums.ac.id/index.php/ijolae indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 57-75 58 providing equity of access to higher education in indonesia: a policy evaluation and award allocations to the poor students. this challenge raises a question of whether the equity and access policy can be effectively implemented. thus various structural and organizational factors to determine whether and how they work to obstruct the policy’s implementation are evaluated. conceptually, the study addresses the issues of educational equity, social justice, and economic development. we analyze one of the most pervasive problems of higher education globally: limited access to higher education by the poor. if higher education provides merited social mobility (sabic-el-rayess, 2012, 2013 & 2016; turner, 1960) and improves human capital (schultz, 1961 & 1981; prakhov, 2019) then it is in the interest of each nation to promote mobility of the poor through education. but, as prior research has found (sabic-el-rayess, 2012, 2014 & 2020; sabic-el-rayess & mansur, 2016; sabic-elrayess & seeman, 2017; sabic-el-rayess & otgonlkhagva, 2012; sabic-el-rayess, mansur, batkhuyag & otgonlkhagva, 2019; moratti and sabic-el-rayess, 2009a and 2009b), the elite mechanisms and interests often prevail over those of the poor and are at play in most social, economic, educational and political hierarchies globally. instead of broadening access, higher education typically serves to reproduce the existing social strata (sabicel-rayess & mansur, 2016) unless there is political will to interrupt the status quo and expand the access to the poor. to examine whether the political will to transform and improve equity and access to higher education in indonesia is genuinely there, the design and implementation of the equity and access policy is evaluated. this evaluation is situated into a larger debate on access and equity in higher education, and our findings are contextualized within foucault’s (1997) social justice and ethics framework that calls on researchers to question all assumptions (sabic-el-rayess et al., 2019; foucault, 1997). the assumption here is that the narrative around the equity and access policy aims at broadening access for the poor, but that discourse may conflict with the implementation. there are other examples of education policies where the outcomes not only diverged from broadening access to education but instead adversely impacted the poor. for instance, the school uniform policy in mongolia aimed at easing the access to education for the poor, but once implemented, it led to higher dropout rates amongst the poor (sabic-el-rayess et al., 2019; sabic-el-rayess & otgonlkhagva, 2012). thus we question and probe the equity and access policy to determine if and what factors prevent it from achieving the intended outcome for the poor in indonesia. we also recognize that providing financial aid to poor students can burden heis. in 2016, four years after the implementation of the equity and access policy, poor students made up only 10% of indonesia’s total higher education enrolment (directorate general for higher education, 2017). the federal government funds allocated differ greatly across heis in indonesia, and there is no specification on how much of the federal funds the individual institutions are entitled to, which elevates the risk of corruption, misallocation of funds, and subjective decision-making that can, intentionally or not, affect the poor’s access to heis (welch, 2012). corruption in education has been studied extensively as a barrier to merited social mobility, inclusion, and economic development (sabic-el-rayess, 2009, 2011, 2016a & 2019). systemic corruption has also been identified to trigger students’ disengagement and even radicalization (sabic-el-rayess, 2016b and 2020; sabic-elrayess & mansur, 2020). thus, sufficient and effective allocation of funds is essential to success of any policy. we end with a indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 57-75 59 providing equity of access to higher education in indonesia: a policy evaluation university of gadjah mada (ugm) case study as ugm is one of the nation’s leading public universities. the inadequate policy implementation, we ultimately argue, can impede indonesia’s human capital development and the country’s economic growth. indonesia consists of over 17,000 islands, and with its 260 million people ranks as the world’s 4th most populous country. it is abundantly rich in natural resources but lacks in human capital with many indonesians not advancing their knowledge and skills due to their poverty or the underdeveloped educational infrastructure in the regions of indonesia where they reside. the country’s current level of public education spending stagnates at 3.6% of gdp and is lower than what is advisable for developing economies (dilas, mackie, huang & trines, 2019). access to and availability of heis is still limited in underdeveloped areas of indonesia, forcing many individuals to move to cities to obtain education (oecd, 2013). transportation and relocation costs are additional costs and the entry barriers for the poor (logli, 2016). despite these obstacles, the demand for higher education has increased over the years and total enrollment has grown by 68%, from 3.7 million in 2006 to over 6.1 million in 2016 (wes, 2019). secondary school graduation rates have also improved from 61.7% in 2013 to 65.9% in 2017 (oecd, 2020), stimulating demand for higher education. here, we define the higher education as all post-secondary schooling including vocational, academic, or professional type of schooling. heis from academies, polytechnics, colleges, institutes to universities provide various programming for their students. the number of these institutions has grown rapidly over the last couple of decades with most growth occurring in the private sector (moeliodihardjo, 2014). of 3,200 institutions, 92 are public and therefore governmentally managed (oecd/adb, 2015). public institutions are differentiated based on their accreditation and level of autonomy in governance and financing. the ministry of education and culture (moec) along with dghe regulates most public institutions, but some have their by-laws approved by the moec and the president. the implication of this is that, for most public institutions, the budget and related indicators are set by the moec to ensure that the institutions’ individual strategies are closely aligned to their national agenda (negara & benveniste, 2014). stateowned heis are typically more autonomous relative to other public universities. they have independent sources of revenue and are more accountable to the public than the moec (yulianto, 2017). private heis have expanded access to higher education as well: they account for over 60% of enrolment nationally (oecd/adb, 2015). the urban-rural gap in provision of higher education remains significant. only few provinces are home to 80% of top heis (logli, 2015). for instance, the best 10 universities are located on the island of java (qs, 2019). in 2012, the gross enrollment rate for higher education in indonesia's capital, jakarta, was 122%, as compared to west papua’s meager 22% (oecd, 2013). the growth in higher education needs to occur across all regions in indonesia to meaningfully diversify access. in an effort to broaden that access, the dghe has set out to establish community colleges with vocational programs in all districts of indonesia (oecd/adb, 2015). as of 2013, 35 community colleges were being developed in rural indonesia (logli, 2016). the government intends to build additional technical institutions outside java along with indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 57-75 60 providing equity of access to higher education in indonesia: a policy evaluation the institutes of technology in the islands of sumatra and kalimantan as well as additional polytechnics in every province (oecd, 2013). despite challenges, demand for higher education remains high from all social quintiles, partly due to higher rate of graduation from secondary schooling (figure 1). figure 1. indonesia’s senior secondary education gross and net enrolment rates 2001-2012 (source: moec, 2013, p. 41) most institutions are currently located in java (43.7%) and sumatra (29.1%) groups of islands while the underdeveloped provinces of maluku and papua islands host only 3.4% of all heis (moeliodihardjo, 2014). consequently, the increase in the higher education graduation rates has largely been limited to java and sumatra island groups (figure 2). figure 2. labor force with higher education by island group, 2001-2010 (source: moec, 2014, p. 24) the urban-rural gap in the number of institutions available correlates to the stark difference in the university educational attainment amongst the individuals living in the urban versus rural areas, with higher education attainment rates at 10.42% and 2.97%, respectively (oecd/adb, 2015). the higher education graduates are increasingly joining the urban labor force while the number of employees with higher indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 57-75 61 providing equity of access to higher education in indonesia: a policy evaluation education in rural areas has more than doubled in percentage terms (moec, 2014). the returns to education in rural areas have declined but can, in part, be explained by the lower growth rate in the labor force in rural regions overall ((moec, 2014). another possible explanation for the urban-rural difference in returns is in the type of earnings. urban earnings are typically obtained through salary, whereas workers in rural areas earn agricultural income (van cao and akita, 2008). to ensure that earnings in rural areas expand to other industrial sources, different skills must be learned, which necessitates higher education expansion. access to higher education consistently benefits the elites. the majority of higher education students are from the two richest quintiles in indonesia (moec, 2014). at least 80% of what indonesia spends on higher education enriches the experience of the wealthiest 40% while more than 60% of it benefits the wealthiest 20%: in other words, the current public funding structure in indonesia helps those who are already doing well (gao, 2015). this parallels the obvious lack of support for the poor students expectedly compelling them to opt out of higher education, in favor of either technical or vocational training. those less able to afford higher education are more likely to enroll in lower quality degree programs, consequently obtaining the lesser returns in the labor market (gao, 2015). yet, their broader participation in higher education is critical for producing a more qualified labor force that would advance indonesia’s economy. the human capital theory (schultz, 1961 & 1981) points to the formal education’s role in increasing the labor productivity and producing various benefits, individual and societal. though the higher education return for an individual is economically quantifiable via wages and lifetime earnings (schultz, 1961; becker, 1964), investing in people via education additionally provides measurable non-pecuniary benefits to health, fertility, consumption, savings, behavior and societal participation (hartog & oosterbeck, 1998; doyle & weale, 1994; solmon, 1975; becker, 1993; tran, 2019). the social benefits and spillover effects are regularly reflected in improved public health, lesser crime and poverty, use of technology, and extended benefits to democracy, human rights, political stability, and environment (mcmahon, 2010). financial aid programs have been deployed successfully in the established higher education systems to assist financially disadvantaged in accessing higher education. in the us, the 1965 higher education act (hea) was enacted with the objective to strengthen the college and university funding. the conventional human capital theory of how the student aid works is seeded in the belief that individuals behave rationally and make decisions “that maximize their expected happiness, or ‘utility’ over time” (goldrickrab et al., 2009). the authors go on to suggest that in lieu of the short-term income, college graduates improve their longer term consumption and leisure given that higher education provides not only pecuniary but also numerous non-pecuniary benefits. the financial aid programs that resulted from the hea have increased enrolment, college choice, and completion rates for the financial aid students (dynarski & scott-clayton, 2013; dynarski, 2003; klaauw, 2002). this expansion of higher education access has helped equalize the college costs for all thus ultimately benefiting the economic growth in the united states. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 57-75 62 providing equity of access to higher education in indonesia: a policy evaluation 2. method a. key stakeholder indonesia is a democratic government in a multi-party system. in 2019, there were officially 27 political parties participating in the general election (andayani, 2017). the presidential and vice presidential candidates work to garner enough support from other political parties to win in the election and create a governing coalition. once they win, these political parties control the key positions in the government, making them influential in the policy making process. several ministries help govern heis in indonesia, such as the ministry of religious affairs (mora), ministry of research, technology and higher education (morthe), and ministry of finance (mof). under morthe, higher education affairs are managed by the dghe. this specific ministry oversees heis except for the religious institutions that are monitored by the mora while other governmental institutions oversee the 82 tertiary education service institutes in charge of training personnel in governmental ministries (oecd/adb, 2015). the ministry of finance approves the budget for higher education mostly through the dghe, primarily supporting the public higher education with only 8% to 10% of the overall funding being used for the private institutions (oecd/adb, 2015). the morthe through dghe influences institutional leaders in higher education. government regulation 66/2010 specifies the governing structure of public heis, with four entities playing a key role: the rector who manages the individual institution and chairs the senate, the senate that is responsible for academic affairs, the oversight unit that oversees all non-academic and financial matters, and the advisory board that assists with non-academic issues (world bank, 2014). the senate decides on the pool of candidates for a rector position though the minister of education and culture holds more than one third of all voting rights on who ultimately gets that job (dikti, 2017). the rector along with the minister of morthe has the most influence and control over the management and operations of public heis. the senate is the most powerful entity, but limited in its independent decision making given that it is overseen by the rector, who works closely with the minister (gao, 2015). the oversight unit and the advisory lack sufficient power that would secure heis accountability to stakeholders and the public (gao, 2015). therefore, while public institutions have different levels of autonomy in governance, operations and finance, their actions remain influenced by the ministries. without more autonomous and independent managers and leaders in the higher education structure of indonesia, it may be challenging to formulate and successfully implement effective policies. b. agenda setting indonesia lacks in the number of qualified stem professionals, triggering a dependency for partnerships with foreign companies that manage indonesia’s natural resources and technological growth. the world bank (2010) has underscored indonesia’s need for trained labor with the country currently in demand of at least 50,000 engineers annually, but that number is expected to double by 2025 (icef monitor, 2014). when everyone regardless of their background or economic circumstances is able to access higher education, they will contribute productively to the economy, which is why a comprehensive system of financial aid in the heis is integral in providing equity and access. this realization is one of the main forces behind the equity and access policy. indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 57-75 63 providing equity of access to higher education in indonesia: a policy evaluation the current movement to improve the higher education system in indonesia originated as part of the national mediumterm plan (nmtp) for 2010-2014. the plan details the indonesian president’s agenda stemming from the national long-term development plan for 2005-2025 (republic of indonesia, 2010). the long-term plan is comprehensive and contains insights on the national development strategy, various policies and programs (republic of indonesia, 2010). in line with the long term vision for the country, the nmtp aimed at broadly reforming indonesia’s economy by improving the quality of human resources, particularly in sciences and technology (republic of indonesia, 2010). to fulfill this ambitious goal requires the development of indonesia’s higher education sector. in 2015, relative to vietnam (28.54%), lao people’s democratic republic (14.97%), and the philippines (35.48%), indonesia’s 2015 enrolment in heis was higher, but at only 36.31% it was also behind that of malaysia (45.13%) and thailand (49.29%) (oecd/adb, 2015). indonesians who are 25 to 64 have low higher education attainment relative to thailand, singapore, and south korea with only 4.6% of indonesia’s 2010 workers holding a university degree (dikti, 2016) furthermore, the country is behind thailand, philippines and malaysia in the labor productivity domain (oecd/adb, 2015). the main development target in higher education under this agenda was to increase the gross enrolment rate at universities of individuals who are 19 to 23 years of age from 21.26% in 2008 to 30% in 2014 (dikti, 2016). to reach this target, indonesia hoped to provide affordable quality higher education throughout the nation. but, meeting this target requires not only cooperation from morthe but also collaboration with other ministries that have their own training programs at tertiary education service institutes. the coalitions of political parties that control the ministries also play a critical role in implementing this agenda. previous reforms aimed at ensuring the quality and access to higher education across the country. the first law regarding higher education was enacted in 1961 and is still in effect now, requiring that at a minimum one public university in each of the provinces broadens access to higher education across indonesia (brewis, 2016). in 1996, as part of the long-term education plan, the moec worked towards both more autonomous and accountable institutions as well as improved accreditation and evaluation processes (world bank, 1998). the government regulation on the implementation of state universities as corporate bodies (1999) led to four top state universities becoming more autonomous and gaining financial and academic autonomy via independent revenue generation, research structure, independent programming, and overall more autonomous management (brewis, 2016). the author further suggests that the government regulation on management and governance of education 2010 spelled out both management and policymaking frameworks at the national level. the higher education law 12/2012 (republic of indonesia, 2012) defined an ambitious agenda for higher education to serve as a foundation to the nation’s intellectual, scientific and technological advancement and competitiveness globally and, in doing so, advance equity in access to higher education (oecd & adb, 2015). more importantly, this law is the first to specifically include an equity and inclusion centered policy for the admissions process in the effort to ensure access for the individuals from the lowest ses group. as part of the indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 57-75 64 providing equity of access to higher education in indonesia: a policy evaluation initiative to ensure broadly accessible higher education in all parts of the country, the government has included section 74 in the higher education law 12 which states that higher education institutions must allocate 20% of the total enrolments across study programs for students who have high academic potential but come from low economic backgrounds and “frontier, outer and disadvantaged areas” (republic of indonesia, 2012). c. policy implementation: top-down vs bottom-up approach every policy is implemented in stages, and various actors often exert their influence before policy outputs are decided upon. sabatier & mazmanian (1989) argue implementation often involves initiating action via court, executive or statutory decision. further, they suggest the process may involve passing the basic statute, deciding on policy outputs, and aligning the implementation steps to the policy goals to minimize discrepancies between the actual impact and the intended effect, which can at times lead to additional revisions to the implementation process. as per hjern (1993, p. 250): “[t]he implementation process is structured through a policy network, which is composed of interconnected clusters of firms, governments and associations, termed the implementation structure.” the existing implementation models are still debated with two polarizing schools of thought of the top-down versus the bottom-up model: sabatier (1986) categorized these approaches by differentiating how their implementation begins and how their effectiveness is measured. top-downers begin their analyses at the top of the implementation process and structure, focusing more on the policymakers’ (top government officials) perspectives, interests, and goals, then move down to analyze the implementation at the operational level, particularly the behavior of the implementing officials. implementation is understood as making lower-level officials take actions that materialize the intent of a formally adopted policy (smith & larimer, 2008). it is deemed to be effective and successful if the policy objectives set by those at the top are attained at a reasonable cost. bottom-uppers begin their analyses from the bottom of the implementation process and structure, focusing on the perspectives, interests, demands, conflicts, and strategies of stakeholders at the operational level (‘streetlevel officials’) (lipsky, 1980). this format allows lower-level officials to negotiate the changes by introducing new regulations or changes stemming from the experiments within the target population (smith & larimer, 2008). with both approaches, the success is equated to a policy problem being solved. d. blended top-down approach the equity and access policy was designed using a blended top-down approach, synthesizing both perspectives. this strategy, suggested by sabatier & mazmanian (1980), uses the strengths of both approaches and addresses their weaknesses. the authors propose the following six pre-requisites for effective policy implementation: 1. well defined policy objectives; 2. solid theoretical backing of policy in question; 3. legal structure to ensure compliance by all stakeholders; 4. skilled implementation personnel; 5. broad policy support amongst powerful players; and 6. favorable socioeconomic context that maintains feasibility and political support for the policy. in building this approach they rightly accounted for the concerns of the bottom-uppers (lipsky, 1980; elmore, 1979) regarding the politicians’ dominion over policy implementation as well as the necessity of having well trained personnel at all levels of policy indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 57-75 65 providing equity of access to higher education in indonesia: a policy evaluation implementation. both legal and political mechanisms must be in place to direct and restrain behaviors of the involved officials and other parties (sabatier & mazmanian, 1980). it is for this reason that the blended top-down model cannot be defined as a purely top-down approach since it recognizes the relevance of the complex political and legal power structures at local levels as well. we employ this approach to assess the equity and inclusion policy by considering the government and political system, relevant legislation and skills of the government officials. the approach also recognizes that policy implementation does not occur in a political or power vacuum, at any level of the power structure. it is essential to understand the power dynamics amongst various stakeholders at all levels to gauge the policy’s potential for a successful implementation. as sabic-elrayess and mansur (2019, p. 9) note, policy goals “can be appropriated by less than altruistic actors…for their gain.” in the absence of proper implementation mechanisms, deviations from the planned path can occur and risk a failed implementation. in democratic countries, policymaking and implementation activities often consider the perspectives of the policy stakeholders and assess the conditions for implementation at all levels. bottom-up approaches may be more relevant in analyzing the implementation process in democratic regimes where a diverse pool of actors engage in the implementation process (brata, 2014). top-down theoretical models elucidate the implementation process in an authoritarian regime where the power and control are centralized (brata, 2014). still, many policies in democratic contexts are implemented using the top-down approach while some aspects inherent to the bottom-up approaches are considered. in the case of indonesia, evaluating the policy implementation process requires understanding the perspectives, interests and goals of the policymakers at the top level as well as those of the implementers at the bottom of the implementation structure. sabic-el-rayess and mansur (2019, p. 13) agree with foucauldian perspective that “power is not always structural, but rather present in all around us” further suggesting that poorly implemented policies only further “embed the class hierarchies more deeply into the mindsets of the poor.” indonesia has transitioned in the last 15 years, after decades of authoritarian regime, into a more decentralized state, where the country’s political reforms localized power along with financial resources that are now more broadly distributed to the regencies, municipalities and provinces (nasution, 2016). the author further suggests that local communities are increasingly responsible for actions in the arena of health, education, public works, environment, transport, and economy. during such transitional process, the state’s growing bureaucratic capacity has been essential to achieving greater economic development and securing broader autonomy of the state (addison, 2009). weak bureaucracy is a barrier to a policy reform (huber & mccarty 2004, 2006). in addition, governance theories elaborate on the complex networks of administrative and governmental actors who shape the policy implementation process (robichau & lynn, 2009). for this reason, the interplay between multiple actors across different levels of government should be well understood to determine their influence and control over the policy outcomes (robichau & lynn, 2009). thus, the engagement of the lower level bureaucrats should not be deemed insignificant in any policy implementation in indonesia. a strong legal and political mechanism must be in place and established by top-level policymakers. well thought-through plans, goals and theoretical frameworks under indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 57-75 66 providing equity of access to higher education in indonesia: a policy evaluation girding the policy should be clearly explained and shared with the relevant stakeholders. a policy tool that is often used in top-down approaches are mandates, and this tool is appropriate. mandates are intended to guarantee compliance of all parties involved, but their significant downside is that their enforcement and supervision may be expensive (mcdonnell & elmore, 1987). in most implementation cases, a task force or committee involving actors and stakeholders from both the top and operational levels is formed to implement policies (brata, 2014). for the equity and access policy, however, no new task force or committee was formed to oversee the implementation of the policy; instead, the responsibility of carrying out this policy was given to the dghe in the morthe (rahmawati, 2016). the use of mandates and having an enforcing agency responsible for carrying out the policy signals the extent of policy’s importance to the top-level policymakers. 3. result and discussions the equity and access policy requires that one fifth of all students in indonesia’s heis are from the two bottom income quintiles, but that goal has not been achieved as of yet. several initiatives have been pursued to ensure that this occurs. one of them includes adjusting the fee levels for undergraduate programs at public institutions outside of the toptier autonomous public universities. four types of scholarship programs financially assist students with both fees and living costs. however, in 2014, only 10% of students received scholarships or financial assistance, well below the 20% set by the government for that year. this section will discuss the political and institutional factors that might have impeded the implemention success throughout indonesia. the implementation process will be evaluated against the blended topdown framework discussed earlier. a case study of one of the top-tier autonomous public institutions will be introduced to contextualize and exemplify the implementation of the policy. the stakeholders, agencies and target groups of the equity and access policy affect the policymaking and implementation process at different stages. higher education law 12 from 2012 originated by order of the country’s president, in line with the national medium-term plan (rpjmn) of 2010-2014. this step was followed by a legislative order where the proposed law was signed by at least 10 members of the house of representatives (dpr) (republic of indonesia, 2016). once executed, it was then brought to the house of representatives for discussion with special committees, legislation bodies and budgeting teams. these teams were responsible for finalizing all parts of the law, the implementation process and determining which departments and agencies will be responsible in carrying out the law. special interest groups, business conglomerates and various private institutions often (indirectly) influence sections of the law at this stage (retnoningsih & marom, 2014). this is usually done by lobbying the representative members involved in the process. once the law is formally finalized, it is brought to the floor at the house of representatives and put to the vote. if passed, it is signed by the president. the president reserves the right to make any final changes or veto any of the sections of the law. if changes occur, then the law is returned to the house of representative for another vote. the law 12 of 2012 was successfully passed and signed by then president, susilo bambang yudhoyono on august 10th, 2012. both the mrthe and the mra are responsible for carrying out the law, with the dghe overseeing and implementing the law within heis across indonesia. the law itself was passed with relative ease as it was strongly indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 57-75 67 providing equity of access to higher education in indonesia: a policy evaluation supported by the president and the coalition of political parties in the house of representatives (rahmawati, 2016). the law underscores “a well-planned, guided and sustainable approach to he governance” is a foundation to the “realization of social justice in access to he that is of high quality”, but also in the interest of “development, independence and prosperity” (republic of indonesia, 2012, p. 31). the top-tier autonomous public institutions also supported policy as it gave them more autonomy in the governance and operations of their universities (brewis, 2016). since the policy was not employed within private institutions, they did not voice their concerns about its potential implications. by evaluating the implementation process using the blended top-down approach, it is evident that the policy has a solid objective with an adequate theory of change underlying the policy, formulated by both the relevant bureaucrats and officials. the legal and procedural structure of the implementation process further ensured that all parties followed through because there is a clear policy mandate along with the dghe overseeing compliance. the socioeconomic context and any related changes did not weaken political rationale and support for the policy particularly given that it was designed to help and meet the demands of those with lower ses status. a. implementation breakdown the implementation of the equity and access policy seems to breakdown when the institutions attempt to set and enforce the regulations mandated to them. there were obstacles and tensions regarding coordination between the dghe and the universities, both technically and management-wise because there was no direct regulation that pressured the university to implement this policy. when this occurs, any new policy finds itself in competition with other initiatives for the universities' limited resources. individual players’ interests and goals may further complicate the existing policy dynamics particularly if the policy is not aligned with the universities' strategic vision and agenda. any policy is dependent on political willingness to implement it as well as the capacity to do so, but the process also requires that parties involved be both pressured and supported during implementation (mclaughlin, 2009). further, and in line with foucauldian perspective (sabic-el-rayess & mansur, 2019; foucault, 1997) on power being present in every context and action: “vague mandates and weak guidelines provide the opportunity for dominant coalitions or competing issues to shape program choices” (mclaughlin, 2009, p. 173). most public institutions in indonesia have limited resources; therefore, if dghe’s support was technically or financially limited, the local stakeholders would focus on other programs or policies in their institutions. more importantly, there were no additional incentives or sanctions attached to the implementation of the policy. tuitions in public institutions are determined based on income with the poor students being subsidized by the wealthy students’ tuition (retnoningsih & marom, 2014). the government, via the mof, does not allocate additional subsidies to support more students from low ses backgrounds. the government only continues to provide the already existing merit-based financial aid programs. additionally, no sanctions were imposed on the institutions if they did not achieve the policy’s objectives, since institutions were only told to ‘seek & screen’ potential students. in contrast to the affirmative action policies of higher education in india, for instance, there is no legal structure that secures representation of the poor in the heis (boston & nair-reichert, 2003). in other words, for a successful policy implementation, the implementation body should indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 57-75 68 providing equity of access to higher education in indonesia: a policy evaluation both pressure and offer support by using a combination of incentives and sanctions. as of 2016, the enrolment rate for those in the two lowest quantiles of ses is still well below 20% and reported to be around 10% (dghe, 2017). the policy has been in place for a few years, and serious concerns should be raised in regards to the efforts made by the institutions as well as dikti to achieve the 20% enrolment goal. the current implementation framework clearly lacks political and institutional commitment and skilled personnel coupled with limited ‘push’ from the power holders (retnoningsih & marom, 2014). while indonesia is officially a democratic country and has adapted a decentralized approach to governing, it is still very much centralized in practice. local governments and its bureaucrats still lack capacity to independently govern and plan economic initiatives that would promote local economic growth, as evidenced in the local government’s dependence on the support from the central government (nasution, 2016). students did not voice their concern or discontent about this policy, likely because they were not fully informed (retnoningsih & marom, 2014). also, when there are systematic failures that students observe in higher education institutions, their “voice mechanism [is] severely diminished in its power” so “students often remain passive, and if they voice their dissatisfaction, they do so less aggressively (sabic-el-rayess, 2014, p. 74).” the absence of interest groups is also noticeable, which means that they could not assist in the lobbying and accountability of the policy implementation at the institutional level. the lack of ‘push’ from the ‘street-level’ stakeholders along with the low capacity of those bureaucrats contributed to the equity and access policy’s implementation breakdown. b. financial aid programs in this section, the study analyzes different types of programs implemented by public institutions in an attempt to provide financial aid to those who need it, and pinpoint to where efforts can be improved to guarantee that the goals and objectives of the policy are achieved. over the past decade, the government has introduced several financial aid programs to address the inequity in access to higher education. a full scholarship program called bidikmisi started in 2010. this program has supported the academically strong but poor high school graduates during the entire 4-year-long bachelor degree or a 3 year diploma program. the demand for the bidikmisi program has constantly risen from 2010 to 2015, however, the quota for students receiving these scholarships has not risen accordingly. figure 3 shows the number of applicants (light green) compared to the number of scholarships available in the program (orange). the number of applicants increased by 600% from 2010 to 2014 while the number of scholarships has only risen by 300%. another financial aid program provided by dikti is bbm and ppa, and this program works to lessen the college dropout rate. the program works with poor students who have stellar academic and non-academic backgrounds measured by their high gpa or success in sports or arts and who attend either public or private universities (dghe, 2017). indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 57-75 69 providing equity of access to higher education in indonesia: a policy evaluation figure 3. bidikmisi scholarship applicants (source: ristekbrin, 2016, np) despite these efforts of providing financial aid programs that target the poor, institutions are still unable to meet the requirement of the policy. all of these financial aid programs are also designed to be merit-based while continued access to the scholarship requires students to have and maintain above average academic grades. students who receive bidikmisi scholarships have demonstrated outstanding academic performance, around 75% have maintained a gpa of 3.0 and above (figure 4). however, this requirement does not fully address the issue of equity in access for students, especially those from low ses backgrounds since most of them do not have access to the quality k-12 education, therefore they are not academically ready to perform or meet the requirements set by the institutions. given this context, there may not be a sufficient number of qualified low ses students to meet the requirements of having 20% enrolment in the institutions. it is possible that the institutions themselves are downsizing the applicant pool of students from poorer backgrounds due to the fact that these students would require more subsidies. this paper thus includes a case study of university of gadjah mada and examines their financial reports in order to understand their financing structure and their policy implementation efforts. figure 4. bidikmisi scholarship recipients gpa (source: ristekbrin, 2016, np) indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 57-75 70 providing equity of access to higher education in indonesia: a policy evaluation c. case study: university of gadjah mada over the years, the university of gadjah mada (ugm) has worked to admit students based on merit while accounting for their diverse backgrounds. the institution first opened its doors in 1949, and since then has used its limited resources to lead the “affirmative action” effort and accept students nationally (logli, 2015). about 50% of the student pool is accepted based on standardized testing and another half is invited (university of gadjah mada, 2010). high schools suggest between 5 to 50 percent of their top graduates be admitted to ugm (university of gadjah mada, 2010). in spite of these efforts to diversify its student population, 83 percent of ugm’s students still come from java (logli, 2015). in figure 5, the study includes the sources and uses of income for ugm from 2013-2016. considering that the policy was implemented in 2012, it is evident that the funds used for financial aid programs have increased since then, indicating the institutional efforts to recruit more students who would receive scholarships. figure 5. ugm scholarship income 2013-2016 (source: ugm, 2016, p. 35) the size of scholarship funds has steadily increased from 2013-2016 (sumbangan pembinaan pendidikan) since the policy has been implemented and well above the years prior to the policy. however, the enrolment rate for students from low ses background has not risen accordingly. the number of low ses students has remained at around 10% even after the policy’s implementation (university of gadjah mada, 2016). therefore, it is possible that it does not matter how much the university intends to allocate to financial aid indonesian journal on learning and advanced education (ijolae)| p-issn 2655-920x, e-issn 2656-2804 vol. 3 (1) (2021) 57-75 71 providing equity of access to higher education in indonesia: a policy evaluation programs, but that there are not enough students from low ses to choose from as they are not meeting the admissions standards set by the universities. this may be occurring due to a limited number of students who qualify for scholarship funding in its current form, further pointing to the importance of the quality k-12 education. the existing discrepancy between the funds available and scholarship students is rather discouraging since the intent of the policy is to secure equitable access for those who need it most. in india, students from lower castes fill in all reserved seats for those castes and are provided remedial courses to support their success at the higher education institutions they attend (boston & nair-reichert, 2003). currently, indonesia lacks a systematic change to ensure that students from low ses backgrounds are academically ready and are able to meet the requirements of the institutions. 4. conclusion indonesia’s efforts to address the inequity of access of higher education, specifically to those from low ses backgrounds have been admirable. the policy of law 12 section 74 or the equity and access policy was implemented to ensure that 20% of enrolment in all higher education institutions across indonesia is made up of students from the two lowest ses quintiles. after careful examination of the implementation process, there seem to be two major faults in how the policy is designed and adapted at the institutional level. the first failure occurs at the institutional level where there are no direct regulations and mechanisms recommended by the dghe that either give support or exercise pressure on the institutions to adopt the policy. the second failure is due to the design of the policy itself as the issue of higher education’s inequitable access correlates to a similar problem of the lacking access to the quality k-12 schooling. the financial aid programs available at institutions to address the needs of low ses students are imperfect since the financial aid is often contingent on the academic achievement of the students when applying to the institutions and while they are enrolled in the institutions. inadequate preparations and inequitable access to quality k-12 education greatly diminishes the pool of the low ses applicants from which institutions can choose. understanding the student background fully and holistically is critical in envisioning the adequate assistance for indonesia’s poor. to ensure equity and improve access for the poor, a systematic change is needed to assist those who are disadvantaged financially and academically in pursuing the post-secondary education. affirmative action policies are crucial in bringing equity to those groups who have been continuously at a disadvantage. specific provisions and policies must be implemented to assist institutions in seeking and supporting those students so that they are provided with the necessary support to enroll and study in the institutions. additionally, institutions such as community colleges should be continually expanded throughout the provinces of indonesia. community colleges can be the social mobility vehicle that provides equitable access to the post-secondary education to those from low ses backgrounds as they provide 2-year post-secondary education at a lower cost and are not as academically rigorous in their requirements. securing broader access and growth in higher education and overall the education system is critical to developing indonesia’s human capital, but that will not occur without strong political will to decisively enforce policies on equity, inclusion, and access to higher education. 5. references addison, h. j. 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