UNY Journal (Universitas Negeri Yogyakarta)
Not a member yet
20087 research outputs found
Sort by
Training on the utilization of artificial intelligence (AI) in project-based learning to support the implementation of deep learning for Indonesian language teachers
Get PDFThis training aims to train Indonesian language teachers in using AI actively, creatively, and innovatively as artificial intelligence-based learning media in the era of learning with a deep learning approach. The activity was attended by 40 Indonesian language teachers from MTs and MA in Bantul Regency. This program is in collaboration with the MGMP Bahasa Indonesia MTs, Bantul Regency and supported by the Department of Education, Department of Religious Affairs, Bantul Regency. The training activity was held on Tuesday, May 27, 2025, offline at MAN 3 Bantul, followed by assignments and mentoring, then met again online on June 16, 2025. . The output of this activity is a learning design created by participants by incorporating AI elements integrated into project-based learning. In addition, the results of the satisfaction evaluation showed that participants considered this activity very beneficial for them, especially increasing insight and making language learning more interesting and enjoyable
Evolution of modern education in Ethiopia: A comprehensive review of the historical literature during the imperial periods
No full textEthiopia undertakes inordinate opportunities and significant challenges to shape its education system. To fully comprehend Ethiopia's education, it is necessary to understand its history. Thus, this article examines Ethiopian education during the imperial periods, focusing on historical trends, growth patterns, external and internal cultural challenges, and colonial influences that hindered the education transformations. Furthermore, it tries to reflect the bitter truths of imperial governments sacrificed to advance education for nation-building that prudish politicians have covered in the dust in the last decades. It also assesses efforts and support Western partners provide to enhance education in Ethiopia
Enriching experiences: Unpacking Kazakhstani EFL teachers' attitudes and readiness for intercultural approach
No full textThe present study aims to unpack the university English as a foreign language (EFL) teachers' practices and attitudes towards intercultural approach (ICA) and identify the prospective EFL teachers' level of preparedness to implement ICA. For this purpose, 36 EFL teachers and 45 master students doing a program on TEFL (Teaching English as a Foreign Language) were chosen to collect data through a survey and project analysis. The research findings indicate that despite recognising the intercultural paradigm in teaching EFL, embedded in all Kazakhstani regulations and the increasing tendency to use authentic textbooks; there is a lack of sound preparedness to implement ICA for both pre-service and in-service EFL teachers. Furthermore, the results suggest that two-thirds (66.6%) of master students could not identify all intercultural attributes in the coursebook. In-service teachers' agreement level on the importance of ICA is high; however, they lack practical skills for nuanced integration of ICA in EFL classrooms. This article can serve as a discussion platform to tackle challenges associated with ICA implementation in higher education not only in Kazakhstan but in the international context, as this issue is topical for many countries in the world where English is taught as a foreign language
MOCK conference as a tool for interpreters’ skills development: A case study
No full textMastering skills in consecutive interpretation is indispensable for translator profession. The MOCK Conference, as a teaching tool, should be utilized to model the real-life conditions faced by interpreters in their work. This case study aims to identify the benefits of the MOCK Conference and the challenges encountered by trainee translators. The study involved 45 senior students from a private university in Kazakhstan. Data were collected through a survey, which included a Likert-scale questionnaire and open-ended questions for trainee translators. These were then analyzed using descriptive percentages. The results indicated that the respondents positively viewed the opportunities to develop key professional skills and competencies such as bilingual and cross-cultural competence, subject-specific knowledge, and the application of language-specific strategies. These competencies were considered by the participants to be the most essential interpreters’ skills for successful performance in their prospective careers. Additionally, the study revealed that some challenges arose during the MOCK Conference process. Stress, concentration difficulties, note-taking challenges, and time management issues were identified by the research participants as the main obstacles faced during the procedure. The core findings of the study have several implications for pre-service interpreters training, including the evaluation of positive and negative aspects of the MOCK Conference as interpreters training tool, and suggestions for future research
Academic challenges of visually impaired students at Hail University
No full textThis study investigated the academic experiences of visually impaired students at Hail University, addressing a critical gap in understanding accessibility challenges in Saudi higher education. The research aimed to identify barriers in three key areas: learning material accessibility, exam accommodation effectiveness, and faculty awareness of student needs. Using a qualitative phenomenological approach, semi-structured interviews were conducted with five visually impaired students selected through purposive sampling. Data were collected through in-depth interviews and validated using member checking and peer debriefing techniques. Thematic analysis revealed several significant barriers: (1) inconsistent accessibility of digital course materials, with 80% of students reporting difficulties with PDF documents and presentation slides; (2) limitations in exam accommodations, particularly insufficient time allowances and inadequate screen reader compatibility; and (3) varying levels of faculty awareness, with only 20% of instructors proactively addressing accessibility needs. The study's novelty lies in its comprehensive examination of the intersection between digital accessibility, academic accommodations, and faculty preparedness in a Middle Eastern university context, providing insights previously unexplored in Saudi Arabian higher education. The findings contribute to developing evidence-based recommendations for improving institutional support systems and faculty training programs, ultimately enhancing educational experiences for visually impaired students in similar institutional contexts
Implementing TaRL in physical education: Mastering specific skills in soccer games for junior high school students
No full textTeaching at the Right Level (TaRL) is one of the unique approaches adopted by the independent curriculum and has been widely applied in various countries, including Indonesia. This study aimed to determine the implementation of the TaRL approach in physical education, especially in teaching specific soccer skills in soccer games. The method used in this research is quantitative descriptive design, and the sample included 50 junior high school physical education teachers and 50 seventh-grade students. Data collection techniques included distributing questionnaires, conducting observations, and interviewing participants. The study concluded that, based on observations of PE lessons,76% of teachers had implemented the TaRL approach, and 72,80% of teachers responded positively to its application in achieving phase D learning objectives. Additionally, 88% of students responded positively to using TaRL in learning specific soccer skills. Interviews with several teachers and students supported these findings. The interviews revealed that TaRL enabled teachers to divide and organize class groups more effectively based on the needs and abilities of each student. Several students, particularly female students, reported feeling more comfortable and enjoying the process of learning specific skills and practices through the TaRL approach
Implementing Western musical notation in teaching Sundanese titilaras: Qualitative action research
No full textMusic education promotes students' cultural and intellectual development, particularly in preserving traditional music. Sundanese traditional music in Indonesia, mainly through the concept of titilaras, encapsulates cultural identity and history. Modern music education encounters a hurdle as Western musical notation predominates courses, resulting in students needing help comprehending and performing Sundanese music due to the disparities in notation systems. This research examined the imperative of safeguarding Sundanese titilaras by investigating the incorporation of Western musical notation in its pedagogy to improve students' proficiency in reading and composing traditional Sundanese music. The research utilized a qualitative action research technique at Indonesian University of Education, engaging 48 students from various cultural origins and different levels of music education. The research evaluated students' skills in titilaras before and after integrating Western notation through surveys, aural assessments, and music transcription activities. The findings revealed that most pupils encountered difficulties with Sundanese musical notation while demonstrating proficiency in Western notation. Utilizing Western musical notation as an instructional instrument, students exhibited enhanced comprehension and execution of Sundanese scales, particularly in practical contexts such as transcription and melody interpretation. The study indicated that integrating Western notation into the curriculum could enhance accessibility to traditional music for students acquainted with Western systems. Thus, Sundanese music maintained its cultural integrity while fulfilling modern educational requirements. This research underscored the necessity of modifying music education to preserve local musical traditions within an increasingly international framework
Structural analysis of Sundanese women’s participation in legislative institutions
No full textThis study examines Sundanese women's participation in legislative institutions through a structuration theory approach. The purpose of this study is to understand how Sundanese women navigate and challenge socio-political barriers that hinder their political engagement. We used a qualitative phenomenological approach to collect data through in-depth interviews, observations, and document analysis, aided by NVivo 12 software for data reduction and coding. The research findings reveal a complex dynamic in which structural factors significantly shape political participation, but individual agency plays an important role in challenging and changing these structures. This discussion contributes to the broader debate on gender, politics, and empowerment in the Indonesian context. To enhance women's political involvement, we require policies and initiatives that tackle systemic obstacles while also fostering personal autonomy
University service quality measurement model in Peru: Multifactorial validation
No full textThe quality of university services plays a fundamental role in improving the student experience and shaping highly competent professionals. In this context, the study aimed to develop and validate a multidimensional model to comprehensively assess university service quality in Peru, a country facing unique educational challenges. Using a quantitative and cross-sectional design, data were collected from 1,170 students across 20 universities through the University Service Quality Scale (CEUS), specifically designed for this research. Exploratory and confirmatory factor analyses identified five key dimensions: Quality of Academic and Support Processes (QuAcSuPr), Curriculum (Cu), Teaching Quality (TeQu), Library Services (LiSe), and Educational Sustainability (EdSu). The results showed robust fit indices (IFI=0.988, CFI=0.988, TLI=0.984, RMSEA=0.040), confirming the model's validity and applicability. The model provides a practical framework for evaluating and improving university service quality in Peru, while also emphasizing the importance of integrating educational sustainability as a key dimension to prepare socially responsible graduates. Future studies could adapt the model to other contexts and explore its application in modalities such as online learning
Reward and commitment toward transformational leadership and teachers’ job satisfaction
No full textThis study examines the influence of reward and commitment on transformational leadership and their impact on teacher job satisfaction in the educational sector of Riau Province, Indonesia. The research involved 250 school teachers from various educational levels, selected using purposive sampling based on criteria such as a minimum of two years of teaching experience and active participation in professional development activities. The relationships among reward, commitment, transformational leadership, and job satisfaction were analyzed using Structural Equation Modeling (SEM) with SmartPLS 4.0. The results indicate that both reward and commitment have a direct and significant effect on transformational leadership, which in turn acts as a key mediating variable in enhancing teacher job satisfaction. Bootstrapping analysis confirmed strong statistical significance (p-value = 0.000), supporting all proposed hypotheses. Furthermore, the model demonstrated high construct reliability and validity, with all variables meeting convergent and discriminant validity standards. These findings highlight the importance of implementing effective reward systems and strengthening organizational commitment to foster transformational leadership practices in schools. Such efforts contribute to higher teacher motivation, satisfaction, and professional performance. This study enriches the literature on educational leadership and offers practical insights for school leaders and policymakers to support teacher well-being and improve school outcomes