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This study analyzes the effectiveness of digital educational games, particularly the “Who Am I?” game on the Wordwall platform, in enhancing students’ knowledge of Indonesian language learning. The research is motivated by the need for junior high school teachers to design engaging learning methods that can foster enthusiasm among adolescents. Educational games are viewed as innovative media that present concepts in a simple yet enjoyable way, making lessons more interactive and accessible. Using a descriptive quantitative approach, the study involved 30 eighth-grade students at SMP Negeri 38 Surabaya. Data collection included pre-tests and post-tests to quantitatively measure learning outcomes, as well as questionnaires to capture student responses. Findings indicate a notable improvement in student achievement after the application of the “Who Am I?” game. The average pre-test score was 71.33, which rose to 91.00 on the post-test, showing an increase of 19.67 points. Results of a paired t-test confirmed that the difference was statistically significant, demonstrating that the improvement was due to the intervention. Additionally, questionnaire results showed that students felt more motivated, engaged, and able to understand the material more effectively through this game. Overall, the “Who Am I?” game on Wordwall proved to be an effective learning tool, and its use is recommended for teachers seeking to implement game-based strategies in classroom instruction.

This study analyzes the effectiveness of digital educational games, particularly the “Who Am I?” game on the Wordwall platform, in enhancing students’ knowledge of Indonesian language learning. The research is motivated by the need for junior high school teachers to design engaging learning methods that can foster enthusiasm among adolescents. Educational games are viewed as innovative media that present concepts in a simple yet enjoyable way, making lessons more interactive and accessible. Using a descriptive quantitative approach, the study involved 30 eighth-grade students at SMP Negeri 38 Surabaya. Data collection included pre-tests and post-tests to quantitatively measure learning outcomes, as well as questionnaires to capture student responses. Findings indicate a notable improvement in student achievement after the application of the “Who Am I?” game. The average pre-test score was 71.33, which rose to 91.00 on the post-test, showing an increase of 19.67 points. Results of a paired t-test confirmed that the difference was statistically significant, demonstrating that the improvement was due to the intervention. Additionally, questionnaire results showed that students felt more motivated, engaged, and able to understand the material more effectively through this game. Overall, the “Who Am I?” game on Wordwall proved to be an effective learning tool, and its use is recommended for teachers seeking to implement game-based strategies in classroom instruction.

Inclusive education seeks to ensure equal learning opportunities for all students, including those with special needs such as Attention Deficit Hyperactivity Disorder (ADHD). Students with ADHD often struggle with concentration, self-regulation, and social interaction, which can hinder their ability to thrive in mainstream classroom settings. As a result, the role of a shadow teacher as a personal aide becomes crucial. This article explores effective strategies to support students with ADHD through the involvement of shadow teachers in an inclusive educational environment, with a specific focus on SD Muhammadiyah Manyar Gresik. Using a qualitative descriptive approach, the study highlights various forms of support—academic assistance, behavioral intervention, and socio-emotional guidance—while emphasizing the importance of collaboration among shadow teachers, classroom educators, and parents. Data were gathered through interviews, observations, and document analysis. The results suggest that skilled and well-supported shadow teachers play a significant role in helping students with ADHD adjust to and succeed in inclusive learning setting.

Inclusive education seeks to ensure equal learning opportunities for all students, including those with special needs such as Attention Deficit Hyperactivity Disorder (ADHD). Students with ADHD often struggle with concentration, self-regulation, and social interaction, which can hinder their ability to thrive in mainstream classroom settings. As a result, the role of a shadow teacher as a personal aide becomes crucial. This article explores effective strategies to support students with ADHD through the involvement of shadow teachers in an inclusive educational environment, with a specific focus on SD Muhammadiyah Manyar Gresik. Using a qualitative descriptive approach, the study highlights various forms of support—academic assistance, behavioral intervention, and socio-emotional guidance—while emphasizing the importance of collaboration among shadow teachers, classroom educators, and parents. Data were gathered through interviews, observations, and document analysis. The results suggest that skilled and well-supported shadow teachers play a significant role in helping students with ADHD adjust to and succeed in inclusive learning setting.

Adaptive approach is an intervention strategy that places the unique needs of each child with mild autism as the center of attention, so that learning and therapy methods are flexibly adjusted to individual characteristics and abilities. This literature review examines how adaptive approach can increase the independence of children with mild autism through the active role of parents and the implementation of structured daily activities. Parents act as the main partners in the learning process, not only providing emotional support, but also becoming facilitators who help children apply the skills learned at school into everyday life at home. Structured daily activities provide clear and consistent routines, helping children understand and anticipate activities, thereby reducing anxiety and increasing focus in carrying out tasks. Stimulus-response techniques are an effective method in developing children's adaptive behavior, with positive reinforcement that motivates children to continue learning and repeating independent behavior. Close collaboration between teachers, therapists, and parents creates an adaptive and consistent learning environment, which allows children to develop independence gradually and sustainably. This study confirms that holistic interventions involving full support from parents and the implementation of structured daily activities are the keys to success in increasing the independence of children with mild autism.

Adaptive approach is an intervention strategy that places the unique needs of each child with mild autism as the center of attention, so that learning and therapy methods are flexibly adjusted to individual characteristics and abilities. This literature review examines how adaptive approach can increase the independence of children with mild autism through the active role of parents and the implementation of structured daily activities. Parents act as the main partners in the learning process, not only providing emotional support, but also becoming facilitators who help children apply the skills learned at school into everyday life at home. Structured daily activities provide clear and consistent routines, helping children understand and anticipate activities, thereby reducing anxiety and increasing focus in carrying out tasks. Stimulus-response techniques are an effective method in developing children's adaptive behavior, with positive reinforcement that motivates children to continue learning and repeating independent behavior. Close collaboration between teachers, therapists, and parents creates an adaptive and consistent learning environment, which allows children to develop independence gradually and sustainably. This study confirms that holistic interventions involving full support from parents and the implementation of structured daily activities are the keys to success in increasing the independence of children with mild autism.

This research delves into the intricate realm of maritime education, focusing on the academic and professional preparedness of Semester 3 cadets at the Maritime Institute Jakarta (STIP Jakarta). Anchored in a qualitative descriptive approach, the study synthesizes document analysis and cadet surveys to unravel the multifaceted dynamics shaping the educational landscape. The document analysis reveals a curriculum at STIP Jakarta that aligns commendably with international standards, supported by comprehensive lecturer training programmes. However, the nuanced cadet perspectives spotlight a need for refined emphasis on the practical application of English proficiency in real-world maritime scenarios. Cadet self-assessment underscores both confidence in academic intelligence and an identified need for additional language support, calling for targeted interventions. Exploring professional competences uncovers a disparity between technical proficiency and English Maritime communication, highlighting the importance of a holistic approach to bridge this gap. Cadet motivations vary from a genuine passion for maritime activities to the allure of lucrative career prospects and international recognition. Recognizing this diversity urges the need for personalised career guidance and mentorship programmes. The research also sheds light on English Maritime and Literacy proficiency, differentiating between basic skills and the ability to handle complex communication scenarios. Recommendations include integrating advanced language modules and tailored language support initiatives within the curriculum, ensuring a seamless development of linguistic skills alongside technical competences. In conclusion, this research offers a comprehensive understanding of maritime education at STIP Jakarta, unveiling challenges and opportunities that resonate globally. The synthesis of findings and recommendations forms a compass for refining pedagogical approaches, fostering linguistic and technical adeptness in future maritime professionals. This voyage towards enhancement is not merely a localized pursuit but a contribution to the broader discourse on cultivating global competence in maritime education.

This research delves into the intricate realm of maritime education, focusing on the academic and professional preparedness of Semester 3 cadets at the Maritime Institute Jakarta (STIP Jakarta). Anchored in a qualitative descriptive approach, the study synthesizes document analysis and cadet surveys to unravel the multifaceted dynamics shaping the educational landscape. The document analysis reveals a curriculum at STIP Jakarta that aligns commendably with international standards, supported by comprehensive lecturer training programmes. However, the nuanced cadet perspectives spotlight a need for refined emphasis on the practical application of English proficiency in real-world maritime scenarios. Cadet self-assessment underscores both confidence in academic intelligence and an identified need for additional language support, calling for targeted interventions. Exploring professional competences uncovers a disparity between technical proficiency and English Maritime communication, highlighting the importance of a holistic approach to bridge this gap. Cadet motivations vary from a genuine passion for maritime activities to the allure of lucrative career prospects and international recognition. Recognizing this diversity urges the need for personalised career guidance and mentorship programmes. The research also sheds light on English Maritime and Literacy proficiency, differentiating between basic skills and the ability to handle complex communication scenarios. Recommendations include integrating advanced language modules and tailored language support initiatives within the curriculum, ensuring a seamless development of linguistic skills alongside technical competences. In conclusion, this research offers a comprehensive understanding of maritime education at STIP Jakarta, unveiling challenges and opportunities that resonate globally. The synthesis of findings and recommendations forms a compass for refining pedagogical approaches, fostering linguistic and technical adeptness in future maritime professionals. This voyage towards enhancement is not merely a localized pursuit but a contribution to the broader discourse on cultivating global competence in maritime education.