Publication Search

This study investigates the effectiveness of virtual debate platforms in enhancing English as a Second Language (ESL) learners’ critical thinking, speaking fluency, and argumentation skills. The research was conducted using a quasi-experimental design with intermediate-level ESL students as participants. Data were collected through critical thinking tests, speaking fluency rubrics, and argumentation rubrics, complemented by qualitative analysis of recorded debates. The results indicate significant improvements in students’ critical thinking abilities, fluency in spoken English, and the quality of their arguments, including structure, relevance of evidence, and coherence. Furthermore, virtual debates fostered higher levels of student engagement compared to traditional classroom discussions. These findings underscore the pedagogical potential of integrating technology-based debate activities into ESL instruction, providing interactive and collaborative learning opportunities that address the limitations of conventional teaching methods. The study concludes with recommendations for incorporating virtual debates into ESL curricula and suggests future research on the use of emerging technologies such as artificial intelligence (AI) and virtual reality (VR) to further enhance language learning experiences.

This study aims to analyze and describe mathematics learning planning at SMK Negeri 6 Padang, specifically including the preparation of Teaching Modules, implementation of assessments, and enrichment and remedial programs. Furthermore, this study also examines the role and implementation of mathematics Olympiad preparation, the use of Student Worksheets (LKPD), and the availability and utilization of Teacher's Handbooks and Student Handbooks. A qualitative approach with a case study method was used in this study. Data were collected through observation, in-depth interviews with mathematics teachers, and analysis of documents related to learning planning. The results of the study indicate that mathematics learning planning at SMK Negeri 6 Padang has referred to the applicable curriculum. The Teaching Modules are systematically arranged covering learning objectives, materials, activities, and evaluations. Assessments are carried out formatively and summatively, using various techniques to measure student understanding. In addition, the school also implements remedial programs for students who have not achieved learning completion and enrichment programs for students who have mastered the material, including preparation for the Olympiad. LKPD has been shown to facilitate students' understanding and active participation, while the Teacher's Handbook and Student Handbook are important resources. However, several challenges were found in the implementation, such as time constraints in compiling varied teaching modules and optimizing the use of assessment results for continuous learning improvements. So it ca be concluded that learning planning is effective, namely . Therefore, it is recomended that further training is needed to improve the quality of independent curriculum-based learning planning  

This study aims to examine the impact of the implementation of the Merdeka Curriculum on improving the competence and performance of Christian Religious Education teachers based on Mark 1:21–28 in South Tangerang City. The Merdeka Curriculum, launched in 2022, was designed as a solution for student-centered and differentiated learning. The research focuses on analyzing teachers’ lack of understanding in preparing differentiated learning, the suboptimal imple-mentation of project-based learning, and the relationship between the implementation of the Merdeka Curriculum and the improvement of teachers’ competence and performance. The study was conducted within the Ministry of Religious Affairs, South Tangerang City, Banten Province, with a population of 61 Christian Religious Education teachers. Data were collected through questionnaires and analyzed using Microsoft Excel 2010 and SPSS 25 for Windows with a quantita-tive approach, regression analysis, and linearity testing. The results show that the implementation of the Merdeka Curric-ulum has a positive impact on teacher competence (87.2%) and performance (86.3%). These findings align with Jesus’ teaching principles in Mark 1:21–28, namely authoritative teaching that produces tangible impact, serving as a theological foundation for improving teaching quality. In conclusion, the better the implementation of the Merdeka Curriculum, the higher the competence and performance of Christian Religious Education teachers in South Tangerang City.

This study aims to describe the implementation of discipline values and the obstacles faced at MI Darul Hikmah Agung Jaya. Using a descriptive qualitative approach, data were collected from teachers, students, and parents through interviews, observations, and documentation, then analyzed through data reduction, display, and conclusion drawing. Data validity was ensured by triangulation of techniques and sources. The findings show that teachers instill discipline values through two main techniques. First, external control, in which teachers give warnings, threats, or punishment to undisciplined students and provide rewards or praise to those who obey the rules. For example, students who consistently complete homework may receive additional grades or verbal appreciation. Second, teachers also become role models, demonstrating punctuality, neat appearance, polite language, and respectful attitudes, thereby fostering discipline by example. Furthermore, teachers apply cooperative control, emphasizing collaboration and agreements between teachers and students. This approach promotes tolerance, respect, and responsibility by involving students in creating and maintaining classroom rules. However, some obstacles were identified. Teachers were sometimes less assertive in enforcing discipline, and limited variation in teaching methods led to student boredom. In addition, inadequate attention, motivation, and parental support negatively influenced students’ discipline, resulting in lateness, incomplete assignments, and other undisciplined behaviors.

The purpose of this study was to develop and test a mathematics learning tool using Virtual Reality (VR) technology on the Android platform. The material focused on is flat-sided spatial objects for junior high school students. The development stages were carried out through various steps, from planning to testing on students. The findings showed that the media was considered appropriate by experts, easily accessible to students, and contributed to improving learning outcomes. In addition, students appeared more enthusiastic and excited during the learning process. A review of two other articles confirmed that VR and AR-based media were able to improve understanding and make learning more enjoyable. This tool could be an interesting alternative for teaching mathematics.

This study aims to examine the role of academic supervision in improving student learning motivation at SMP IT YASPIDA SUKABUMI. Academic supervision is a systematic coaching effort for teachers to improve the quality of classroom learning. Student learning motivation is a crucial indicator of the success of the learning process, therefore, appropriate strategies are needed to improve it. This study used a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The research was conducted with the goal of understanding how academic supervision influences teachers' pedagogical competence and, in turn, affects student motivation. The results show that structured and continuous academic supervision can significantly improve teachers' pedagogical competence, which in turn has a positive impact on student learning motivation. Collaborative supervision, providing constructive feedback, and focusing on improving the learning process have proven effective in creating a conducive and motivating learning environment. Teachers who receive regular supervision become more reflective and are better able to adapt their teaching strategies to meet students' needs. Consequently, this results in higher student engagement and a more enthusiastic learning atmosphere. Thus, academic supervision plays a strategic role in encouraging student learning enthusiasm by improving the quality of learning and ensuring that students are motivated to achieve better academic outcomes. This study highlights the importance of continuous academic supervision in fostering a positive learning environment and motivating students.

This study is aim to find out the significant effect of using grammar racing game to the students’ grammar score (simple present tense)  and the students’ interest toward grammar racing as media in teaching grammar for the Students of Elementary School Education Teacher Program In University of Palangka Raya. The study includes in Quantitative Paradigm with Experimental Design. The researcher designed the Lesson Plan, conducted the treatment and observed the students’ score by pretest and posttest. The population of study was at the first semester students which consisted of three classes. The researcher chose 1A as sample. The sample was determined using purposive sampling technique. After getting the data that were from pretest and posttest, the researcher analyzed the data using ttest formula to test the hypothesis stated based on the result of analysis, it was found that the value of tobserved = 8.677 and the ttable =2.03. It showed that the tobserved was higher than the ttable and to answer the second alternative hypotheses research used questionnaire there are 94 % of 43 students of 1A was interest toward grammar racing game as media in teaching grammar. The result of testing hypothesis determined that the Alternative Hypothesis (Ha) stating that there was significant effect of using grammar racing game toward student’s grammar score of Elementary School Education Teacher Program was accepted and Ho stating that there was no significant effect of using grammar racing toward student’s grammar score was rejected.

This study examines the relationship between material mastery and draping practice outcomes among students in the Family Welfare Vocational Education (PVKK) Fashion Design Study Program at PGRI Adi Buana University, Surabaya. Draping, as a technique for making patterns directly on a mannequin or the human body, is an important course in fashion design synchronization. This technique allows students to develop creativity, understand the proportions, shapes, and volumes of fabric, and produce unique works that suit the curves of the body. This study used a quantitative approach by collecting data from 60 student respondents from the 2021 and 2022 intakes through questionnaires and documentation. The variables studied were draping material mastery (independent variable) and draping practice outcomes (dependent variable). The analysis results showed a significant and positive relationship between material mastery and draping practice outcomes. The better the material mastery, the better the students' draping practice outcomes. This emphasizes that a strong theoretical understanding is an important foundation for practical skills, and learning theory and practice must be balanced to optimally improve the quality of student work. These findings have important implications for curriculum development and learning methods in the PVKK Fashion Design Study Program. To support the achievement of optimal practical results, teaching strategies are needed that integrate theory and practice in a more interactive and applicable way. For example, the use of video tutorial-based learning media, digital draping simulations, or project-based learning can strengthen students' understanding while improving their technical skills. Furthermore, increasing the intensity of practice with direct feedback from lecturers has also proven effective in accelerating technical mastery. With a holistic and adaptive learning approach, vocational education institutions can produce graduates who are not only technically competent but also competent.

This study investigated the implementation and effectiveness of Task-Based Language Teaching (TBLT) in enhancing the English reading skills of tenth-grade students at an Indonesian senior high school. The research was motivated by the persistent gap left by traditional language teaching methods, which frequently emphasize grammatical accuracy and vocabulary memorization while often neglecting the development of practical reading abilities. To address this issue, the study systematically examined the application of TBLT through three structured phases: pre-reading, main reading, and post-reading tasks. Each phase was designed to promote active learning, critical thinking, and student engagement in the reading process. The methodology involved classroom observations, task-based instructional activities, and an analysis of student exam scores as the primary indicators of progress. During the pre-reading phase, students were encouraged to activate prior knowledge and predict content, which helped build contextual understanding. In the main reading phase, tasks focused on developing essential reading strategies such as skimming for general ideas and scanning for specific information. 

This study aims to determine the role of academic supervision in improving the pedagogical competence of teachers at SMA Plus Al Raihan Sukabumi. Academic supervision is a strategic effort undertaken by the school to ensure the quality of learning runs according to established standards, and to help teachers develop their professional skills, particularly in the pedagogical aspect. Pedagogical competence itself includes teachers' abilities to plan, implement, and evaluate the learning process according to the needs of students. The research method used is a qualitative approach with data collection techniques through interviews, observation, and documentation. Interviews were conducted with the principal, teachers, and supervisors to obtain a comprehensive overview of the implementation of supervision. Observations focused on teacher activities during learning, as well as teacher interactions with supervisors during supervision. Documentation was used to supplement data related to the academic supervision program, lesson implementation plans (RPP), and supervision evaluation notes. The results of the study indicate that academic supervision has a significant contribution in improving the quality of planning, implementation, and evaluation of learning carried out by teachers. Through supervision, teachers are encouraged to be more creative and innovative in developing learning methods and media that are appropriate to student needs. In addition, supervision also provides constructive feedback so that teachers can reflect on their teaching practices and make continuous improvements. Academic supervision also encourages the creation of a collaborative atmosphere between teachers and supervisors, thus creating a working relationship that supports improving the quality of education. Thus, it can be concluded that the implementation of effective academic supervision plays a crucial role in improving the pedagogical competence of teachers at SMA Plus Al Raihan Sukabumi.

The aim of this study is to develop and produce findings on an effective teaching model to build the perfect character of the congregation of the Suara Sejati Gospel Church in Medan. The research method used in this study is a qualitative method with a phenomenological approach. The data sources used in this study are a semi-structured interview guide and field notes. The data analysis technique used in this study involves several steps, namely bracketing, horizontalization, phenomenological reduction, and synthesis of essential meaning. The results of the study indicate that: The congregation and servants of God GSKI in Medan City identified several key attributes in achieving perfect character which include high moral quality, holiness, commitment to following God's will, and growth in faith through deepening the Word and fellowship; The congregation of GSKI in Medan City faces several major challenges in building perfect character according to the teachings of Matthew 5:48, such as limitations in understanding the teachings of the Bible and incomplete doctrines, worldly influences and attachment to worldly pleasures, and the lack of consistent role models from church leaders; An effective teaching model for building perfect character based on Matthew 5:48 in the context of the GSKI congregation in Medan City consists of a structured teaching approach, practical and contextual application, and role models and leadership; An effective teaching model for building perfect character based on Matthew 5:48 is a model that is transformative, andragogical, and empowering. This study produces the TAP Model (Transformation - Andragogy - Empowerment) which includes the stages of introduction, reflection, practice, as well as evaluation and mentoring. This model encourages active congregational involvement, connects the Word with real life, and forms character through a contextual and spiritual learning process.

This research aims to develop an electronic student worksheet (E-LKPD) based on Liveworksheet, integrated with Quizwhizzer, for teaching economic activities in elementary school. The background of this study stems from the limited variation in learning activities and the underutilization of digital technology in the learning process at schools. To address these problems, the study seeks to produce innovative, interactive, and easily accessible learning media that can support student engagement and improve learning outcomes. The development process follows the ADDIE model, consisting of five stages: Analyze, Design, Development, Implementation, and Evaluation. In the analysis stage, the needs of students and teachers were identified. The design and development stages involved creating E-LKPD content integrated with Liveworksheet and interactive quizzes using Quizwhizzer. The implementation was carried out through classroom trials, followed by evaluation to assess the effectiveness and feasibility of the product. Data collection was conducted through expert validation (media, material, and language experts) and questionnaire responses from both teachers and students. The validation results indicated that the E-LKPD developed is of excellent quality, with a score of 90% from media experts, 98% from material experts, and 96% from linguists. The student trial also produced highly positive results, with a feasibility score of 83%, reflecting strong student enthusiasm and acceptance of the media. Teachers also responded positively to the practicality and clarity of the content. Based on these results, it can be concluded that the Liveworksheet-based E-LKPD integrated with Quizwhizzer is highly feasible and effective for use in teaching economic activities at SD Negeri 7 Kampungdalem. This learning media is expected to increase students' interest, motivation, and active participation, while also optimizing the role of technology in supporting a more engaging and meaningful learning experience in the classroom.

This study aims to describe the early reading skills of first-grade students at Wahidiyah Elementary School in Tugu Village, Sendang District, Tulungagung Regency. This study uses a qualitative approach with a model adapted from John Creswell. The research subjects consisted of five students selected purposively. Data collection techniques were carried out through observation, interviews, and documentation. The focus of the study was directed at five indicators of early reading, namely: letter recognition, syllable recognition, combining letters into words, reading words, and reading simple sentences. The results of the study showed that the use of the reading wheel teaching media had a positive impact on improving students' early reading skills. Students appeared enthusiastic about participating in reading learning activities with the reading wheel media. The activity of spinning the wheel, arranging letters, and reading the results of the rotation became a fun learning tool and motivated them to be more active. This process helped students recognize letters and put words together gradually, although the achievement of each student's early reading skills varied. The reading wheel teaching media was proven to create an interactive and enjoyable learning atmosphere. The conclusion of this study is that the reading wheel media is effective for use in early reading learning in first-grade elementary schools. Researchers recommend that teachers develop and utilize similar innovative teaching media to support students' early literacy skills.

Because it affects teaching quality, teacher performance, and eventually the overall quality of education, teacher job satisfaction in schools is very important.  Teachers that are happy tend to be more driven, effective, and capable of fostering a supportive learning environment for their pupils.  The purpose of this research is to partly and concurrently examine the effects of competence, career growth, and normative commitment on elementary school teachers' work satisfaction in the Ayodya cluster in the Banyumanik district of Semarang City.  Using a saturation sampling strategy, the study's sample consisted of all 88 instructors in the Ayodya cluster.  A survey-based quantitative research methodology was used.  A questionnaire with a Likert scale of 1–5 was used to gather the data.  Using SPSS 23, data analysis methods included multiple regression, t-tests, F-tests, and classical assumptions.  According to the study's findings, work satisfaction is highly influenced by competence, career advancement, and normative commitment, in that order.  At the same time, primary school teachers' work satisfaction in Banyumanik, Semarang City's Ayodya cluster is greatly influenced by career growth, competence, and normative commitment.

This study was motivated by the low interest and skills of seventh-grade students at Darul Ulum Budi Agung Private Islamic Junior High School, which was caused by the use of uninteresting teaching methods and the lack of innovative learning media during classroom activities. This study aimed to develop animated video learning media for seventh-grade students' descriptive text material. The research methodology uses research and development with the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The population in this study was seventh-grade students at MTs Swasta Darul Ulum Budi Agung, with a sample size of 30 students from class VII-1 and 30 students from class VII-5. Data collection was conducted through observation, interviews, validation tests, questionnaires, and documentation, then analyzed using SPSS V.26 software with normality tests, homogeneity tests, and t-tests to obtain valid and accurate results. The research results indicate that the developed animated video was deemed highly suitable by media experts (90%), language experts (84%), and subject matter experts (86%). The practicality of the animated video also received highly practical results, with 94% of teachers, 58% of control class students, and 92% of experimental class students responding positively. Additionally, the effectiveness of the animated video showed an improvement in students' writing skills, with an average of 67.66 for the control class and 84.83 for the experimental class in the effective category. This study demonstrates that animated videos can serve as an alternative teaching material that supports the learning process and leads to significant improvements in learning outcomes.

This study aims to analyze the influence of the Problem Based Learning (PBL) model in science education on students’ environmental literacy and science communication skills at SMK Negeri 3 Pekanbaru, focusing on the topic of disaster mitigation. The research employed a causal comparative approach with a post-test only design, comparing two student groups: an experimental class using the PBL model and a control class using conventional teaching. The results revealed a significant difference in environmental literacy, with the experimental class achieving a higher average score (81.86) compared to the control class (62.05). This indicates that the PBL model is effective in enhancing students' understanding, awareness, and environmentally responsible behavior. The PBL approach encourages active student engagement and the application of knowledge to real-world scenarios, which is particularly beneficial in the context of environmental issues and disaster mitigation. By working through problems related to environmental challenges, students are likely to gain a deeper understanding of the topic, which fosters a sense of responsibility towards environmental sustainability. In terms of science communication, although the experimental class showed a higher average score (75.78) than the control class (72.92), the difference was not statistically significant. This may be due to a lack of intensive training in scientific discussions and presentations. While PBL encourages collaborative problem-solving and idea-sharing, students may still require more structured practice in presenting and communicating their findings clearly and persuasively. The integration of more structured activities focusing on science communication skills could further enhance the effectiveness of the PBL model. Overall, the PBL model demonstrates positive potential in improving both environmental literacy and science communication. However, to achieve its full impact, its implementation must be consistent, with a focus on providing students with additional opportunities to develop their communication skills.

This study develops Prezi-based audio-visual learning media aimed at improving motivation and economics learning outcomes for Grade X students at SMA X. The primary issue addressed is the low motivation and achievement among students due to the use of monotonous teaching methods and unengaging media. This research distinguishes itself by integrating Prezi’s Zooming User Interface (ZUI) with economics content, aligning with the independent curriculum and the Pancasila student profile. The study follows the Four-D Research and Development (R&D) model, consisting of Define, Design, Develop, and Disseminate phases. Data were collected through needs analysis, expert validation, and a quasi-experimental pretest-posttest control group design. Two classes, each consisting of 36 students, participated in the study. The learning media developed integrates various components such as text, images, charts, animations, and audio explanations, creating a comprehensive and interactive learning experience. The media was validated and found to be suitable, practical, and flexible for classroom use. The experimental group using the Prezi-based learning media saw a significant improvement in their learning outcomes. The average score of this group increased from 43.472 to 86, showing a substantial gain. In contrast, the control group, which used traditional methods, showed a smaller increase in average score, from 43.056 to 66.389. These results indicate that Prezi-based media is an effective tool for enhancing students' motivation and learning outcomes. It provides an innovative and engaging alternative for teachers, making economics content more dynamic and accessible. The study suggests that integrating such audio-visual tools can play a crucial role in improving the quality of learning, fostering both student engagement and academic achievement.

Limited internet access in remote areas remains a major obstacle to equitable digital education in Indonesia. This situation significantly impacts student and teacher accessibility to digital learning resources, which are increasingly becoming a necessity in 21st-century learning. One way to address this obstacle is to provide alternative technology infrastructure that does not rely on external internet connections. This study aims to implement and evaluate a local server system without a quota at SMKN 1 Bantan as a solution for providing educational materials in environments with limited network coverage. The local server system is designed to store various learning content, including text, video, and interactive modules, which can then be accessed through the school's internal network. This mechanism allows students and teachers to access materials more quickly and stably, free from quota limitations and dependence on commercial internet networks, which are often slow or unavailable. The implementation results indicate that the local server is able to improve the accessibility and speed of distribution of learning materials. Teachers can easily upload teaching materials, while students can access them anytime through devices connected to the school network. Surveys conducted with students and teachers also indicate a high level of satisfaction with this system. They assessed that local servers facilitated the teaching and learning process, supported student independence, and reduced technical barriers that often arose due to weak internet connections. Furthermore, this study emphasized the importance of utilizing appropriate technology in educational settings in remote areas. Implementing local servers without quotas proved to be a relatively inexpensive, easy-to-manage, and sustainable solution to support equitable digital education.

A mentoring activity on the use of the interactive media ZEP Quiz was conducted at SDN Palrejo with the primary goal of improving teachers' skills in utilizing gamification-based learning technology. The background to this activity stems from the fact that most teachers at the school are not yet familiar with or use ZEP Quiz, despite the availability of adequate digital facilities. This minimal use of technology leads to a monotonous learning process and does not facilitate active student engagement. However, in today's digital era, the implementation of innovative learning media is crucial for improving the quality of education. The methods used in this activity included initial observations, interviews with teachers, direct mentoring, and practical use of ZEP Quiz with students in class. The mentoring was designed in the form of structured training that included an introduction to the features, the creation of questions based on Bloom's Taxonomy, and strategies for integrating ZEP Quiz into learning scenarios. The results of the activity showed a significant increase in teachers' knowledge and skills. Teachers were able to operate ZEP Quiz independently, develop questions according to cognitive level, and apply them to the teaching and learning process. The implementation in the classroom received a positive response from students, characterized by high enthusiasm, active participation, and a fun, competitive atmosphere. These findings support previous research on the effectiveness of gamification in improving student motivation, engagement, and learning outcomes. In conclusion, mentoring the use of ZEP Quiz has proven effective in strengthening teacher competency while creating interactive learning that motivates students. Going forward, innovative and sustainable efforts are needed, including varying question content, developing gamification strategies, and integrating with other digital platforms, to avoid declining motivation due to the novelty effect and ensure the sustainability of technology-based learning in schools.

A mentoring activity on the use of the interactive media ZEP Quiz was conducted at SDN Palrejo with the primary goal of improving teachers' skills in utilizing gamification-based learning technology. The background to this activity stems from the fact that most teachers at the school are not yet familiar with or use ZEP Quiz, despite the availability of adequate digital facilities. This minimal use of technology leads to a monotonous learning process and does not facilitate active student engagement. However, in today's digital era, the implementation of innovative learning media is crucial for improving the quality of education. The methods used in this activity included initial observations, interviews with teachers, direct mentoring, and practical use of ZEP Quiz with students in class. The mentoring was designed in the form of structured training that included an introduction to the features, the creation of questions based on Bloom's Taxonomy, and strategies for integrating ZEP Quiz into learning scenarios. The results of the activity showed a significant increase in teachers' knowledge and skills. Teachers were able to operate ZEP Quiz independently, develop questions according to cognitive level, and apply them to the teaching and learning process. The implementation in the classroom received a positive response from students, characterized by high enthusiasm, active participation, and a fun, competitive atmosphere. These findings support previous research on the effectiveness of gamification in improving student motivation, engagement, and learning outcomes. In conclusion, mentoring the use of ZEP Quiz has proven effective in strengthening teacher competency while creating interactive learning that motivates students. Going forward, innovative and sustainable efforts are needed, including varying question content, developing gamification strategies, and integrating with other digital platforms, to avoid declining motivation due to the novelty effect and ensure the sustainability of technology-based learning in schools.