JPGENUS: Jurnal Pendidikan Generasi Nusantara
Jurnal JPGENUS E-ISSN: 3025-3055 adalah jurnal yang diterbitkan oleh Samudra Publisher. JPGENUS berkomitmen menyebarluaskan ilmu pengetahuan lewat akses tidak terbatas pada jurnal kami. Selain itu, jurnal kami mengedepankan kualitas proses review sehingga kami dapat menerbitkan jurnal berkualitas baik. Kami menerima artikel hasil penelitian dan kajian literatur yang dilakukan oleh dosen, mahasiswa, guru dan widyaiswara berkaitan dengan ilmu pendidikan secara umum.
Private Speech as a Form of Self-Regulation in Managing Speaking Anxiety among EFL University Students
This study examined how non-English major university students in Indonesia use private speech as a self-regulatory strategy for managing English speaking anxiety. Using a qualitative descriptive design, eight second-semester students from three universities were selected through purposive sampling and completed an open-ended online survey; responses were analyzed using six-phase thematic analysis. Findings identified five types of private speech self-encouragement, self-instruction, self-evaluation, cognitive reframing, and religious self-talk used mainly before speaking tasks, functioning as both emotion-focused and problem-focused coping that generally reduced anxiety and increased readiness to speak. However, perceived effectiveness varied across participants, indicating that private speech operates as a conditional rather than universal coping resource, with effects on self-efficacy shaped by prior speaking experience. These findings extend understanding of self-regulation among non-English major EFL learners and offer preliminary implications for raising student awareness of internal coping strategies and informing anxiety-sensitive speaking instruction.
Copyright (c) 2026 JPGENUS: Jurnal Pendidikan Generasi Nusantara
Integrating Meaningful, Mindful, and Joyful Learning in Pedagogical Deep Learning-Based ELT Lesson Plans
Pedagogical deep learning has become an important orientation in ELT/TESOL because it encourages language teaching to move beyond surface-level activities toward conceptual understanding, reflective engagement, purposeful participation, and transferable language use. However, previous studies have often examined meaningful, mindful, and joyful learning separately, leaving limited evidence on how these three dimensions are jointly translated into English lesson planning, particularly in the alignment of objectives, instructional scenarios, and assessment. This study aims to analyze the patterns of integration of meaningful, mindful, and joyful learning in English lesson plans, identify imbalances in instructional design and assessment, and explain the forms of metacognitive assessment used or not yet used by teachers. Employing a qualitative multiple-case study design, the research analyzed six English lesson plans from elementary, junior high, and senior high school levels. The document analysis was supported by semi-structured interviews with four English teachers from three schools, consisting of two novice teachers with fewer than five years of teaching experience and two experienced teachers with more than ten years of service. The data were analyzed thematically through repeated reading, coding, within-case analysis, and cross-case comparison. The findings show that meaningful learning was the most visible dimension, mainly through contextualized topics and communicative tasks; mindful learning was the weakest dimension because reflective and metacognitive assessment was limited; and joyful learning was unevenly integrated, ranging from purposeful participation to entertainment detached from learning goals. The study concludes that deep learning in ELT requires coherent alignment among essential content, learning objectives, learning activities, and reflective or metacognitive assessment.
Implementation of Speaking Assessment in Primary Grade 3
Abstract This paper explores the strategic implementation of speaking assessments for the students of grade 3 in primary school. However, the primary challenges in speaking assessment include psychological barriers such as performance anxiety and a lack of authentic assessment instruments. This study aims to formulate an implementation strategy for speaking assessments that are effective, supportive, and appropriate for students in the concrete operational stage of development. This study employs a qualitative approach using literature review and classroom observation methods. Data were collected through curriculum analysis, a review of child developmental psychology literature, and an evaluation of various formative assessment techniques. Data analysis was conducted descriptively to determine the suitability of assessment techniques with the characteristics of eight to nine-year-old students. The findings indicate that the implementation of speaking assessment in Grade 3 is most effective when utilizing performance-based assessment integrated into daily activities, such as "Show and Tell," role-playing, and picture-based descriptions. The use of useful tools, such as sentence and visual prompts, significantly reduces "affective filters" and encourages more complex oral production. The effective speaking assessment in Grade 3 should prioritize comprehensibility over perfection, ensuring that the assessment can be a tool for building students' confidence rather than a problem of communication.
Exploring the Student Experience in Vocabulary Learning Using the Wordwall Platform
In the 21st century, technology is not just a tool, but an essential part of the teaching and learning process. The goal as educators is to bridge the gap between their natural curiosity and formal learning by making the experience interactive, personalised, and fun. Using interactive media for students is important. This material specifically focuses on leveraging a gamification platform like Wordwall, a web-based application that transforms standard content into dynamic, game-based learning activities. This research has goal to find out the Wordwall implementation as an interactive media for teaching English, especially in teaching vocabulary. This research is a qualitative study employing a case study design to explore the use of instructional media in depth. The population of this research consists of English teachers and third-grade students at an elementary school in Mojokerto, with a specific sample of one English teacher who has integrated Wordwall media into the teaching process. Data collection techniques were carried out through direct classroom observations to monitor learning interactions, as well as in-depth interviews with the teacher to gather detailed information. Furthermore, the collected data were processed using qualitative data analysis techniques, which include data reduction, systematic data display, and drawing conclusions to address the research focus. The results showed that there are many advantages in using the Wordwall application for the teaching and learning process, especially for learning vocabulary. The advantages included.
Elevating Students’ Reading Comprehension Using Story Maps
This research investigated the effectiveness of Story Maps compared to conventional media in elevating students’ reading comprehension. Employing a quasi-experimental design, the study involved the experimental group and control group, comprising TBI students of Datokarama Palu State Islamic University. The independent variable was the implementation of Story Maps, while the dependent variable was the students' reading comprehension levels. Data were collected through pre-test and post-test and subsequently analyzed using Analysis of Covariance (ANCOVA). The findings demonstrate that Story Maps significantly more effective than conventional media in improving reading comprehension. The results of the LSD (Least Significant Difference) test yielded a mean difference of 0.191 with a significance value (p=0.00), which is well below the 0.05 threshold. Furthermore, the positive mean difference in the LSD test indicates that Story Maps is the most effective tool among the tested media for teaching reading comprehension. These results suggest that visualizing narrative structures through Story Maps effectively elevates students' ability to process and understand texts.
Innovating Authentic Reading Assessments: A Design Framework for Junior High School English Learners in Digital Contexts
The shift towards digital literacy in contemporary education necessitates a reevaluation of traditional assessment methods, particularly in the context of junior high school English learners. Authentic reading assessments offer a promising solution by integrating real-world tasks and digital content. However, despite their benefits, there remains a notable gap in designing authentic assessments that are both engaging and effective for this demographic, especially in digital contexts. This study aims to address this gap by proposing a design framework for innovative, authentic reading assessments tailored for junior high school students in the digital age. The research objective is to develop a performance-based assessment that integrates digital texts, such as social media posts, to evaluate students' comprehension, critical thinking, and digital literacy skills. The design research approach involves creating a scenario where students read authentic digital texts and produce educational content, such as infographics, that reflect their understanding and analysis. Data collection will include students’ work samples, teacher feedback, and post-assessment reflections. Data analysis will focus on evaluating the alignment of students’ outputs with the criteria set forth in the rubric, particularly in terms of comprehension, analysis, and creativity. Preliminary results suggest that this framework encourages deeper engagement with texts and fosters skills necessary for digital literacy. The study contributes to the development of authentic assessments that bridge classroom learning with real-world applications, preparing students for the demands of the digital world.
Students’ Experiences of EFL Assessment Using Wayground Paper Mode in a Rural Junior High School
The digital divide remains a critical barrier to equitable access to technology-based learning and assessment, particularly in rural educational settings. While previous studies have explored the use of Wayground and other gamified platforms in urban schools with adequate digital infrastructure, limited research has examined students’ experiences with Wayground Paper Mode in contexts where online tools are inaccessible. This study aims to explore students’ emotional and psychological experiences during the implementation of Wayground Paper Mode in English as a Foreign Language (EFL) assessments, and to investigate how the digital divide influences their engagement, learning challenges in a rural junior high school in Indonesia. Employing a qualitative phenomenological research design, data were collected from 18 Grade 9 students through semi-structured interviews, classroom observations, and reflection journals, complemented by teacher interviews for triangulation. Thematic analysis revealed four major themes: (1) emotional and psychological responses to offline assessments, (2) challenges arising from digital inaccessibility, (3) enhanced engagement through gamified paper-based activities, and (4) perceptions of learning effectiveness. The findings indicate that Wayground Paper Mode serves as an engaging, low-tech alternative that helps bridge the digital gap while maintaining the motivational benefits of gamification. However, challenges such as instructional clarity and consistency of facilitation remain significant. The study underscores the need to adapt gamified assessment tools for rural EFL contexts to foster more inclusive and equitable learning opportunities in resource-limited environments.
Analysis of Teaching Learning and Assessment in Private Schools within Independent Curriculum Framework
This research was conducted by analyzing the schedule of teaching and learning activities in private Islamic boarding schools in Pekalongan at the level Junior High School and the implementation of assessments in junior high schools in accordance with the implementation of the Merdeka Curriculum standards. Specifically, the subjects taught to students, how much time is allocated for each subject, and what assessments are conducted in schools. Is the implementation in line with what has been outlined in the Merdeka Curriculum. Data was collected through a literature review from the Ministry of Education's website to find a reference for the Merdeka Curriculum implementation standards and to identify data findings in the field obtained through field observations. The data was analyzed using qualitative descriptive methods to then draw conclusions. The results of this study the number of subjects in private Islamic boarding schools is more than the number of subjects specified in the independent curriculum which is 11 subject. In detail there are 22 subjects at grade 7and grades 8 and 9 have 23 subjects. The number of lesson hours per week at private Islamic boarding schools is more than the number of lesson hours determined by the independent curriculum. In detail, in grades 7 and 8, the total number of teaching hours in one week is 52 hours, while in grade 9, the total number of teaching hours is 53 hours. This data shows that the implementation curriculum private Islamic boarding schools is not in line with Merdeka curriculum.
Designing an Authentic Listening Assessment for Young Learners in Indonesian Primary Schools
Listening is a fundamental language skill that plays a crucial role in children’s language development and serves as the foundation for the acquisition of other language skills. However, listening assessment practices in English language teaching at Indonesian elementary schools are still predominantly dominated by traditional written tests, which inadequately represent students’ communicative listening abilities. This study aims to examine the design and implementation of authentic assessment for assessing listening skills in elementary English classrooms. Employing a descriptive qualitative approach, the study involved 30 students from Grades 4, 5, and 6 across five elementary schools in Central Java. The study was conducted in December during the first semester of the 2025/2026 academic year. Data were collected through classroom observations, semi-structured interviews with teachers, and the analysis of assessment rubrics and observation checklists. The data were analyzed using thematic analysis to identify patterns related to task design, validity, reliability, and feedback practices. The findings reveal that authentic listening tasks, such as following oral instructions, picture dictation, and classroom-based projects, enable students to demonstrate meaningful listening comprehension through actions and interactions. These tasks enhance student engagement, confidence, and motivation while providing richer evidence of listening competence for teachers. Nevertheless, several challenges were identified, including time constraints, large class sizes, and issues related to assessment consistency. Further findings indicate that the use of simple rubrics and timely, supportive feedback plays a critical role in improving the reliability of performance-based listening assessment. Overall, authentic listening assessment emerges as an effective and relevant alternative to complement traditional assessment practices in elementary English education.
From Policy to Classroom Reality: Progressivism in the Merdeka Curriculum at Indonesian Primary Schools
This study critically examines the implementation of the Merdeka Curriculum in Indonesian primary schools through the lens of progressivist educational philosophy, with particular attention to the realization of student-centered learning in classroom practice. Employing a descriptive qualitative design, the study collected data from ten classroom learning videos, ten teaching module documents, and questionnaires administered to teachers with teaching experience ranging from 5 to 20 years. Data were analyzed thematically by identifying patterns related to student autonomy, classroom interaction, and the balance of teacher–student roles. The findings reveal a noticeable discrepancy between policy intentions and classroom realities. Although teachers demonstrated conceptual understanding of progressivist principles and formally integrated student-centered steps into lesson plans, actual classroom practices remained predominantly teacher-dominated. Students were provided limited opportunities to engage in meaningful inquiry, discussion, and reflection, while teachers continued to control the learning process by delivering extensive explanations and directing students toward predetermined answers. This indicates that progressivist values embedded in the Merdeka Curriculum have been implemented at a procedural rather than a philosophical level. The study concludes that without deeper philosophical engagement and sustained professional development, curriculum reform risks becoming a symbolic change that fails to transform classroom culture.
Analisis Profil Learning Style Siswa dalam Pembelajaran MIPA di SMKS Muhammadiyah Rantauprapat
Penelitian ini bertujuan untuk menganalisis profil gaya belajar siswa dalam pembelajaran MIPA di SMKS Muhammadiyah Rantauprapat. Metode penelitian yang digunakan adalah metode kuantitatif deskriptif dengan jumlah responden sebanyak 98 siswa. Instrumen yang digunakan berupa kuesioner VARK yang terdiri dari empat kategori gaya belajar: Visual, Auditory, Read/Write, dan Kinesthetic. Data dianalisis menggunakan statistik deskriptif untuk mengetahui frekuensi dan persentase masing-masing kategori gaya belajar. Hasil penelitian menunjukkan bahwa terdapat variasi preferensi gaya belajar siswa. Gaya belajar visual merupakan kategori yang paling dominan dengan persentase 39,8%, diikuti gaya belajar auditori sebesar 25,5%, read/write sebesar 20,4%, dan kinestetik sebesar 14,3%. Temuan ini menunjukkan bahwa sebagian besar siswa lebih mudah memahami materi pembelajaran melalui representasi visual seperti grafik, diagram, dan ilustrasi. Meskipun demikian, keberadaan gaya belajar lain dengan persentase yang signifikan menunjukkan bahwa strategi pembelajaran yang diterapkan harus bersifat fleksibel dan mampu mengakomodasi seluruh preferensi belajar siswa. Secara keseluruhan, penelitian ini memberikan gambaran penting mengenai kecenderungan gaya belajar siswa sebagai dasar dalam pengembangan strategi pembelajaran diferensiatif pada mata pelajaran MIPA. Implementasi model pembelajaran multimodal direkomendasikan agar proses pembelajaran menjadi lebih efektif, interaktif, dan sesuai karakteristik peserta didik.
Copyright (c) 2025 JPGENUS: Jurnal Pendidikan Generasi Nusantara
Integrasi Kearifan Lokal Bima dalam Pembelajaran Bahasa Indonesia: Kajian Etnopedagogi di SMPN 1 Sape
Integrasi kearifan lokal dalam pembelajaran Bahasa Indonesia menjadi penting untuk menumbuhkan karakter, memperkuat identitas budaya, dan meningkatkan kebermaknaan belajar siswa. Penelitian ini bertujuan untuk (1) mendeskripsikan bentuk integrasi kearifan lokal Bima dalam pembelajaran Bahasa Indonesia di SMPN 1 Sape, (2) mengetahui strategi guru dalam menerapkan pendekatan etnopedagogi, (3) mengetahui implikasi pada proses pembelajaran. Penelitian menggunakan pendekatan kualitatif deskriptif dengan perspektif etnopedagogi melalui observasi, wawancara, dan dokumentasi terhadap guru dan siswa. Hasil penelitian menunjukkan bahwa integrasi dilakukan melalui pemanfaatan teks budaya lokal, pengembangan keterampilan berbahasa berbasis konteks budaya, serta aktivitas belajar yang melibatkan pengalaman komunitas. Guru menerapkan strategi pembelajaran kontekstual, metode diskusi budaya, penggunaan cerita rakyat, serta kolaborasi dengan lingkungan sosial. Temuan ini menegaskan bahwa pendekatan etnopedagogi mampu memperkuat literasi, meningkatkan keterlibatan siswa, dan menumbuhkan apresiasi budaya lokal. Penelitian merekomendasikan penguatan bahan ajar berbasis budaya dan perluasan kerja sama sekolah–komunitas untuk keberlanjutan pembelajaran berbasis kearifan lokal.
Analisis Fenomena Code Mixing pada Interaksi Pembelajaran di Kelas Luring Perguruan Tinggi
Penelitian ini bertujuan mendeskripsikan bentuk, fungsi, dan faktor penyebab code mixing dalam interaksi pembelajaran luring pada mahasiswa semester 1 Program Studi Pendidikan Bahasa dan Sastra Indonesia di Universitas Islam Labuhan Batu. Penelitian menggunakan pendekatan deskriptif kualitatif dengan data berupa tuturan dosen dan mahasiswa yang direkam melalui audio–video, didukung observasi partisipatif ringan dan catatan lapangan. Hasil analisis menunjukkan tiga bentuk utama code mixing sesuai tipologi Muysken, yaitu insertion sebagai bentuk paling dominan berupa penyisipan istilah teknis berbahasa Inggris ke dalam struktur bahasa Indonesia, alternation yang muncul pada pergantian klausa untuk menandai penekanan pragmatik, serta congruent lexicalization ketika unsur kedua bahasa bercampur dalam pola sintaksis yang serupa. Secara fungsional, code mixing digunakan untuk mempermudah penjelasan konsep yang tidak memiliki padanan tepat, mengaktifkan fokus mahasiswa, membangun kedekatan sosial–akademik, dan menegaskan identitas akademis yang terhubung dengan wacana global. Faktor penyebabnya meliputi keterbatasan istilah dalam bahasa Indonesia, gaya komunikasi dosen yang terbiasa dengan literatur Inggris, pengaruh terminologi global dalam disiplin ilmu, serta dinamika spontan interaksi tatap muka. Temuan penelitian ini memperlihatkan bahwa code mixing dalam konteks luring lebih natural, kontekstual, dan dipengaruhi elemen nonverbal yang tidak tampak dalam pembelajaran daring. Secara keseluruhan, penelitian ini menegaskan bahwa code mixing merupakan strategi komunikatif dan pedagogis yang penting dalam ekosistem pembelajaran bahasa di perguruan tinggi.
The Use of Chromebooks to Support Flipped Classroom Learning in English Lessons: A Descriptive Qualitative Study
The integration of technology in education has become essential in the digital era, including the use of Chromebooks in English learning. This study aims to describe the implementation of a flipped classroom model supported by Google Classroom using Chromebooks at SMPN 9 Madiun. This research employed a descriptive qualitative approach with data collected through documentation, observation, and questionnaires. The findings indicate that Chromebooks facilitate learning accessibility, support student participation, and encourage independent learning before classroom activities. In addition, Google Classroom enables teachers to manage assignments and learning interactions more effectively. Overall, the integration of Chromebooks within the flipped classroom model enhances students’ motivation and engagement in English learning.
Joyful and Meaningful Learning of Integers through the Traditional Game Mpa’a Geta to Promote Students’ Motivation in Learning Mathematics
This study aims to describe the implementation of the traditional game Mpa’a Geta in teaching integer multiplication and to examine its contribution to students’ conceptual understanding and motivation in learning mathematics. The research employed a descriptive qualitative approach involving 21 seventh-grade students during a 2 × 45-minute learning session. Data were collected through classroom observation, documentation, student responses, and teacher reflection, and were analyzed using thematic techniques. The findings indicate that the Mpa’a Geta game creates a joyful and meaningful learning environment, enhances student engagement, and facilitates conceptual understanding of integer multiplication through concrete activities. Student responses revealed that the game helped them better grasp the rules of positive and negative signs, while teacher reflections confirmed that the activity effectively supported the learning objectives. The game also increased students’ intrinsic motivation due to its interactive, collaborative, and culturally relevant nature. Therefore, the traditional game Mpa’a Geta holds strong potential as an alternative instructional strategy for teaching fundamental mathematical concepts in a contextual and enjoyable manner.
A Conceptual Model of Multiple-Measures Assessment for Evaluating Indonesian Teachers: A Literature Review
Teacher quality remains a decisive factor in determining students’ academic achievement and the overall effectiveness of educational systems. In Indonesia, despite the large-scale implementation of the teacher certification program, concerns persist regarding its limited impact on improving instructional performance. This situation highlights the need for a more comprehensive and accountable evaluation framework. This study aims to systematically review and synthesize existing scholarly literature on Multiple-Measures Evaluation in educational settings, examine how this approach contributes to improving teachers’ instructional performance in Indonesia, and identify the measurement models and administrative approaches that support accountability and professional development. Employing a literature review design, this research analyzed 60 selected academic sources retrieved from major educational databases. The findings reveal that integrating multiple evaluation measures, such as Value-Added Measures, classroom observation, student and parent surveys, and portfolio assessment, provides stronger reliability, construct validity, and decision validity compared to single-measure systems. Furthermore, the literature suggests that a conjunctive administrative approach is more suitable for ensuring balanced accountability within the Indonesian educational context. Although each measurement model has inherent limitations, their combined implementation offers a more comprehensive and credible framework for evaluating teaching performance. The study concludes that a structured Multiple-Measures Evaluation system has significant potential to enhance instructional effectiveness, strengthen accountability, and foster sustainable professional development among teachers in Indonesia.
Pengaruh Berbagai Variasi Pola Latihan Passing Berpasangan terhadap Keterampilan Passing Bawah pada Siswa Kelas VII MTsN 5 Kabupaten Ngawi
Permainan bola voli merupakan salah satu permainan olahraga yang berkembang pesat di masyarakat yang dapat dimainkan oleh semua kalangan. Penguasaan tenik dasar berupa passing bawah merupakan salah satu kunci keberhasilan dalam melakukan permainan bola voli. Tujuan dari penelitian ini untuk mengetahui pengaruh antara berbagai variasi pola latihan passing berpasangan terhadap keterampilan passing bawah dan seberapa besar pengaruh variasi pola latihan yang dikembangkan dapat meningkatkan keterampilan passing bawah pada siswa kelas VII MTsN 5 Kabupaten Ngawi. Metode yang digunakan adalah metode eksperimen semu dengan desain One Group Pretest-Posttest. Populasi dalam penelitian ini mencakup seluruh siswa di MTsN 5 Kabupaten Ngawi. Data dikumpulkan menggunakan tes yang kemudian dianalisis secara deskriptif kuantitatif dengan bantuan aplikasi SPSS. Hasil analisis data ditunjukkan dari hasil uji t atau sample paied t-testsample paired t-test yang menunjukkan nilai sig (2-tailed) sebesar 0,00 < 0,05 yang menandakan bahwa adanya pengaruh yang signifikan. Selain itu presentase peningkatan juga menunjukkan adanya pengaruh antara berbagai variasi pola latihan passing bawah berpasangan yaitu sebesar 86%. Kesimpulan dari penelitian ini adalah ada pengaruh antara berbagai variasi pola latihan passing berpasangan terhadap keterampilan passing bawah pada siswa kelas VII MTsN 5 Kabupaten Ngawi.
Analisis Strategi Guru Bahasa Indonesia dalam Mengajar Materi Cerpen pada Siswa SMK Muhammadiyah Rantauprapat
Penelitian ini bertujuan untuk mendeskripsikan strategi yang digunakan oleh guru Bahasa Indonesia dalam mengajar materi cerpen di SMK Muhammadiyah Rantauprapat serta mengidentifikasi faktor-faktor pendukung dan penghambat dalam pelaksanaannya. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus, melibatkan satu orang guru Bahasa Indonesia kelas XI sebagai informan utama. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis dengan model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa guru menggunakan berbagai strategi pembelajaran cerpen, antara lain pendekatan kontekstual (Contextual Teaching and Learning), pembelajaran berbasis masalah (Problem-Based Learning), teknik “Tiga Kata”, dan diskusi aktif. Strategi-strategi tersebut terbukti mampu meningkatkan partisipasi siswa dan kreativitas menulis, terutama ketika dikaitkan dengan konteks lokal dan pengalaman nyata siswa. Faktor pendukung keberhasilan strategi meliputi kompetensi pedagogik guru, ketersediaan bahan ajar yang relevan, serta dukungan lingkungan sekolah terhadap kegiatan literasi. Namun, pelaksanaan strategi juga menghadapi sejumlah kendala seperti keterbatasan waktu pembelajaran, minimnya fasilitas pendukung, dan rendahnya motivasi sebagian siswa terhadap materi sastra. Temuan ini menegaskan pentingnya pengembangan strategi pembelajaran cerpen yang adaptif, kreatif, dan kontekstual agar mampu menjawab kebutuhan siswa SMK dan memperkuat literasi sastra di sekolah vokasional.
Pragmatic Failures in English Among Graduate International EFL Students
This study investigates the types and causes of pragmatic failure in English communication among postgraduate international EFL students at Universitas Muhammadiyah Surakarta (UMS). Using a qualitative descriptive method, data were gathered through classroom observations and semi-structured interviews with five culturally diverse participants. Thematic analysis revealed six main categories of pragmatic failure: impolite direct requests, blunt refusals, inadequate apologies, misinterpretation of indirect speech, inappropriate politeness norms, and limited learner awareness. These failures were often shaped by cultural transfer, insufficient pragmatic awareness, and lack of exposure to authentic language use. The study not only identifies recurrent pragmatic issues but also examines their underlying causes and offers implications for explicit instruction. The findings suggest the importance of integrating pragmatic awareness into EFL teaching to enhance students' communicative competence in both academic and intercultural contexts. The study contributes to the development of effective communication strategies in multicultural academic contexts.
BRIDGING LINGUISTIC GAPS: HOW INTERNATIONAL STUDENTS INTEGRATE L1 IN ENGLISH-LANGUAGE DIGITAL CHATS
This study investigates how international students strategically integrate their first language (L1) into English-language digital chats, focusing on WhatsApp interactions. While previous research has examined code-switching in classroom settings, the role of L1 in informal digital communication remains underexplored. Employing a qualitative design with naturalistic observation and document analysis, this study analyzes 137 authentic chat exchanges from students originating from Indonesia, Yemen, Thailand, and Palestine. The findings show that L1 is not used as a sign of deficiency but as a compensatory and pragmatic strategy. Two primary patterns emerge: (1) lexical code-switching, where culturally specific expressions such as “mbak,” “insyaAllah,” and “555” help maintain fluency and emotional tone, and (2) grammatical code-switching, including tag, intra-sentential, and inter-sentential forms, which support clarity and syntactic cohesion. These results demonstrate that learners rely on the full range of language resources they possess to navigate vocabulary gaps, grammatical uncertainty, and express their cultural identity. Such practices indicate not linguistic failure, but adaptive bilingual competence. The study challenges the monolingual bias in English as a Foreign Language (EFL) pedagogy by reinterpreting L1 use as a valuable asset that enhances communication in informal settings. It concludes that acknowledging L1 in digital interaction helps educators better support multilingual learners particularly in low stress, real-world contexts. The paper recommends that EFL instruction embrace strategic L1 integration as a natural and beneficial component of second language development.
Pengaruh Model Pembelajaran Interaksi Sosial terhadap Hasil Belajar IPAS siswa
Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran interaksi sosial terhadap hasil belajar IPAS siswa. Jenis penelitian ini adalah penelitian pra-eksperimen bentuk Pre Test dan Post Test Design yaitu sebuah eksperimen yang dalam pelaksanaannya hanya melibatkan satu kelas sebagai kelas eksperimen tanpa adanya kelas pembanding (kelas kontrol) yang bertujuan untuk mengetahui pengaruh model pembelajaran Interaksi Sosial terhadap hasil belajar IPAS kelas V SD Negeri 30 Dompu tahun ajaran 2024/2025. Satuan eksperimen dalam penelitian ini adalah murid Kelas V sebanyak 24 orang. Penelitian dilaksanakan selama 4 kali pertemuan. Keberhasilan proses pembelajaran ditinjau dari aspek, yaitu: ketercapaian ketuntasan hasil belajar IPAS murid secara klasikal, aktivitas siswa dalam pembelajaran IPAS. Pembelajaran dikatakan berhasil jika aspek di atas terpenuhi Teknik pengumpulan data yang digunakan adalah tes hasil belajar, data tentang aktivitas murid dalam pembelajaran IPAS dikumpulkan dengan menggunakan soal pilihan ganda. Hasil analisis statistik deskriptif terhadap aktivitas murid pada model pembelajaran Interaksi Sosial positif, pemahaman materi dan konsep dari IPAS dengan model pembelajaran Interaksi Sosial ini menunjukkan hasil belajar yang lebih baik dari pada sebelum diterapkan model pembelajaran Interaksi Sosial. Hasil analisis statistic deskriptif menggunakan rumus uji T, diketahui bahwa nilai t Hitung yang diperoleh adalah 64,50 pada taraf signifikansi 50% diperoleh t Tabel = 10,466. Jadi, t Hitung > t tabel atau hipotesis nol (H0) ditolak dan hipotesis alternative (H1) diterima. Hal ini membuktikan bahwa Hasil belajar dalam pembelajaran IPAS mempunyai pengaruh dari pada sebelum model pembelajaran Interaksi Sosial.
The Level of Student Motivation in the Implementation of PJOK Learning Conducted by PLP Teachers at SMP Negeri 23 Surabaya
Education is a conscious process aimed at developing human potential both physically and mentally and must align with prevailing social values. One essential form of education is Physical Education, Sports, and Health (PJOK), which not only enhances students’ physical abilities but also supports their psychological development and character building. PJOK learning requires active student participation through enjoyable and meaningful physical activities. However, the success of the learning process largely depends on students’ learning motivation, which is the internal drive to engage actively in educational activities. In practice, this motivation is strongly influenced by the teacher’s role in delivering material and creating an engaging learning environment. Observations conducted at SMPN 23 Surabaya during the second semester of the 2024/2025 academic year revealed that most students showed low participation in PJOK lessons. Of the 30 students observed, only five actively responded to the teacher’s questions, while the rest appeared passive and easily distracted. The lack of motivation and quick onset of boredom suggest that the current teaching approach is ineffective. Therefore, innovation in PJOK learning models, particularly by PLP (Pre-Service Practice) teachers, is needed to enhance student interest and motivation. This study aims to examine the effect of PLP teachers' learning model implementation on student motivation in PJOK classes. The research employs an ex post facto method and uses the Alpha Cronbach formula to test the reliability of the motivation questionnaire.
POSITIVE REINFORCEMENT STRATEGIES: BOOSTING STUDENTS’ ACHIEVEMENT
Positive reinforcement, which involves acknowledging and rewarding desirable behaviors, is widely recognized as an effective tool in promoting a conducive learning environment. The study aims to investigate the correlation between reinforcement methods, such as praise, rewards, and recognition, and their effects on students' academic performance, and overall engagement to vocational school students. Using a quantitative method approach, data was collected from a sample of vocational school students through survey. Quantitative measures assessed student performance before and after the application of positive reinforcement strategies. Key variables analyzed include frequency and type of reinforcement, student self-efficacy, participation levels, and achievement in core subjects.
ETHNOMATHEMATICS-BASED LEARNING OF THE EARTH BALL MONUMENT FOR STUDENTS OF CLASS VII OF SMP NEGERI 2 WERMAKTIAN
Ethnomathematics-based learning is currently highly relevant and aligns well with the students' environmental context. This approach facilitates learning by connecting with students’ experiences and perceptions. This study aims to examine the improvement in learning outcomes of Grade VII students at SMPN 2 Wermaktian through ethnomathematics-based learning centered on the "Bola Bumi" monument. The research method employed is a descriptive qualitative approach. Data collection techniques include observation (observing student learning activities and teacher instruction), structured interviews with teachers and students, and tests (assessing learning outcomes based on indicators developed by the researcher). Data analysis follows the Miles and Huberman model, encompassing data reduction, data display, and conclusion drawing. The findings indicate that implementing the model based on ethnomathematics progressively enhances students’ learning activities. Student activity significantly increased from 36.7% in the first meeting to 96.7% in the third meeting, while teacher activity improved from 46.7% to 100%, reflecting enhanced abilities to motivate, facilitate interaction, and guide discussions. Additionally, there was a notable improvement in the percentage of students achieving learning mastery, rising from 4.2% in the initial test to 83.4% in the final test. This improvement is attributed to the ethnomathematics-based approach, which boosts students’ enthusiasm for learning by connecting the material with local culture. Moreover, this approach successfully elevated students' active participation to a very high category, demonstrating that integrating mathematics with culture makes learning more meaningful, relevant, and enjoyable for students.
Strategi Penanganan Anak Tunanetra dan Tunarungu Melalui Pendekatan Personal dan Penataan Lingkungan Belajar
Pendidikan inklusif merupakan hak fundamental bagi setiap anak, termasuk anak berkebutuhan khusus seperti tunanetra dan tunarungu. Namun, implementasi pendidikan inklusif di Indonesia masih menghadapi tantangan besar, terutama dalam hal strategi penanganan yang efektif. Penelitian ini bertujuan untuk menganalisis strategi penanganan anak tunanetra dan tunarungu melalui pendekatan personal dan penataan lingkungan belajar yang adaptif di sekolah inklusi. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data berupa wawancara mendalam dan observasi partisipatif terhadap siswa berkebutuhan khusus, guru kelas, dan kepala sekolah di SDN Socah IV, Bangkalan. Hasil penelitian menunjukkan bahwa pendekatan personal sangat penting dalam mengidentifikasi kebutuhan individu siswa melalui observasi perilaku dan interaksi langsung, mengingat belum adanya sistem identifikasi formal di sekolah. Guru melakukan modifikasi pembelajaran berbasis minat dan media multisensori, seperti penggunaan media visual, gerak, dan praktik langsung, untuk meningkatkan pemahaman siswa. Penataan lingkungan belajar yang ramah aksesibilitas, seperti tata letak kelas, pencahayaan, dan penggunaan alat bantu, juga berperan penting dalam mendukung proses belajar anak tunanetra dan tunarungu. Kolaborasi antara guru, keluarga, dan lingkungan sekolah diperlukan untuk menciptakan suasana belajar yang inklusif. Penelitian ini memberikan kontribusi dalam pengembangan praktik pendidikan inklusif yang lebih efektif dan berkelanjutan di Indonesia.
PENGARUH MOTIVASI BELAJAR DAN MINAT BELAJAR TERHADAP HASIL BELAJAR IPS SISWA KELAS VIII DI SMP AL-IKHLAS
Masalah utama dalam penelitian ini adalah apakah ada Pengaruh Motivasi Belajar dan Minat Belajar Terhadap Hasil Belajar IPS siswa Kelas VIII SMP Al-Ikhlas Bekasi. Penelitian ini bertujuan untuk mengetahui pengaruh motivasi belajar dan minat belajar terhadap hasil belajar IPS siswa Kelas 8 SMP Al-Ikhlas Bekasi. Jenis penelitian ini adalah penelitian kuantitatif yang terdiri dari dua variabel yaitu variabel bebas dan variabel terikat. Penelitian ini dilaksanakan pada tanggal 9 September 2024 di SMP Al-Ikhlas Bekasi dengan memilih 31 orang siswa sebagai sampel penelitian dari kelas 8, sedangkan pengumpulan data menggunakan angket dan dokumentasi. Hasil penelitian ini menunjukkan bahwa dari 31 siswa menjadi sampel penelitian, pengaruh motivasi belajar dan minat belajar terhadap hasil belajar mata pelajaran IPS terlihat bahwa nilai r hitung yaitu 0,637 sedangkan r tabel yaitu 0,355. Oleh karna itu, perbandingan r hitung dengan r tabel yaitu 0,637>0,355. Dengan demikian dapat diketahui bahwa r hitung lebih besar dari pada nilai r tabel. Berdasarkan kriteria pengujian hipotesis yaitu: Diterima dan Ada pengaruh motivasi belajar dan minat belajar terhadap hasil belajar IPS kelas 8 SMP Al-Ikhlas Bekasi.
THE EFFECT OF USING FLASH CARD MEDIA ON ENGLISH VOCABULARY MASTERY OF GRADE 8 STUDENTS OF AL-IKHLAS ISLAMIC JUNIOR HIGH SCHOOL JATIMAKMUR BEKASI
This study aims to evaluate the effectiveness of using flash card media in improving English vocabulary mastery among 8th grade students at SMP Islam Al-Ikhlas, Bekasi. This study used a quasi-experimental approach with a Nonequivalent Control Group design. A total of 50 students were divided into two groups, namely the experimental group and the control group. Data were collected through pretest and posttest, then analyzed using SPSS software to determine significant differences in learning outcomes between the two groups. The results showed that the average posttest score of the experimental group increased from 67.44 to 79.48, while the control group showed an increase from 69.36 to 75.72. Statistical analysis with the t-test showed that the use of flash card media had a significant impact on students' vocabulary mastery, with a sig. (2-tailed) value of 0.165, which indicated a significant difference in vocabulary mastery between students who used flash card media and those who did not. The conclusion of the study recommends the use of flash cards as an interactive and effective method in learning foreign language vocabulary, as well as encouraging the development of other visual learning media to improve student learning outcomes.
PENGARUH PEMBELAJARAN TEAM TEACHING TERHADAP MOTIVASI BELAJAR PADA MATA PELAJARAN EKONOMI DI SMK KORPRI KOTA BEKASI
Penelitian ini dilatarbelakangi oleh permasalahan motivasi belajar pada siswa. Pentingnya meningkatkan motivasi belajar siswa dalam hal ini merupakan sebuah tantangan bagi guru agar pembelajaran menjadi kondusif. Sehingga siswa dapat cepat dalam menanggapi dan memahami pembelajaran yang diberikan oleh guru. Oleh karena itu guru memerlukan sebuah inovasi dan kreatifitas untuk membawa pengajaran seperti menggunakan metode dalam sebuah pengajaran yang dapat membawa motivasi belajar kepada siswa maka dibutuhkan sebuah metode dalam pembelajaran yakni salah satunya dengan team teaching method. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh penggunaan team teaching method terhadap motivasi belajar siswa. Metode yang digunakan adalah metode kuantitatif, di mana peneliti mengumpulkan data yang berupa angka kemudian diolah untuk mendapatkan hasil penelitian. Hasil penelitian setelah dilakukan yaitu terdapat pengaruh yang positif dan signifikan antara pembelajran dengan team teaching method terhadap motivasi belajar pada siswa, besarnya korelasi antara variabel X dan Y tergolong rendah, berdasarkan pengolahan data menggunakan SPSS didapat r = 0,237, berdasarkan tabel interpretasi koefisien nilai r angka ini tergolong rendah.
Behaviorism Perspective on English as Foreign Language (EFL) Program of an Islamic Boarding School: Theoretical and Application
Repetition and reinforcement in structured conditions is normally found in language learning in a boarding school setting. But there is still view discussion on it as investigating this area needs time and complex analysis. As in this study, theoretical and application aspect of behaviorist perspective in the English as Foreign Language (EFL) Program will be investigated in an Islamic boarding school context. Known with the observable behavior, reinforcement system, conditioning process, and language learning structured approach, behaviorism is particularly suitable with highly controlled and structured environment called as a boarding school. This study focuses on the prominence of behavioral concepts such as stimulus-response, reinforcement and repetition in language learning program. The EFL curriculum in an Islamic Boarding school show that teachers, staffs and students can implement the reinforcement and practice through controlled repetition as a way to increase language proficiency in a structured environment. Some real-life application of behaviorist technique will be explored which highlight on how behaviorist influence students’ engagement, motivation and retention in the language learning. This study found that behaviorism in EFL offers recommendation regarding possible improvements in EFL teaching strategies in boarding schools.
A REVIEW OF SCHEMA THEORY IN STUDENTS’ READING COMPREHENSION
This research examines the application of Schema Theory in enhancing students' reading comprehension. Schema Theory highlights the role of prior knowledge—formal, content, and linguistic schemata—in understanding texts. It emphasizes the cognitive processes through which readers connect new information with pre-existing mental structures, improving comprehension and engagement. Despite its potential, challenges such as unfamiliarity with text structures, cultural gaps, and limited vocabulary persist. The study explores instructional strategies to activate and utilize schemata effectively, including pre-reading activities (e.g., brainstorming), while-reading techniques (e.g., guided reading), and post-reading tasks (e.g., summarizing). Findings from various studies highlight the importance of tailored approaches to schema activation, such as integrating cultural context, predicting content, and refining existing schemata. This paper argues that applying Schema Theory can enhance reading instruction, address diverse learners' needs, and improve literacy outcomes.