Istikomah, Lela Iman Ningrum, Yuli Anggraeni, Nurkolis
There is a new paradigm and a curriculum that is constantly changing with technological developments, the role of teachers is required to follow these developments. One of the government's efforts in realizing educators who have competence to achieve national education goals is the Program Pendidikan Guru Penggerak (PPGP). Through PPGP, many teacher mover (guru penggerak) throughout Indonesia are graduated who are ready to enter schools and are expected to have a significant impact on schools and the education ecosystem. This study aims to identify the role of teacher mover as teacher leadership in improving the quality of schools at the state elementary school Ulujami District, Pemalang Regency. This study uses qualitative research with a descriptive approach. Data collected from a combination of literature studies, observations, and interviews were systematically analyzed to identify the role of teacher leaders as Teacher Leadership in improving school quality. The results of the study show that the role of teacher mover has an important contribution to teacher leadership in State Elementary Schools in Ulujami District, Pemalang Regency. The role of teacher mover includes being a learning leader, being a coach for others, encouraging collaboration, realizing student leadership, and mobilizing the community of practitioners. The advice given by the author to the teacher mover is to always actively carry out self- development, increase cooperation with various parties, collaborate with school residents and the community of teacher mover, and maintain self- motivation to become teacher leadership.
{"title":"The Role of Teacher Mover as Teacher Leadership at The State Elementary School of Ulujami District, Pemalang Regency","authors":"Istikomah, Lela Iman Ningrum, Yuli Anggraeni, Nurkolis","doi":"10.26877/ijre.v4i2.708","DOIUrl":"https://doi.org/10.26877/ijre.v4i2.708","url":null,"abstract":"There is a new paradigm and a curriculum that is constantly changing with technological developments, the role of teachers is required to follow these developments. One of the government's efforts in realizing educators who have competence to achieve national education goals is the Program Pendidikan Guru Penggerak (PPGP). Through PPGP, many teacher mover (guru penggerak) throughout Indonesia are graduated who are ready to enter schools and are expected to have a significant impact on schools and the education ecosystem. This study aims to identify the role of teacher mover as teacher leadership in improving the quality of schools at the state elementary school Ulujami District, Pemalang Regency. This study uses qualitative research with a descriptive approach. Data collected from a combination of literature studies, observations, and interviews were systematically analyzed to identify the role of teacher leaders as Teacher Leadership in improving school quality. The results of the study show that the role of teacher mover has an important contribution to teacher leadership in State Elementary Schools in Ulujami District, Pemalang Regency. The role of teacher mover includes being a learning leader, being a coach for others, encouraging collaboration, realizing student leadership, and mobilizing the community of practitioners. The advice given by the author to the teacher mover is to always actively carry out self- development, increase cooperation with various parties, collaborate with school residents and the community of teacher mover, and maintain self- motivation to become teacher leadership.","PeriodicalId":518457,"journal":{"name":"International Journal of Research in Education","volume":"21 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141808882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pahenra A Nongko, Hasmira Said, Yaman La Ndibo, Ridwan Yusuf Deluma, Parida Parida
Equal education programs in non-formal education units are an important means of ensuring access to education for students who have been marginalized from formal education. In facing complex challenges such as the inability to access formal education for various reasons, learning strategies are key in achieving educational equality. This research aims to explore various effective learning strategies in the context of equality education in non-formal education units. This type of research uses a descriptive qualitative approach, namely exploring social phenomena through observation, in-depth interviews, and text analysis to understand in depth how these learning strategies are implemented and integrated in non-formal learning environments.. The research results show that effective learning strategies include creating an inclusive learning environment that pays attention to individual needs, providing a curriculum that is relevant and appropriate to the needs of participants, as well as utilizing technology and innovative learning methods consider specific characteristics of equity education, such as experiential learning approaches, distance learning, or technology-based learning. The implication of this research is the importance of developing learning strategies that are adaptive and responsive to the needs of students in equal education in non-formal education units, thereby ensuring that all individuals have equal opportunities to access education and improve their quality of life.
{"title":"Learning Strategies for Equal Education Programs for Learning Citizen in Non-Formal Education","authors":"Pahenra A Nongko, Hasmira Said, Yaman La Ndibo, Ridwan Yusuf Deluma, Parida Parida","doi":"10.26877/ijre.v4i2.572","DOIUrl":"https://doi.org/10.26877/ijre.v4i2.572","url":null,"abstract":"Equal education programs in non-formal education units are an important means of ensuring access to education for students who have been marginalized from formal education. In facing complex challenges such as the inability to access formal education for various reasons, learning strategies are key in achieving educational equality. This research aims to explore various effective learning strategies in the context of equality education in non-formal education units. This type of research uses a descriptive qualitative approach, namely exploring social phenomena through observation, in-depth interviews, and text analysis to understand in depth how these learning strategies are implemented and integrated in non-formal learning environments.. The research results show that effective learning strategies include creating an inclusive learning environment that pays attention to individual needs, providing a curriculum that is relevant and appropriate to the needs of participants, as well as utilizing technology and innovative learning methods consider specific characteristics of equity education, such as experiential learning approaches, distance learning, or technology-based learning. The implication of this research is the importance of developing learning strategies that are adaptive and responsive to the needs of students in equal education in non-formal education units, thereby ensuring that all individuals have equal opportunities to access education and improve their quality of life.","PeriodicalId":518457,"journal":{"name":"International Journal of Research in Education","volume":"75 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141808114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores teachers' implementation of the English Language Policy in Indonesian schools, as it has changed significantly in the last decade. We conducted this study in four public schools in the town of Banjarnegara and one private school in the town of Wonosobo, Central Java Province, Indonesia. In this study, we employed a descriptive-qualitative method. The data were obtained through interviews. The study addresses three research questions, i.e. how is the school policy on English Language Teaching; how is the teachers’ planning on English Language Teaching; and how do the English teachers implement the policy and planning in their teaching. One school principal and five EFL teachers were interviewed for this purpose. The findings indicate that teachers’ attitudes towards English as a foreign language are influenced by their beliefs and government policy. Moreover, teachers use the curriculum to plan methodically, receive direction, and enhance their expertise. The Merdeka Curriculum allows teachers to use differentiated instructions and various approaches in learning activities, focusing on essential materials and creating a meaningful environment.
{"title":"From Policy to Practice: How English Teachers Bridge the Gap in the Classroom","authors":"Laely Isnaeni, Tono Suwartono, Intan Ayu Septika Dewi, Enggal Rininggayuh","doi":"10.26877/ijre.v4i2.795","DOIUrl":"https://doi.org/10.26877/ijre.v4i2.795","url":null,"abstract":"This article explores teachers' implementation of the English Language Policy in Indonesian schools, as it has changed significantly in the last decade. We conducted this study in four public schools in the town of Banjarnegara and one private school in the town of Wonosobo, Central Java Province, Indonesia. In this study, we employed a descriptive-qualitative method. The data were obtained through interviews. The study addresses three research questions, i.e. how is the school policy on English Language Teaching; how is the teachers’ planning on English Language Teaching; and how do the English teachers implement the policy and planning in their teaching. One school principal and five EFL teachers were interviewed for this purpose. The findings indicate that teachers’ attitudes towards English as a foreign language are influenced by their beliefs and government policy. Moreover, teachers use the curriculum to plan methodically, receive direction, and enhance their expertise. The Merdeka Curriculum allows teachers to use differentiated instructions and various approaches in learning activities, focusing on essential materials and creating a meaningful environment.","PeriodicalId":518457,"journal":{"name":"International Journal of Research in Education","volume":"12 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141808592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since English is used frequently in everyday life, exposure to it is essential in non-formal education. Using storytelling techniques and incorporating English as local content can help create a new learning environment and combat boredom that stems from formal school fatigue. This study investigated how English storytelling can enhance speaking ability and foster a positive attitude toward learning English among non-formal school students. The research involved 52 students at Madrasah Diniyah, an Islamic non-formal school in Central Java utilizing test, questionnaire, and parent interviews. The research findings showed that the English Storytelling Technique can increase students' motivation to learn in non-formal schools and also improve their speaking ability. This is evidenced by the significant improvement in students' speaking ability, increasing from the initial level of 55% to 87% at the final level. The student's parents believe that because the Islamic non-formal school offers English language instruction, their children are more encouraged to learn the language. Therefore, the study suggests that the exposure of English learning should be given more and intensively to non-formal school in the future learning.
{"title":"Promoting Speaking Skills Through English Storytelling in Madrasah Diniyah: An Islamic Non-Formal School in Indonesia","authors":"Farid Noor Romadlon, Akhmad Khairul Azmi","doi":"10.26877/ijre.v4i2.821","DOIUrl":"https://doi.org/10.26877/ijre.v4i2.821","url":null,"abstract":"Since English is used frequently in everyday life, exposure to it is essential in non-formal education. Using storytelling techniques and incorporating English as local content can help create a new learning environment and combat boredom that stems from formal school fatigue. This study investigated how English storytelling can enhance speaking ability and foster a positive attitude toward learning English among non-formal school students. The research involved 52 students at Madrasah Diniyah, an Islamic non-formal school in Central Java utilizing test, questionnaire, and parent interviews. The research findings showed that the English Storytelling Technique can increase students' motivation to learn in non-formal schools and also improve their speaking ability. This is evidenced by the significant improvement in students' speaking ability, increasing from the initial level of 55% to 87% at the final level. The student's parents believe that because the Islamic non-formal school offers English language instruction, their children are more encouraged to learn the language. Therefore, the study suggests that the exposure of English learning should be given more and intensively to non-formal school in the future learning.","PeriodicalId":518457,"journal":{"name":"International Journal of Research in Education","volume":"73 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141807879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Novia Pujiastuti, S. Handajani, Lucia Tri Pangesthi, N. Purwidiani
The purpose of this study is to find out: 1) the results of the development of basic digital teaching materials for excellent service based on Google site platform; 2) the feasibility of materials and media on the basic digital teaching materials of excellent service based on the google site; 3) Student / User Response of Basic Digital Teaching Materials Excellent Service Based on the Google site. This research used research and development (R&D), especially the 4D model according to Thiagarajan. The steps in this model include defining, designing, developing, and disseminating. The data collection technique was carried out using questionnaires with research subjects, consisting of 6 validators (material & media) and 33 culinary students of SMKN8 Surabaya. Data analysis techniques using quantitative descriptive techniques Research shows: 1) digital teaching materials in can be accessed using https://bit.ly/DasarPelayananPrima links; 2) the feasibility of the material and media was declared very feasible with average scores of 92% and 87% respectively: 3) Student response was excellent with an average of 84%. Based on these results, it can be concluded that basic digital teaching materials for excellent service based on Google sites for culinary vocational students are very feasible to apply in culinary basics learning.
{"title":"Development of Digital Teaching Materials for Basic Excellent Service Based on Google Site for Culinary Vocational Students","authors":"Novia Pujiastuti, S. Handajani, Lucia Tri Pangesthi, N. Purwidiani","doi":"10.26877/ijre.v4i2.650","DOIUrl":"https://doi.org/10.26877/ijre.v4i2.650","url":null,"abstract":"The purpose of this study is to find out: 1) the results of the development of basic digital teaching materials for excellent service based on Google site platform; 2) the feasibility of materials and media on the basic digital teaching materials of excellent service based on the google site; 3) Student / User Response of Basic Digital Teaching Materials Excellent Service Based on the Google site. This research used research and development (R&D), especially the 4D model according to Thiagarajan. The steps in this model include defining, designing, developing, and disseminating. The data collection technique was carried out using questionnaires with research subjects, consisting of 6 validators (material & media) and 33 culinary students of SMKN8 Surabaya. Data analysis techniques using quantitative descriptive techniques Research shows: 1) digital teaching materials in can be accessed using https://bit.ly/DasarPelayananPrima links; 2) the feasibility of the material and media was declared very feasible with average scores of 92% and 87% respectively: 3) Student response was excellent with an average of 84%. Based on these results, it can be concluded that basic digital teaching materials for excellent service based on Google sites for culinary vocational students are very feasible to apply in culinary basics learning.","PeriodicalId":518457,"journal":{"name":"International Journal of Research in Education","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141810303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lala Septyaningrum, Wiyaka Wiyaka, Entika Fani Prastikawati
The research aimed to find out the effect of picture-cued sequence tasks (PCST) in improving students’ writing ability and the students’ perspectives on the use of PCST in writing. This research carried out quantitative method and quasi experimental design, conducted by using pre-test, treatment, and post- test. The researchers also gave the closed questionnaire to the class who were taught by using PCST. The population was the 8th students of SMP N 6 Semarang in the academic year 2024/2025. The samples were 8F as a control group and 8H as an experimental group. The control group was taught without using PCST; however, the experimental group was taught by using PCST. The data was collected by giving the writing test about recount text and closed questionnaire to 8H class. The researchers analyzed the collected data by using a t-test. The result of data analysis showed that the value of t-count higher than t-table (9.976>2.042) at the level of significant of a 0,025 and degree of freedom is 31. It means that the (Ha) was accepted and (Ho) was rejected. To add, the result of closed questionnaire also proved that the use of PCST have an effectiveness in improving students’ writing ability.
{"title":"Picture-Cued Sequence Task: How Does It Effect to Students’ English Writing Ability?","authors":"Lala Septyaningrum, Wiyaka Wiyaka, Entika Fani Prastikawati","doi":"10.26877/ijre.v4i2.816","DOIUrl":"https://doi.org/10.26877/ijre.v4i2.816","url":null,"abstract":"The research aimed to find out the effect of picture-cued sequence tasks (PCST) in improving students’ writing ability and the students’ perspectives on the use of PCST in writing. This research carried out quantitative method and quasi experimental design, conducted by using pre-test, treatment, and post- test. The researchers also gave the closed questionnaire to the class who were taught by using PCST. The population was the 8th students of SMP N 6 Semarang in the academic year 2024/2025. The samples were 8F as a control group and 8H as an experimental group. The control group was taught without using PCST; however, the experimental group was taught by using PCST. The data was collected by giving the writing test about recount text and closed questionnaire to 8H class. The researchers analyzed the collected data by using a t-test. The result of data analysis showed that the value of t-count higher than t-table (9.976>2.042) at the level of significant of a 0,025 and degree of freedom is 31. It means that the (Ha) was accepted and (Ho) was rejected. To add, the result of closed questionnaire also proved that the use of PCST have an effectiveness in improving students’ writing ability.","PeriodicalId":518457,"journal":{"name":"International Journal of Research in Education","volume":"59 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141808717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adi Suryani, S. Soedarso, Sonny Harry Budiutomo Harmadi, D. Rahmawati, Niken Prasetyawati, Ni wayan Suarmini
COVID-19 virus has been putting many people's health in peril and causing social anxiety, insecurity, and mayhem. It has become a public enemy. Collaboration between all sectors and community involvement are required to control the spread and negative effects of COVID-19. The beauty industry has emerged as one of several crucial sectors in the fight against COVID-19 Because they can make hand sanitizers, cleansers, hand gel, and lotions in large quantities that can protect the community and encourage community to stay healthy. This research explores the roles played by some locally produced beauty products in Indonesia in empowering women and girls to protect themselves from COVID-19. The study uses qualitative research methods. It examines ten cosmetics companies and incorporates interpretative analysis and web content analysis. The study examines the data from the perspective of community education and humanities. According to the study, the beauty industries typically employ three major strategies to educate their female and young girl customers. The first educational strategy is promoting self-health protection to make wellness and health goods. The second approach involves teaching women new healthy routines, safe, healthy makeup practices, and strict mask wearing and health plan implementation. The third strategy involves taking part in social educational activities that support and promote social skills among women and girls, such as empathy, care, and support. The study shows that women education is not only the responsibility of educational institutions, but also the business or industries sectors.
{"title":"Women Education During Crisis: How Do Cosmetic and Health Industries Educate Women for Covid-19 Resilience and Provide Basis for Mitigation Education?","authors":"Adi Suryani, S. Soedarso, Sonny Harry Budiutomo Harmadi, D. Rahmawati, Niken Prasetyawati, Ni wayan Suarmini","doi":"10.26877/ijre.v4i2.564","DOIUrl":"https://doi.org/10.26877/ijre.v4i2.564","url":null,"abstract":"COVID-19 virus has been putting many people's health in peril and causing social anxiety, insecurity, and mayhem. It has become a public enemy. Collaboration between all sectors and community involvement are required to control the spread and negative effects of COVID-19. The beauty industry has emerged as one of several crucial sectors in the fight against COVID-19 Because they can make hand sanitizers, cleansers, hand gel, and lotions in large quantities that can protect the community and encourage community to stay healthy. This research explores the roles played by some locally produced beauty products in Indonesia in empowering women and girls to protect themselves from COVID-19. The study uses qualitative research methods. It examines ten cosmetics companies and incorporates interpretative analysis and web content analysis. The study examines the data from the perspective of community education and humanities. According to the study, the beauty industries typically employ three major strategies to educate their female and young girl customers. The first educational strategy is promoting self-health protection to make wellness and health goods. The second approach involves teaching women new healthy routines, safe, healthy makeup practices, and strict mask wearing and health plan implementation. The third strategy involves taking part in social educational activities that support and promote social skills among women and girls, such as empathy, care, and support. The study shows that women education is not only the responsibility of educational institutions, but also the business or industries sectors.","PeriodicalId":518457,"journal":{"name":"International Journal of Research in Education","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141809089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The ability of ChatGPT to understand conversational context and provide relevant responses makes it very useful in human-computer interactions. ChatGPT can be a very useful tool for mathematics teachers in their role as tutors to learn and teach various applications related to mathematics. In this digital era, mathematical applications and software like GeoGebra, Matlab, Augmented Reality, and SPSS are becoming increasingly important in teaching and learning mathematics. ChatGPT can help teachers understand how to use these tools by providing detailed explanations, tutorials, and examples of their application in teaching. This research aims to determine the effectiveness and efficiency of ChatGPT in helping teachers understand and apply technologies such as GeoGebra, Matlab, Augmented Reality, and SPSS. Participants in this case study research consisted of 5 teachers. The categories of participant questions asked to ChatGPT included (1) General explanation of the application, (2) How to download the application, (3) Equipment specifications required, (4) General use of the application, and (5) Requesting sample commands in the application. The results of this study indicate that participants will successfully use ChatGPT as a tutor for learning Mathematics Application Programs if they have the necessary equipment specifications required by the applications and are able to download the applications.
{"title":"Using ChatGPT as a Tutor to learn Mathematics Application Program","authors":"Efron Manik","doi":"10.26877/ijre.v4i2.658","DOIUrl":"https://doi.org/10.26877/ijre.v4i2.658","url":null,"abstract":"The ability of ChatGPT to understand conversational context and provide relevant responses makes it very useful in human-computer interactions. ChatGPT can be a very useful tool for mathematics teachers in their role as tutors to learn and teach various applications related to mathematics. In this digital era, mathematical applications and software like GeoGebra, Matlab, Augmented Reality, and SPSS are becoming increasingly important in teaching and learning mathematics. ChatGPT can help teachers understand how to use these tools by providing detailed explanations, tutorials, and examples of their application in teaching. This research aims to determine the effectiveness and efficiency of ChatGPT in helping teachers understand and apply technologies such as GeoGebra, Matlab, Augmented Reality, and SPSS. Participants in this case study research consisted of 5 teachers. The categories of participant questions asked to ChatGPT included (1) General explanation of the application, (2) How to download the application, (3) Equipment specifications required, (4) General use of the application, and (5) Requesting sample commands in the application. The results of this study indicate that participants will successfully use ChatGPT as a tutor for learning Mathematics Application Programs if they have the necessary equipment specifications required by the applications and are able to download the applications.","PeriodicalId":518457,"journal":{"name":"International Journal of Research in Education","volume":" 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141827539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study employs a descriptive qualitative approach to investigate students' perceptions of Quizizz as an online assessment tool for English learning in a Senior High School in Jakarta. The objectives of this study are to describe the implementation of Quizizz and identify the students’ view toward Quizizz as an assessment tool in EFL classrooms. Eight second-year students are participated and selected based on their prior use of Quizizz during English lessons. Data collection involved classroom observations and in-depth interviews. The data were collected, transcribed, and analyzed thematically. The findings indicate that Quizizz is effectively employed by teachers, eliciting active engagement from students who appreciate its gamified features. Four key themes emerged from the analysis: Interest in Quizizz, Motivation in Quizizz, Confidence in Quizizz, and English Skills in Quizizz. Participants expressed enthusiasm for Quizizz's gamified learning approach and its integration of technology, which they perceived as enhancing teachers' assessment capabilities. They also noted that Quizizz served as a motivational tool, boosting their confidence and improving their English skills, notably in vocabulary acquisition and reading comprehension. Overall, Quizizz emerged as an effective and enjoyable tool for enhancing student engagement and facilitating learning outcomes in English. For educators, integrating Quizizz into lesson plans proves to be an efficient method for fostering student involvement and evaluating learning achievements.
{"title":"Students’ Perceptions Toward Quizizz as An Assessment Tool in EFL Classroom","authors":"Rafida Aulia, Silih Warni","doi":"10.26877/ijre.v4i2.554","DOIUrl":"https://doi.org/10.26877/ijre.v4i2.554","url":null,"abstract":"This study employs a descriptive qualitative approach to investigate students' perceptions of Quizizz as an online assessment tool for English learning in a Senior High School in Jakarta. The objectives of this study are to describe the implementation of Quizizz and identify the students’ view toward Quizizz as an assessment tool in EFL classrooms. Eight second-year students are participated and selected based on their prior use of Quizizz during English lessons. Data collection involved classroom observations and in-depth interviews. The data were collected, transcribed, and analyzed thematically. The findings indicate that Quizizz is effectively employed by teachers, eliciting active engagement from students who appreciate its gamified features. Four key themes emerged from the analysis: Interest in Quizizz, Motivation in Quizizz, Confidence in Quizizz, and English Skills in Quizizz. Participants expressed enthusiasm for Quizizz's gamified learning approach and its integration of technology, which they perceived as enhancing teachers' assessment capabilities. They also noted that Quizizz served as a motivational tool, boosting their confidence and improving their English skills, notably in vocabulary acquisition and reading comprehension. Overall, Quizizz emerged as an effective and enjoyable tool for enhancing student engagement and facilitating learning outcomes in English. For educators, integrating Quizizz into lesson plans proves to be an efficient method for fostering student involvement and evaluating learning achievements.","PeriodicalId":518457,"journal":{"name":"International Journal of Research in Education","volume":" 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141826799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The decreasing number of student admissions, especially when the Covid-19 pandemic hit and the increasing number of universities in Jakarta, the competition is getting tighter. For this reason, implementing the Blue Ocean Strategy by opening a Digital Business major is the right way to get out of the competition and find new, unexplored opportunities and markets. The aim of this research is to describe the process of implementing BOS at the opening of the Digital Business major. The method used in this research is a qualitative approach using interviews, observation and documentation studies as data collection techniques. The research results show that the formulation of the blue ocean strategy is going well, especially the decision to open a Digital Business major through the stages of market boundary reconstruction, ERRC scheme, 3 non-consumer levels and strategic series. This is proven by the number of students who choose this major amounting to approximately 300 people with a class size of 10. Relevant curriculum development, industrial collaboration, use of technology in learning, lecturer training and effective promotion are suggestions that should be considered for the success of this implementation in long-term
{"title":"Implementation of Blue Ocean Strategy (BOS) at the Opening of the UNINDRA PGRI Digital Business Department","authors":"Tri Angkarini","doi":"10.26877/ijre.v4i2.455","DOIUrl":"https://doi.org/10.26877/ijre.v4i2.455","url":null,"abstract":"The decreasing number of student admissions, especially when the Covid-19 pandemic hit and the increasing number of universities in Jakarta, the competition is getting tighter. For this reason, implementing the Blue Ocean Strategy by opening a Digital Business major is the right way to get out of the competition and find new, unexplored opportunities and markets. The aim of this research is to describe the process of implementing BOS at the opening of the Digital Business major. The method used in this research is a qualitative approach using interviews, observation and documentation studies as data collection techniques. The research results show that the formulation of the blue ocean strategy is going well, especially the decision to open a Digital Business major through the stages of market boundary reconstruction, ERRC scheme, 3 non-consumer levels and strategic series. This is proven by the number of students who choose this major amounting to approximately 300 people with a class size of 10. Relevant curriculum development, industrial collaboration, use of technology in learning, lecturer training and effective promotion are suggestions that should be considered for the success of this implementation in long-term","PeriodicalId":518457,"journal":{"name":"International Journal of Research in Education","volume":" 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141824449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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