Yamin Yamin, Muhamad Asyroful Ibad, Nur Qomaria, Try Hartingsih, Hina Tria Pramudista
Environmental Education is a lecture process that provides insight to students regarding the understanding and awareness of the environment as a means of sustainable development. Environmental education lectures can be used as a means to improve students' science literacy skills. Science literacy skills can increase in learning associated with local wisdom. Local wisdom has an important relationship with education, this is important for the development of education, so the educational process must be conducive to connecting learning with the environment. Therefore, local wisdom needs to be associated with learning, one of which is with environmental education lectures. The purpose of this research is to improve students' science literacy skills applied to Environmental Education lectures based on Madura local wisdom. This research is a quantitative descriptive research. Data collection techniques include observation, interviews, documentation and tests. Then, the data obtained was analyzed using quantitative descriptive data analysis. The results showed that science literacy in the science process domain for indicators identified scientific problems by 7.6%, explained scientific phenomena by 7.4%, and used scientific evidence by 66%. The achievement of science literacy in the science content domain was 78% (good category). Science literacy in the realm of students' attitudes towards science as a whole reached 76.3% (good category). The average result of students' overall science literacy achievement was 72% (sufficient category). Based on the results of the study, it can be concluded that research on the Implementation of Environmental Education Lectures Based on Madura Local Wisdom to Improve Student Scientific Literacy can improve students' science literacy skills and teach environmental conservation and local wisdom on Madura Island
{"title":"Implementation of Environmental Education Based on Madura Local Wisdom to Increase Student Scientific Literacy","authors":"Yamin Yamin, Muhamad Asyroful Ibad, Nur Qomaria, Try Hartingsih, Hina Tria Pramudista","doi":"10.26877/ijre.v4i2.566","DOIUrl":"https://doi.org/10.26877/ijre.v4i2.566","url":null,"abstract":"Environmental Education is a lecture process that provides insight to students regarding the understanding and awareness of the environment as a means of sustainable development. Environmental education lectures can be used as a means to improve students' science literacy skills. Science literacy skills can increase in learning associated with local wisdom. Local wisdom has an important relationship with education, this is important for the development of education, so the educational process must be conducive to connecting learning with the environment. Therefore, local wisdom needs to be associated with learning, one of which is with environmental education lectures. The purpose of this research is to improve students' science literacy skills applied to Environmental Education lectures based on Madura local wisdom. This research is a quantitative descriptive research. Data collection techniques include observation, interviews, documentation and tests. Then, the data obtained was analyzed using quantitative descriptive data analysis. The results showed that science literacy in the science process domain for indicators identified scientific problems by 7.6%, explained scientific phenomena by 7.4%, and used scientific evidence by 66%. The achievement of science literacy in the science content domain was 78% (good category). Science literacy in the realm of students' attitudes towards science as a whole reached 76.3% (good category). The average result of students' overall science literacy achievement was 72% (sufficient category). Based on the results of the study, it can be concluded that research on the Implementation of Environmental Education Lectures Based on Madura Local Wisdom to Improve Student Scientific Literacy can improve students' science literacy skills and teach environmental conservation and local wisdom on Madura Island","PeriodicalId":518457,"journal":{"name":"International Journal of Research in Education","volume":" 27","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141825614","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}
Grammar as essential aspect of English component helps students to recognize pattern and avoid errors. Alternative media is needed to make grammar learning more successful since students find it challenging to master grammar when it is taught using conventional method. This research aimed to find out about how effectively Macbox media works to help students in improving their grammar mastery. True-experimental research design was used in this research by using class X MA Matholi'ul Huda Bugel students as the research population. The two classes used as sample are 36 students of XG as the experimental class and 38 students of XH as the control class. Both classes received pre-test, treatment and post-test in order to gather research data. Then, SPSS 25.0 was utilized to examine the data outcomes. The findings of the research showed that the differences were seen in the two classes' average scores. For pre-test, the experimental class's average pre-test score was 48.47, while the control class' was 48.02. For post-test, the experimental class’s average score was 75,41 and the control class’ was 62,76. The significance value for both classes was revealed by the independent sample t-test analysis result, which were 0.000 (sig (2-tailed) < 0,05). It means that there are the significant differences between both classes. The result and discussion show the use of Macbox media is significantly effective in improving students’ grammar mastery. It means that the use of Macbox media is more effective in improving students' grammar mastery compared to the use of conventional learning method
{"title":"Effectiveness of Using Macbox Media to Improve Students’Grammar Mastery","authors":"Lukluan Mansuro","doi":"10.26877/ijre.v4i2.427","DOIUrl":"https://doi.org/10.26877/ijre.v4i2.427","url":null,"abstract":"Grammar as essential aspect of English component helps students to recognize pattern and avoid errors. Alternative media is needed to make grammar learning more successful since students find it challenging to master grammar when it is taught using conventional method. This research aimed to find out about how effectively Macbox media works to help students in improving their grammar mastery. True-experimental research design was used in this research by using class X MA Matholi'ul Huda Bugel students as the research population. The two classes used as sample are 36 students of XG as the experimental class and 38 students of XH as the control class. Both classes received pre-test, treatment and post-test in order to gather research data. Then, SPSS 25.0 was utilized to examine the data outcomes. The findings of the research showed that the differences were seen in the two classes' average scores. For pre-test, the experimental class's average pre-test score was 48.47, while the control class' was 48.02. For post-test, the experimental class’s average score was 75,41 and the control class’ was 62,76. The significance value for both classes was revealed by the independent sample t-test analysis result, which were 0.000 (sig (2-tailed) < 0,05). It means that there are the significant differences between both classes. The result and discussion show the use of Macbox media is significantly effective in improving students’ grammar mastery. It means that the use of Macbox media is more effective in improving students' grammar mastery compared to the use of conventional learning method","PeriodicalId":518457,"journal":{"name":"International Journal of Research in Education","volume":" 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141825808","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}
One of the recommended teaching methods in the Indonesia’s Merdeka Belajar (Freedom to Learn) Curriculum is Project-based Learning (PjBL). This research aims to explore the implementation of PjBL in assisting the students’ 4C skills through a writing project in English for Tourism Class in Indonesia. This research employed a qualitative design to investigate the PjBL implementation by the teacher to the fifth semester students at a Tour Guiding Program. An open-ended questionnaire, interview, and teacher reflective notes were conducted to collect the data. The data analysis included data reading and categorization, data matching, data reduction, data display and interpretation, and drawing conclusions. The results showed that PjBL gave the opportunities to train the students’ 4C skills through group tasks, data collection, presentation, and the tourist spot visit. They also learned to develop an English writing text more meaningfully, and to construct knowledge about tourism from the real-world context. The challenges found were time limitation, student different characteristics, and teacher’s limited experiences. Teachers who are eager to apply PjBL may use this teaching procedure in this research with the considerations of these challenges and classroom needs. Besides, supplementing an observation method and expanding the research scope are recommended for future research
{"title":"Tourist Guide Writing Project: Assisting 4C Skills through Project-Based Learning in English for Tourism","authors":"Muthia Farida","doi":"10.26877/ijre.v4i2.460","DOIUrl":"https://doi.org/10.26877/ijre.v4i2.460","url":null,"abstract":"One of the recommended teaching methods in the Indonesia’s Merdeka Belajar (Freedom to Learn) Curriculum is Project-based Learning (PjBL). This research aims to explore the implementation of PjBL in assisting the students’ 4C skills through a writing project in English for Tourism Class in Indonesia. This research employed a qualitative design to investigate the PjBL implementation by the teacher to the fifth semester students at a Tour Guiding Program. An open-ended questionnaire, interview, and teacher reflective notes were conducted to collect the data. The data analysis included data reading and categorization, data matching, data reduction, data display and interpretation, and drawing conclusions. The results showed that PjBL gave the opportunities to train the students’ 4C skills through group tasks, data collection, presentation, and the tourist spot visit. They also learned to develop an English writing text more meaningfully, and to construct knowledge about tourism from the real-world context. The challenges found were time limitation, student different characteristics, and teacher’s limited experiences. Teachers who are eager to apply PjBL may use this teaching procedure in this research with the considerations of these challenges and classroom needs. Besides, supplementing an observation method and expanding the research scope are recommended for future research","PeriodicalId":518457,"journal":{"name":"International Journal of Research in Education","volume":" 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141826901","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 aim of this research is to determine understanding of the implementation of competitive strategies at SDN in Cipondoh. This research was carried out at SD Negeri Cipondoh 1 Tangerang. . The method in this research is to use a descriptive qualitative method approach with study analysis of competitive strategies implemented at SD Negeri Cipondoh 1 Tangerang. The Technique of data collection uses interview which focus on school principals, teachers and student’s parents. The results of this research are SD N Cipondoh 1 has implemented a competitive strategy to achieve competitive advantage. This is proven by the strategic condition of the school, its vision and mission are clear, it has set goals correctly, formulated strategies well and precisely, and also implemented operational plans as a routine and planned evaluation and monitoring tool enabling rapid adaptation to environmental changes. An in-depth analysis of the implementation of competitive strategies at SD N Cipondoh 1 provides educators with useful information. In the midst of an increasingly competitive world of education, other schools can use this as a reference to improve their strategic operations. Therefore, it is important for this school and schools in Indonesia to maintain competitive advantage, the school must update strategies, manage resources well, and build superior and high-quality human resources. They must also build collaboration, a sense of mutual cooperation and create innovative or new learning environments.
本研究旨在了解西邦多 SDN 实施竞争战略的情况。本研究在坦噶朗西邦多 1 区的 SD Negeri Cipondoh 进行。本研究的方法是采用描述性定性方法，研究分析在西邦多 1 Tangerang SD Negeri Cipondoh 1 实施的竞争战略。数据收集技术采用访谈法，访谈对象主要是校长、教师和学生家长。研究结果表明，西邦多第一中学实施了竞争战略，以获得竞争优势。学校的战略条件证明了这一点：学校的愿景和使命明确，目标设定正确，战略制定周密准确，还实施了运营计划，将其作为一种常规的、有计划的评估和监测工具，能够快速适应环境变化。对西庞多一世学校实施竞争战略的深入分析为教育工作者提供了有用的信息。在教育竞争日益激烈的今天，其他学校可以以此为参考，改进自己的战略运作。因此，这所学校和印尼的学校要保持竞争优势，就必须更新战略、管理好资源、建设优秀和高素质的人力资源。他们还必须建立协作、相互合作的意识，并创造创新或新的学习环境。
{"title":"The Implementation of Competitive Strategy at SDN Cipondoh to Achieve Competitive Advantage","authors":"W. Widyawati","doi":"10.26877/ijre.v4i2.426","DOIUrl":"https://doi.org/10.26877/ijre.v4i2.426","url":null,"abstract":"The aim of this research is to determine understanding of the implementation of competitive strategies at SDN in Cipondoh. This research was carried out at SD Negeri Cipondoh 1 Tangerang. . The method in this research is to use a descriptive qualitative method approach with study analysis of competitive strategies implemented at SD Negeri Cipondoh 1 Tangerang. The Technique of data collection uses interview which focus on school principals, teachers and student’s parents. The results of this research are SD N Cipondoh 1 has implemented a competitive strategy to achieve competitive advantage. This is proven by the strategic condition of the school, its vision and mission are clear, it has set goals correctly, formulated strategies well and precisely, and also implemented operational plans as a routine and planned evaluation and monitoring tool enabling rapid adaptation to environmental changes. An in-depth analysis of the implementation of competitive strategies at SD N Cipondoh 1 provides educators with useful information. In the midst of an increasingly competitive world of education, other schools can use this as a reference to improve their strategic operations. Therefore, it is important for this school and schools in Indonesia to maintain competitive advantage, the school must update strategies, manage resources well, and build superior and high-quality human resources. They must also build collaboration, a sense of mutual cooperation and create innovative or new learning environments.","PeriodicalId":518457,"journal":{"name":"International Journal of Research in Education","volume":" 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141825620","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 research aimed to evaluate the effectiveness of the demonstration technique in teaching writing and personal pronouns refer to grammar to Private High School students in Lampung. Writing is a complicated aspect of English skills, particularly for personal pronouns. Personal pronouns are used by people, animals, things, or things. These pronouns depend on the role (subject, object, or possessive), number, third-person, and gender of the replaced noun. The students admitted that the learning method they had received thus far was tedious and only confused them; they needed to learn how to distinguish pronouns in personal pronoun material. The research used a qualitative method and involved 55 students from Private High School students in Lampung, classes IX A and B. Before the demonstration method was applied, almost 50% of students' scores were below 78. The learning method they received was tedious and confusing; they needed to learn how to distinguish pronouns in personal pronouns. However, students’ performance increased or was higher after using the demonstration method. The good and excellent ranges improved to 29%, and 58% of the total was 87%. The results indicate that the demonstration technique is an effective method for teaching writing, particularly for enhancing students' understanding of personal pronouns. Hence, demonstration techniques offer an alternative approach to selecting methods for English language learning. Through the implementation of these techniques, there is an expectation that English learning will become more interactive, thereby engaging students' interest.
本研究旨在评估楠榜私立高中学生在写作和人称代词语法教学中示范技巧的有效性。写作是英语技能的一个复杂方面，尤其是人称代词。人称代词用于人、动物、事物或事物。这些代词取决于被替换名词的角色（主语、宾语或所有格）、数量、第三人称和性别。学生们承认，迄今为止他们所接受的学习方法是乏味的，只会让他们感到困惑；他们需要学习如何区分人称代词材料中的代词。研究采用定性方法，涉及 55 名来自楠榜私立高中 IX A 和 B 班的学生。他们所接受的学习方法既乏味又令人困惑；他们需要学习如何区分人称代词中的代词。然而，使用示范法后，学生的成绩有所提高。良好和优秀的比例提高到了 29%，总成绩的 58% 达到了 87%。结果表明，示范法是一种有效的写作教学方法，特别是在加强学生对人称代词的理解方面。因此，示范技巧为英语学习方法的选择提供了另一种途径。通过实施这些技巧，英语学习有望变得更加互动，从而吸引学生的兴趣。
{"title":"Demonstration Method in Teaching Writing and Personal Pronouns","authors":"Dwi Puji Hastuti, Rizky Mirani Desi Pratama, Lia Safitri, Ary Iswanto Wibowo","doi":"10.26877/ijre.v4i2.562","DOIUrl":"https://doi.org/10.26877/ijre.v4i2.562","url":null,"abstract":"This research aimed to evaluate the effectiveness of the demonstration technique in teaching writing and personal pronouns refer to grammar to Private High School students in Lampung. Writing is a complicated aspect of English skills, particularly for personal pronouns. Personal pronouns are used by people, animals, things, or things. These pronouns depend on the role (subject, object, or possessive), number, third-person, and gender of the replaced noun. The students admitted that the learning method they had received thus far was tedious and only confused them; they needed to learn how to distinguish pronouns in personal pronoun material. The research used a qualitative method and involved 55 students from Private High School students in Lampung, classes IX A and B. Before the demonstration method was applied, almost 50% of students' scores were below 78. The learning method they received was tedious and confusing; they needed to learn how to distinguish pronouns in personal pronouns. However, students’ performance increased or was higher after using the demonstration method. The good and excellent ranges improved to 29%, and 58% of the total was 87%. The results indicate that the demonstration technique is an effective method for teaching writing, particularly for enhancing students' understanding of personal pronouns. Hence, demonstration techniques offer an alternative approach to selecting methods for English language learning. Through the implementation of these techniques, there is an expectation that English learning will become more interactive, thereby engaging students' interest.","PeriodicalId":518457,"journal":{"name":"International Journal of Research in Education","volume":" 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141826579","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}
EFL Students’ needs for spoken English are considered important to fulfill, and the idea to capture what they need requires some ways and efforts so as to make them eager and keen on practicing English better. However, an analysis on needs environment is not much discussed and conducted for EFL students, mainly in lower secondary schools. Thus, the aim of this study is to examine the needs of EFL students in terms of enhancing their English-speaking skills in lower secondary schools. Three ninth-grade students from three distinct lower secondary schools located in Depok, West Java, Indonesia were the subjects of the research. This study employed a qualitative design with descriptive analysis, and the instrument used to collect the data was semi-structured interviews. The resulting data was analyzed with some steps such as reduction of data, data display, and data presentation. The results demonstrated that EFL students’ English-speaking proficiency is influenced by a variety of needs, including necessities, lacks, and wants. Considering the significance of these needs in the enhancement of EFL students' English-speaking abilities, it is advisable that teachers of English should comprehend and employ efficient learning strategies and stimulating learning media that facilitate the progress of students' English-speaking capabilities.
{"title":"EFL Students’ Needs in Promoting English Speaking Skills at Lower Secondary Schools","authors":"Tri Wintolo Apoko","doi":"10.26877/ijre.v4i2.457","DOIUrl":"https://doi.org/10.26877/ijre.v4i2.457","url":null,"abstract":"EFL Students’ needs for spoken English are considered important to fulfill, and the idea to capture what they need requires some ways and efforts so as to make them eager and keen on practicing English better. However, an analysis on needs environment is not much discussed and conducted for EFL students, mainly in lower secondary schools. Thus, the aim of this study is to examine the needs of EFL students in terms of enhancing their English-speaking skills in lower secondary schools. Three ninth-grade students from three distinct lower secondary schools located in Depok, West Java, Indonesia were the subjects of the research. This study employed a qualitative design with descriptive analysis, and the instrument used to collect the data was semi-structured interviews. The resulting data was analyzed with some steps such as reduction of data, data display, and data presentation. The results demonstrated that EFL students’ English-speaking proficiency is influenced by a variety of needs, including necessities, lacks, and wants. Considering the significance of these needs in the enhancement of EFL students' English-speaking abilities, it is advisable that teachers of English should comprehend and employ efficient learning strategies and stimulating learning media that facilitate the progress of students' English-speaking capabilities.","PeriodicalId":518457,"journal":{"name":"International Journal of Research in Education","volume":" 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141826044","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 aim of this research is to develop augmented reality learning media with a problem-based learning model and analyze the feasibility, practicality, and effectiveness of augmented reality learning media with a problem-based learning model in improving students' understanding of mathematical concepts. This research uses the research and development method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The sampling technique used is a random assignment, namely random sampling, where the experimental and control groups are chosen randomly from a lottery. The first lottery that came out was used as the experimental class, and the second lottery was used as the control class. Data collection techniques in this research used interview techniques, questionnaires, and tests. The results show (1) augmented reality learning media with a problem-based learning model is suitable for use, (2) augmented reality learning media is very practical to use, (3) understanding of mathematical concepts of students who receive learning with augmented reality media is better than students with conventional learning, and there are significant differences. (4) The augmented reality-based learning media developed is effective in use. The findings imply that the augmented reality learning media with a problem-based learning model can be an alternative and innovative media in assisting the student’s comprehension on mathematical concepts
{"title":"Augmented Reality Learning Media with a Problem-Based Learning Model to Enhance the Students' Comprehension on Mathematical Concepts","authors":"Dian Priambudi, Yeri Sutopo, Supriyadi","doi":"10.26877/ijre.v4i2.701","DOIUrl":"https://doi.org/10.26877/ijre.v4i2.701","url":null,"abstract":"The aim of this research is to develop augmented reality learning media with a problem-based learning model and analyze the feasibility, practicality, and effectiveness of augmented reality learning media with a problem-based learning model in improving students' understanding of mathematical concepts. This research uses the research and development method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The sampling technique used is a random assignment, namely random sampling, where the experimental and control groups are chosen randomly from a lottery. The first lottery that came out was used as the experimental class, and the second lottery was used as the control class. Data collection techniques in this research used interview techniques, questionnaires, and tests. The results show (1) augmented reality learning media with a problem-based learning model is suitable for use, (2) augmented reality learning media is very practical to use, (3) understanding of mathematical concepts of students who receive learning with augmented reality media is better than students with conventional learning, and there are significant differences. (4) The augmented reality-based learning media developed is effective in use. The findings imply that the augmented reality learning media with a problem-based learning model can be an alternative and innovative media in assisting the student’s comprehension on mathematical concepts","PeriodicalId":518457,"journal":{"name":"International Journal of Research in Education","volume":" 38","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141827010","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}
Pub Date : 2024-01-22DOI: 10.26877/ijre.v4i1.15286
Faridhatun Nikmah, Chici Al Wafiq, Affan Ghaffar Ahmad, Nasik Hidayah, Mely Wulandari, W. Wagiran, Deby Luriawati Naryatmojo
The purpose of this research was to determine the quality of summative assessment tests in three modules of negotiation texts class X SMK at the vocational level. The quality of the questions is very influential on the results of achieving the learning objectives of students as a basis for determining class increase or graduation from educational units. This research was conducted by analyzing (1) assessment qualifications in the module, (2) the level of difficulty of the questions, and (3) the cognitive level of the questions. The method used in this study is qualitative method with techniques by interviews and literature studies. The results showed that the application of summative assessment at SMKN 1 Bangil used more C4 reaching 50%. In addition, the difficulty level of the questions is categorized as good because the medium level has reached 50%. At SMKN 2 Purwosari shows more dominant use of C2 in the form of understanding of problems that have been learned in previous learning. This indicates the need for cognitive improvement in the problem to achieve balance. In addition, the difficulty level of the questions is categorized as good because the medium level has reached 50%. Furthermore, in the SMKN 2 Jepara module, more operational verbs use to apply (C3) and create (C6) which reaches a percentage of 26.7%. Through this analysis, there are several problems that have not been balanced in difficulty and cognitive levels and there needs to be reconstruction to achieve better student learning outcomes.
{"title":"Summative Assessment Reconstruction on Negotiation Text for the Tenth Grade in Vocational School","authors":"Faridhatun Nikmah, Chici Al Wafiq, Affan Ghaffar Ahmad, Nasik Hidayah, Mely Wulandari, W. Wagiran, Deby Luriawati Naryatmojo","doi":"10.26877/ijre.v4i1.15286","DOIUrl":"https://doi.org/10.26877/ijre.v4i1.15286","url":null,"abstract":"The purpose of this research was to determine the quality of summative assessment tests in three modules of negotiation texts class X SMK at the vocational level. The quality of the questions is very influential on the results of achieving the learning objectives of students as a basis for determining class increase or graduation from educational units. This research was conducted by analyzing (1) assessment qualifications in the module, (2) the level of difficulty of the questions, and (3) the cognitive level of the questions. The method used in this study is qualitative method with techniques by interviews and literature studies. The results showed that the application of summative assessment at SMKN 1 Bangil used more C4 reaching 50%. In addition, the difficulty level of the questions is categorized as good because the medium level has reached 50%. At SMKN 2 Purwosari shows more dominant use of C2 in the form of understanding of problems that have been learned in previous learning. This indicates the need for cognitive improvement in the problem to achieve balance. In addition, the difficulty level of the questions is categorized as good because the medium level has reached 50%. Furthermore, in the SMKN 2 Jepara module, more operational verbs use to apply (C3) and create (C6) which reaches a percentage of 26.7%. Through this analysis, there are several problems that have not been balanced in difficulty and cognitive levels and there needs to be reconstruction to achieve better student learning outcomes.","PeriodicalId":518457,"journal":{"name":"International Journal of Research in Education","volume":"300 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140531191","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}
Pub Date : 2024-01-22DOI: 10.26877/ijre.v4i1.15443
Maulidya Vini Malinda, Sri Mulyani
This study aims to: 1) determine the effect of the role-playing learning model on the speaking skills of fifth grade students at SD Negeri 91 Singkawang; 2) knowing student responses in learning using the role-playing learning model for class VB SD Negeri 91 Singkawang. The research used was experimental research with a post test only control group design. The population in this study were fifth grade students at SD Negeri 91 Singkawang. The sample in this study were all fifth grade students at SD Negeri 91 Singkawang. The instruments in this study were speaking skill observation sheets and response questionnaires. Analysis of the first hypothesis data using t-test 2 samples and for the second hypothesis using descriptive statistics. The results showed that: 1) the role-playing learning model on students' speaking skills had an influence on Indonesian language subjects in class V at SD Negeri 91 Singkawang. and Ho is rejected; 2) positive student responses to the role-playing learning model as indicated by an average percentage of 97% in very good criteria. Based on the results of the study it was concluded that the role-playing learning model had an effect on Indonesian language learning because there was an expected increase in students' speaking skills
本研究旨在1）确定角色扮演学习模式对新加坡国立大学（SD Negeri 91 Singkawang）五年级学生口语技能的影响；2）了解新加坡国立大学（SD Negeri 91 Singkawang）VB 班学生在使用角色扮演学习模式学习时的反应。本研究采用的是实验研究法，只设后测对照组。研究对象为SD Negeri 91 Singkawang的五年级学生。研究样本为SD Negeri 91 Singkawang的所有五年级学生。研究工具为口语技能观察表和回答问卷。对第一项假设的数据分析采用 t 检验 2 样本，对第二项假设的数据分析采用描述性统计。结果显示1）角色扮演学习模式对学生的口语技能有影响，Ho 被否决；2）学生对角色扮演学习模式有积极的反应，平均 97%的学生都达到了很好的标准。根据研究结果得出结论，角色扮演学习模式对印尼语学习产生了影响，因为学生的口语技能得到了预期的提高。
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Pub Date : 2024-01-22DOI: 10.26877/ijre.v4i1.15717
Muhamad Zayyinul Muttaqin, E. Prastikawati
This research explores a learning experience for pupils which can be considerably improved by focusing on several learning modes when teaching English as well as investigates teacher who engages the pupils and aid their understanding of English language subjects by accommodating different learning styles. This study focuses on qualitative design with a case study where the data was achieved through both classroom observation and interview. The participants were 36 entities of students and 1 English teacher who facilitated the learning at X-1 grade in SMA Negeri 14 Semarang in academic year 2022/2023. The findings show that the realization of guided learning through learning modalities could shape differentiated learning styles where the students can possess their profile or ability to accomplish the assignment. The conclusion sets out that teachers could possibly be aware of the learners'' situation in learning certain subjects by realizing the modalities of learning modes within guided learning to teach English text (exposition text), and the field of differentiated learning style can be implemented.
本研究探讨了在英语教学中关注几种学习模式可以大大改善学生的学习体验，并调查了教师如何通过适应不同的学习风格来吸引学生并帮助他们理解英语学科。本研究采用案例研究的定性设计，通过课堂观察和访谈获取数据。研究对象是 2022/2023 学年三宝垄 SMA Negeri 14 学校 X-1 年级的 36 名学生和 1 名英语教师。研究结果表明，通过学习模式实现引导式学习可以形成差异化的学习方式，学生可以根据自己的情况或能力完成作业。结论指出，教师可以通过在英语课文（论述类课文）教学中实现导学模式中的学习模式，了解学习者在学习某些科目时的情况，并实施差异化学习方式。
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