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All Journal Jurnal Pendidikan Bahasa GANEC SWARA Jurnal Inovasi Penelitian Sosial Sains dan Teknologi Al-Aqlu : Jurnal Matematika, Teknik dan Sains Al-Amal: Jurnal Pengabdian Masyarakat PESOLAH: Jurnal Pendidikan, Sosial dan Humaniora
I Gusti Ngurah Octova Seventilofa
IKIP Saraswati
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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THE IMPACT OF MBG (MAKANAN BERGIZI GRATIS) PROGRAM TOWARDS STUDENT INTELLIGENCE IN INDONESIA: Dampak Program MBG (Makanan Bergizi Gratis) Terhadap Kecerdasan Siswa di Indonesia I Gusti Ngurah Octova Seventilofa
PESOLAH: Jurnal Pendidikan, Sosial dan Humaniora Vol. 1 No. 2 (2025): September 2025
Publisher : Yayasan Al-Amin Qalbu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59896/pesolah.v1i2.576

Abstract

The Free Nutritious Meals (MBG) program is a national policy implemented by the Indonesian government to improve students’ nutritional status as part of human capital development. This article aims to examine whether the MBG program has a positive impact on the intelligence and cognitive development of students in Indonesia. The study employs a literature review method, analyzing government reports, empirical research findings, and relevant national and international academic publications. The findings indicate that adequate nutritional intake provided through the MBG program contributes positively to students’ learning concentration, school attendance, learning motivation, and classroom engagement. These factors are essential prerequisites for cognitive development and intellectual potential. However, empirical evidence directly linking the MBG program to measurable increases in intelligence indicators, such as IQ scores or long-term academic achievement, remains limited due to the program’s recent implementation. In conclusion, the MBG program demonstrates a positive influence on conditions that support student intelligence, while further longitudinal research is needed to assess its direct impact on intellectual outcomes
CHALLENGES FACED BY ENGLISH TEACHERS IN TEACHING VOCABULARY TO RURAL JUNIOR HIGH SCHOOL STUDENTS IN BALI: Tantangan Yang Dihadapi Guru Bahasa Inggris Dalam Mengajarkan Kosa Kata Kepada Siswa SMP Perdesaan di Bali I Gusti Ngurah Octova Seventilofa
PESOLAH: Jurnal Pendidikan, Sosial dan Humaniora Vol. 1 No. 2 (2025): September 2025
Publisher : Yayasan Al-Amin Qalbu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59896/pesolah.v1i2.577

Abstract

Vocabulary mastery is a fundamental component of English language proficiency and plays a crucial role in developing students’ listening, speaking, reading, and writing skills. However, teaching vocabulary in rural EFL contexts presents unique challenges, particularly in regions with limited educational resources. This study aims to explore the challenges faced by English teachers in teaching vocabulary to rural junior high school students in North Bali, Indonesia. Employing a qualitative case study approach, data were collected through in-depth interviews, classroom observations, and document analysis involving English teachers from rural junior high schools. The findings reveal that teachers encounter multiple interrelated challenges, including limited instructional resources, students’ low exposure to English, inadequate vocabulary learning strategies, and contextual constraints related to rural educational settings. These challenges significantly affect the effectiveness of vocabulary instruction. The study contributes to EFL pedagogy by providing context-specific insights and pedagogical implications for improving vocabulary teaching in rural secondary education
PEMBELAJARAN KOSAKATA DALAM PENDIDIKAN SAINS: TINJAUAN SISTEMATIS TERHADAP STRATEGI PENGAJARAN BAHASA INGGRIS: Vocabulary Learning in Science Education: A Systematic Review of English Language Teaching Strategies I Gusti Ngurah Octova Seventilofa
PESOLAH: Jurnal Pendidikan, Sosial dan Humaniora Vol. 2 No. 1 (2026): Maret 2026
Publisher : Yayasan Al-Amin Qalbu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59896/pesolah.v2i1.737

Abstract

Vocabulary mastery plays an important role in supporting students' achievement in both English language learning and science education. However, many English as a Foreign Language (EFL) learners struggle to understand scientific concepts due to their limited knowledge of science-related vocabulary. Various English Language Teaching (ELT) strategies have been introduced to address this issue, but previous findings remain fragmented across different educational contexts and research designs. Therefore, this study aims to systematically review recent literature on ELT strategies for improving science vocabulary learning. This study employed a Systematic Literature Review (SLR) following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Empirical studies published between 2020 and 2025 were collected from Scopus, ERIC, ScienceDirect, SpringerLink, and Taylor & Francis. The selected articles were screened using predetermined inclusion and exclusion criteria and analyzed thematically. The findings indicate that explicit vocabulary instruction, Content and Language Integrated Learning (CLIL), inquiry-based learning, digital learning technologies, game-based learning, and artificial intelligence (AI)-assisted learning consistently improve students' science vocabulary. These strategies also contribute to better reading comprehension, scientific literacy, learning motivation, and classroom engagement. Overall, integrating language instruction with science learning provides meaningful opportunities for vocabulary development in EFL contexts. The findings offer practical insights for English teachers, science educators, curriculum developers, and future researchers in developing more effective interdisciplinary teaching practices
Co-Authors Aminullah Aminullah, Aminullah APRIANI, TITIN ARDIKA, GEDE TUSAN Arswendra Arswendra Bagus Widhi Dharma S DAVID BILI DEWI, NI MADE NIA BUNGA SURYA I Nyoman Adi Jaya Putra LOILEWEN, ALINE FEBRIANY Luh Putu Artini Muhamad Yamin Pasti, I Wayan Ramli Ramli SUBRATA, I GUSTI MADE TITAWATI, TITIN