Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Jurnal Ilmiah Pendidikan Profesi Guru Jurnal Pustaka Indonesia
Badeni
Universitas Bengkulu, Bengkulu, Indonesia
Education Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Aligning English Instruction with Workplace Communication: ‎A Needs Analysis of Vocational High School Students Nurhidaya; Badeni; Kasmaini
JPI: Jurnal Pustaka Indonesia Vol. 5 No. 2 (2025): August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v5i2.2248

Abstract

This study investigates the English learning needs of vocational high school students to inform workplace-relevant English instruction. A descriptive needs analysis design was employed, involving 75 Grade X students from the Office Management and Business Services (MPLB) program at an Indonesian vocational high school. Data were collected using a 25-item structured questionnaire measuring five dimensions: the importance of English skills, needs for improvement, workplace communication competencies, preferred learning activities, and learning expectations, supplemented by semi-structured interviews. Descriptive statistics and qualitative thematic analysis were applied. The findings reveal strong student agreement (mean > 4.0 on a 5-point scale) on the importance of English for future careers, with speaking and listening identified as the most critical workplace skills. Students strongly prefer interactive activities such as role plays, simulations, group discussions, and project-based learning over traditional grammar exercises. The novelty lies in the comprehensive 25-item needs analysis instrument specifically designed for the MPLB program, offering fresh empirical insights beyond general English curricula. Practically, English teachers and curriculum developers should integrate vocationally relevant, interactive tasks into instruction to bridge classroom learning and workplace demands. The study contributes to the English for Vocational Purposes (EVP) literature by providing a validated needs-analysis framework that demonstrates how learner-centered data can directly guide instructional design aligned with real-world communication requirements.
The Integrated Deep Learning Literacy, Orientation, Collaboration, and Reflection (LOK-R) Learning Model on Elementary School Students' Social Studies Learning Outcomes Sovia Lorenza; Badeni; Endang Widi Winarni; Osa Juarsa; Abdul Muktadir
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 8 No. 3 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v8i3.104171

Abstract

The low learning outcomes of students in social studies are the fundamental reason for the use of the Deep Learning integrated LOK-R model in elementary schools. This study aims to analyze the effect of the Deep Learning integrated LOK-R model on social studies learning outcomes. This type of research uses a quantitative method with a quasi-experimental design. The study population consisted of 300 elementary school students. The sample in this study was class VA as a control class with 25 students and VC as an experimental class with 21 students. The sample was selected using simple random sampling. Data collection techniques were observation, testing, and documentation. The collected data were analyzed using descriptive statistics and inferential statistics. The results of this study indicate that the Deep Learning-integrated LOK-R model affects social studies learning outcomes. The results of the hypothesis test indicate a significant difference in the average social studies learning outcomes between the control and experimental classes. Based on the study, the Deep Learning-integrated LOK-R model has a significant effect on the social studies learning outcomes of fifth-grade elementary school students. The study's implications indicate that a student-centered, deep-understanding-based approach can significantly improve the quality of the process and learning outcomes. The implementation of the LOK-R model, integrated with Deep Learning, encourages students not only to memorize facts but also to understand social concepts critically, analytically, and contextually.
Co-Authors Abdul Muktadir Endang Widi Winarni Kasmaini Nurhidaya Osa Juarsa Sovia Lorenza