Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal SENSEI INTERNATIONAL JOURNAL OF EDUCATION AND LINGUISTICS (SIJEL)
Maidar Maidar
UIN Ar Raniry
Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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

Found 2 Documents
Search

 1 
THE IMPLEMENTING PROBLEM-BASED LEARNING IN LITERACY-ORIENTED CLASSROOMS TO ENHANCE STUDENTS’ CRITICAL READING AND WRITING ENGAGEMENT Syahrul Riza; Maidar Maidar
Sensei International Journal of Education and Linguistic Vol. 3 No. 2 (2023): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v3i2.185

Abstract

Literacy-oriented classrooms require instructional practices that enable students to read critically, interpret information, negotiate meaning, construct arguments, and communicate ideas through written and oral responses. However, many literacy lessons remain teacher-centered and text-reproduction oriented, limiting students’ opportunities to question, investigate, collaborate, and solve authentic literacy problems. This study examined the implementation of Problem-Based Learning in literacy-oriented classrooms and investigated its effect on students’ critical reading and writing engagement. A mixed-method quasi-experimental embedded design was employed involving 96 senior high school students divided into an experimental group and a control group. The experimental group received literacy instruction through Problem-Based Learning, while the control group received conventional text-based instruction. Data were collected through literacy performance tests, classroom observation, student reflective journals, interviews, and learning artifacts. Quantitative data were analyzed using descriptive statistics, paired-sample t-tests, independent-sample t-tests, normalized gain, and effect size. Qualitative data were analyzed thematically. The findings showed that students in the Problem-Based Learning classroom achieved significantly higher literacy performance than those in the conventional classroom. The strongest improvements occurred in problem identification, evidence-based reading, argument construction, and collaborative discussion. The study concludes that Problem-Based Learning can strengthen literacy-oriented classrooms when authentic problems, rich texts, inquiry scaffolds, collaborative tasks, and reflective writing are systematically integrated.
MOBILE-ASSISTED LANGUAGE LEARNING FOR DEVELOPING VOCABULARY MASTERY AMONG JUNIOR HIGH SCHOOL EFL STUDENTS IN INDONESIAN CONTEXTS Syahrul Riza; Maidar Maidar
Sensei International Journal of Education and Linguistic Vol. 4 No. 3 (2024): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v4i3.212

Abstract

Vocabulary is very important in English language learning. Many junior high school students have difficulty in remembering and using new words because vocabulary instruction is still dominated by word lists and translation. Nowadays almost all students have smartphones, so mobile devices can be used to help them learn vocabulary. This study discusses the use of mobile-assisted language learning for vocabulary development among junior high school students. The study used a mixed-method design with an experimental class and a control class. Data were collected through a vocabulary test, observation, interview, and journal. The result of the study shows that mobile-assisted language learning is better than conventional instruction and that the students gave a positive response to the activities. It is suggested that teachers use mobile applications in teaching vocabulary.
Co-Authors Syahrul Riza