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p-Index From 2021 - 2026
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All Journal Journal of Education and Teaching Learning
Hafifa Lita
Yogyakarta State University
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Enhancing Elementary Students’ Communication and Collaboration Skills through Folklore-Based Role Playing in Indonesian Learning Hafifa Lita; Banu Setyo Adi
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT Media Jurnal dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.152

Abstract

Communication and collaboration skills are essential competencies in elementary school learning. This study examined the effect of a folklore-based role-playing learning model on fourth-grade students’ communication and collaboration skills in Indonesian language learning. The research used a quantitative quasi-experimental method with a non-equivalent control group pre-test–post-test design. The population consisted of fourth-grade students from four public elementary schools in Kadia and Kambu Districts. Samples were selected through purposive sampling, with SD Negeri 100 Kendari as the experimental and control school. Data were analyzed using Paired Sample T-test and MANOVA. The results of the study show that: 1) there is an influence of the Role Playing Folklore learning model in Indonesian language subjects on students' communication skills in elementary schools, evidenced by a significance value of 0.019 <0.05. 2) there is an influence of the Role Playing Folklore learning model in Indonesian language subjects on students' collaboration skills in elementary schools, evidenced by a significance value of 0.011 <0.05. 3) The results of the analysis using the Manova Pillai's Trace, Wilk Lambda, Hotelling's Trace, and Roy's Largest Root tables, show a significance of 0.000 <0.05, so it can be said that using the Role Playing Folklore learning model in Indonesian language subjects has an effect on students' communication and collaboration skills in elementary schools .
INDIVIDUAL COUNSELING USING THE REALITY APPROACH WITH THE WDEP TECHNIQUE TO IMPROVE STUDENTS' LEARNING CONCENTRATION: A SYSTEMATIC LITERATURE REVIEW Hafifa lita
Journal of Education and Teaching Learning Vol.4 No.2 October (2026)
Publisher : PT Media Jurnal dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i2.426

Abstract

Learning concentration is one of the important abilities that supports students’ academic engagement and success. Low concentration can be indicated by being easily distracted, having difficulty sustaining attention, being less able to follow instructions, and showing low engagement in academic tasks. This study aims to analyze empirical evidence regarding reality therapy, individual counseling, learning concentration, attention, self-regulation, and academic behavior as a conceptual basis for developing an individual counseling guide based on the reality approach for junior high school students. This study employs a Systematic Literature Review (SLR) with reporting guided by PRISMA 2020. The literature focuses on publications from 2021 to 2026. The analysis was conducted through identification, screening, eligibility assessment, data extraction, coding, and thematic synthesis. The review findings indicate that the reality approach and WDEP technique have the potential to support responsibility, motivation, self-efficacy, academic resilience, academic adjustment, and learning behavior control. The literature on attention highlights the importance of self-monitoring, self-regulation, distraction control, and engagement in maintaining focus. Based on this synthesis, the counseling guide can be developed through the stages of Wants, Doing, Evaluation, and Planning, specifically directed toward learning concentration behaviors.
Co-Authors Banu Setyo Adi