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All Journal EDU CIVIC PEDAGOGIK : JURNAL PENDIDIKAN JTAM (Jurnal Teori dan Aplikasi Matematika) Jurnal Basicedu Likhitaprajna: Jurnal Ilmiah Fakultas Keguruan Ilmu Pendidikan Universitas Wisnuwardhana Malang Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Basicedu Journal of Artificial Intelligence and Digital Business Innovative: Journal Of Social Science Research
Safrul, Safrul
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Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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The Effect of Game-Based Learning Using Wordwall on Fourth-Grade Students' Reading Comprehension of Descriptive Texts Sabilla, Intan Arinda; Safrul, Safrul
Jurnal Likhitaprajna Vol 28 No 2 (2026): September 2026 (IN PRESS)
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/likhitaprajna.v28i2.987

Abstract

Reading comprehension is an essential language skill for elementary school students. However, fourth-grade students' ability to comprehend descriptive texts remains relatively low due to teacher-centered instruction and the limited use of interactive learning media. Although previous studies have reported the effectiveness of Game-Based Learning and Wordwall in improving students' motivation and learning outcomes, limited research has specifically examined their integration to enhance elementary students' reading comprehension of descriptive texts. Therefore, this study aimed to examine the effect of Game-Based Learning using Wordwall on fourth-grade students' reading comprehension of descriptive texts. This study employed a quantitative approach with a quasi-experimental method using a pretest–posttest control group design. The sample consisted of 60 fourth-grade students divided equally into an experimental class and a control class. Data were collected using a validated and reliable multiple-choice test and analyzed through descriptive statistics, an independent samples t-test, and effect size analysis. The results showed that the experimental class achieved a higher mean posttest score (93.73) than the control class (88.70). The independent samples t-test revealed a statistically significant difference (p < 0.001), while the effect size (Cohen's d = 1.227) indicated a large practical effect, demonstrating that Game-Based Learning using Wordwall substantially improved students' reading comprehension. These findings suggest that integrating Game-Based Learning with Wordwall is an effective instructional approach for enhancing fourth-grade students' reading comprehension of descriptive texts.
THE MEDIATING ROLE OF LOCAL WISDOM-BASED SCHOOL CULTURE IN THE RELATIONSHIP BETWEEN PRINCIPAL TRANSFORMATIONAL LEADERSHIP AND TEACHER ORGANIZATIONAL COMMITMENT Sarumaha, Martiman Suaizisiwa; Laiya, Rebecca Evelyn; Eriawaty, Eriawaty; Ahriani, Andi; Doho, Yohannes Don Bosco; Safrul, Safrul; Ghazali, Al
PEDAGOGIK : JURNAL PENDIDIKAN Vol 13, No 3 (2026): IN PRESS
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v13i3.14459

Abstract

Teacher organizational commitment cannot be explained solely through direct leadership behavior because the influence of leadership may depend on how leadership values are translated into shared norms and institutionalized through school culture. This study examines the relationships among Principal Transformational Leadership (PTL), Local Wisdom-Based School Culture (LWSBC), and Teacher Organizational Commitment (TOC). The study employed a quantitative explanatory cross-sectional design using Structural Equation Modeling-Partial Least Squares (SEM-PLS). Data were collected from 280 teachers at junior and senior high schools (SMP and SMA) in Kabupaten Bekasi, Indonesia. The findings indicate that transformational leadership has a substantial positive relationship with local wisdom-based school culture (β = 0.514, p < 0.001) and a significant positive relationship with teacher organizational commitment (β = 0.284, p < 0.001). LWSBC also has a significant positive relationship with teacher organizational commitment (β = 0.306, p < 0.001). PTL demonstrates a significant indirect relationship with TOC through LWSBC (β = 0.158, 95% CI [0.096, 0.227]), while the direct relationship remains significant, indicating partial mediation. The model explains 26.5% of the variance in LWSBC and 26.4% of the variance in TOC. The study contributes to transformational leadership research by positioning local wisdom-based school culture as an organizational mechanism through which leadership orientation can be internalized in everyday school life.
Co-Authors Al Ghazali, Al Ghazali Andi Ahriani Asriani Natong Ayu, Sartika Basa, Putie Maharani Daga, Agustinus Tanggu Doho, Yohannes Don Bosco Eriawaty, Eriawaty Fatayan, Arum Ghani, Abd Rahman A Ghazali, Al Jaka Santosa Martiman Suazisiwa Sarumaha Miftahus Surur, Miftahus Muhammad Arsyad Prabowo, Wahyudi Pramudya, Priska Anggita Rebecca Evelyn Laiya Riny, Mutya Sabilla, Intan Arinda Sukmawati, Eka