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Students' Perceptions of English Language Learning Game-Based: A Case Study of Google Quizzes Annasthasya Yudha Putri; Wawan Setyawan; Anggga Prasongko
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1197

In today's digital age, English language learning is growing, with various methods and approaches used to improve teaching effectiveness. One method that is gaining popularity is game-based learning, which utilizes game elements to create a more engaging and interactive learning atmosphere. Therefore, The purpose of the problem formulation regarding the experience of using Google Quizizz in English language learning is to explore its impact on grade 6 students' comprehension of the material, motivation, and enthusiasm for learning. It is important to understand students' perceptions of this technology-based learning method. Google Quizizz is implemented as an interactive learning tool where teachers create quizzes according to teaching materials. Students take the quiz in a competitive and fun atmosphere, stimulating their spirit to try better. After the quiz, the teacher analyzes the results to provide feedback and to see areas of understanding that need improvement. Student responses to using Google Quizizz are generally positive; many feel more motivated to learn English. The game element in the quiz makes the learning experience more interesting and less boring. In this way, students actively participate in the learning process, creating a dynamic classroom atmosphere. Overall, the implementation of Google Quizizz positively impacted students' motivation and passion for learning. With good preparation and implementation, this application can be an effective tool for educators to create an interactive learning environment. This research is expected to provide recommendations for educators to continue integrating technology in education to improve the quality of learning in Indonesia. One widely used platform in this context is Google Quizizz, which allows teachers to create interactive quizzes that students can access online. This study used a descriptive qualitative approach with 29 students as participants. The instruments used were observation, interview, and literature study. The results showed that using Google Quizizz game-based learning can increase learning motivation and understanding of English materials.

Strengthening Generation Z's Export-Import Competency through a Project-Based Collaborative Learning Model: An Islamic Law Perspective in the Era of Digital Transformation Setyawan, Wawan Herry; Maulidia Zahrotus Sa'adah
VRISPRAAK : International Journal of Law Vol. 9 No. 2 (2025): September 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/xzrfbm83

The rapid pace of digital transformation has exacerbated the skills gap in the international trade sector, posing a significant challenge for Generation Z (Gen Z) entering the workforce. Traditional educational models often fail to equip them with the necessary technical, interpersonal, and strategic competencies. This research proposes the Project-Based Collaborative Learning (PBCL) model as an innovative pedagogical solution. However, from an Islamic law perspective, trade (tijarah) demands more than economic proficiency; it requires adherence to Sharia principles such as legality (halal), goodness (thayyib), and the avoidance of prohibited elements like usury (riba), uncertainty (gharar), and gambling (maysir). This study explores how the PBCL model not only enhances pedagogical effectiveness but also aligns with the higher objectives of Islamic law (Maqasid al-Shari'ah)—namely, the preservation of wealth (hifdz al-mal), the development of intellect (hifdz al-'aql), and the attainment of public benefit (maslahah 'ammah). By integrating Islamic business ethics (adab al-tijarah) into the curriculum, the PBCL model aims to cultivate a generation of Muslim professionals who are not only digitally savvy but also possess spiritual integrity and a sense of social responsibility in the global marketplace. Employing a qualitative descriptive approach, the study finds that the PBCL model significantly enhances Gen Z's competencies while simultaneously internalizing Islamic ethical values, making it a relevant and urgent framework for adoption in the digital era.

The Analysis of Code Mixing Used By @Dosen_Fashyun Account on Tiktok Palingga, Helnia Tri; Putri, Kristanti Yuntoro; S, Wawan Herry
Indonesian Research Journal on Education Vol. 5 No. 1 (2025): Irje 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v5i1.1919

This study discusses about type and factor of code mixing. The purpose of of this thesis to analyze the type of code-mixing that used by @dosen_fashyun account on TikTok. It classifies the code-mixing’s utterances into three types: insertion, alternation, and congruent lexicalization. It also analyzes the factors that motivated @dosen_fashyun account to do code mixing in his explanation in his content video TikTok into two languages, Indonesia and English. This study used qualitative method to analyze the types and factors of code-mixing. The procedures of this research are the data (the transcript of @dosen_fashyun account which arranges by two languages are classified into three types of code-mixing based on Musyken’s theory. Then, the data analyze about the factors which motivated @dosen_fashyun account to do code mixing in his content video on TikTok based on Eunhee Kim’s theory. The result of this research, firstly the types of code-mixing, there were thirty-three sentences include in insertion, and twenty-three sentences include in alternation, and five sentences include in congruent lexicalization. So, congruent lexicalization is dominant in @dosen_fashyun account’s content videos. Secondly, the factors of code-mixing, the researcher did not find the first factor that is participant role and relationship, there were two sentences which include situational factors, two sentences include in message intrinsic factors, and only one sentence is identified as security. So, message intrinsic factor is the dominant factor motivated @dosen_fashyun account to mix his explanation in his content videos.

Students' Perceptions of English Language Learning Game-Based: A Case Study of Google Quizzes Putri, Annasthasya Yudha; Setyawan, Wawan; Prasongko, Anggga
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1197

In today's digital age, English language learning is growing, with various methods and approaches used to improve teaching effectiveness. One method that is gaining popularity is game-based learning, which utilizes game elements to create a more engaging and interactive learning atmosphere. Therefore, The purpose of the problem formulation regarding the experience of using Google Quizizz in English language learning is to explore its impact on grade 6 students' comprehension of the material, motivation, and enthusiasm for learning. It is important to understand students' perceptions of this technology-based learning method. Google Quizizz is implemented as an interactive learning tool where teachers create quizzes according to teaching materials. Students take the quiz in a competitive and fun atmosphere, stimulating their spirit to try better. After the quiz, the teacher analyzes the results to provide feedback and to see areas of understanding that need improvement. Student responses to using Google Quizizz are generally positive; many feel more motivated to learn English. The game element in the quiz makes the learning experience more interesting and less boring. In this way, students actively participate in the learning process, creating a dynamic classroom atmosphere. Overall, the implementation of Google Quizizz positively impacted students' motivation and passion for learning. With good preparation and implementation, this application can be an effective tool for educators to create an interactive learning environment. This research is expected to provide recommendations for educators to continue integrating technology in education to improve the quality of learning in Indonesia. One widely used platform in this context is Google Quizizz, which allows teachers to create interactive quizzes that students can access online. This study used a descriptive qualitative approach with 29 students as participants. The instruments used were observation, interview, and literature study. The results showed that using Google Quizizz game-based learning can increase learning motivation and understanding of English materials.

Penggunaan Ide Zero Waste dalam Pengolahan Limbah Organik dan Anorganik untuk Meningkatkan Kualitas Lingkungan Hidup Sa’diyah, Maidatus; Setyawan, Wawan Herry; Kumala, Akhsinatul; Arini, Aida; Salim, Muhammad Nur; Ridlwan, Burhanuddin
Prima Abdika: Jurnal Pengabdian Masyarakat Vol. 4 No. 4 (2024): Volume 4 Nomor 4 Tahun 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Universitas Flores Ende

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/abdika.v4i4.4735

The use of zero waste ideas for processing organic and inorganic waste mainly aims to improve environmental quality. The zero-waste concept focuses on minimizing and processing organic and inorganic waste. The following are several aspects to pay attention to in implementing zero waste: 1. Waste Reduction: Reducing waste production by reducing single-use products and replacing them with reusable products. 2. Zero waste-Based Waste Management: Households must be managed by sorting, composting, and collecting goods worth selling. Trash cans must be provided to separate organic and inorganic waste.3. Use of Waste Banks: Waste banks can utilize the economic value of non-organic waste. Waste can be stored and then resold or recycled. 4. Independent Waste Management: Independent waste management can be done by composting organic waste in your household. Inorganic waste must be managed with the help of third parties such as recycling businesses. 5. Community-Based Waste Management: Schools as a community can build awareness in their community about the waste produced every day and how we play our role in reducing the dangers of waste on earth. By implementing the zero waste idea, LKSA ar-Ridlo Peterongan Jombang can improve environmental quality and reduce negative impacts on the planet. This process requires awareness and lifestyle changes that are more concerned about the environment. This program or activity aims to develop a zero-waste concept focusing on sustainably managing organic and inorganic waste. We strive to turn waste into valuable and sellable products using eco-friendly methods.

IMPROVING LESSON PLANS AND TEAMWORK THROUGH PEER COLLABORATION AT WAHIDIYAH UNIVERSITY Kusnawawati, Edi Titik; Wachid, Nur; Kamam, Badrul; Setyawan, Wawan Herry
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 8 No 1 (2026): PROFICIENCY
Publisher : Faculty of Teacher Training and Education, English Department, UNISKA, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v8i1.8556

This classroom action research aimed to enhance the pedagogical competence of pre-service English teachers by implementing a Peer-Collaborative Lesson Design (PCLD) strategy in the Learning and Teaching course. The study sought to: (1) analyze the improvement in the quality of Lesson Plans (RPP) developed by students, and (2) investigate the development of students' collaborative skills. Conducted over two cycles at FKIP Universitas Wahidiyah with 30 participants, the study employed a convergent parallel mixed-methods design. Quantitative data were derived from pre-test and post-test RPP scores assessed via a validated analytic rubric, while qualitative data were collected through participatory observation, student reflection journals, and focus group discussions. Findings revealed a statistically significant increase in RPP quality, accompanied by notable improvements in learning activity design and assessment alignment. Qualitative analysis revealed a significant shift in collaborative dynamics, from initial task division to sophisticated co-creation and constructive peer feedback. The study concludes that the structured PCLD strategy effectively bridges the theory-practice gap in lesson planning pedagogy and fosters essential collaborative competencies, offering a replicable model for similar educational contexts.

OPTIMIZING LEARNING OUTCOMES THROUGH PROCESS-BASED DIFFERENTIATED LEARNING AT SMA POMOSDA TANJUNGANOM: AN INNOVATIVE APPROACH Nur’aini Uswatun Hasanah; Suwito Suwito; Ika Meviana; Wawan Herry Setyawan
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 6 No. 1 (2025): Volume 6 Nomor 1 Tahun 2025
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v6i1.5144

This study aims to analyze the effect of process-based differentiation learning on student learning outcomes at SMA POMOSDA Tanjunganom. With a quantitative approach using a quasi-experimental research design, this study involved two groups: an experimental group that applied differentiated learning and a control group that used conventional methods. The study results showed that applying process-based differentiated learning can significantly improve student learning outcomes. These findings are expected to contribute to developing more effective learning methods and encourage educators to use a more responsive approach to students' needs. Process-based differentiation learning has a significant favorable influence on student learning outcomes. The research results can also provide educators insight into designing more exciting and adaptive learning strategies.

THE EFFECT OF USING ROLE-PLAY METHOD IN IMPROVING SPEAKING SKILLS OF BASIC LEVEL STUDENTS AT CENTRAL COURSE Sarifudin Sarifudin; Wawan Herry Setyawan
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 6 No. 1 (2025): Volume 6 Nomor 1 Tahun 2025
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v6i1.5190

This article examines the impact of employing the Role-Play method in improving the speaking skills of basic-level English learners in the Central English Course. Speaking a foreign language often presents challenges, particularly for beginner students who lack confidence and opportunities for practical application. Role-play, an interactive teaching strategy, fosters real-world communication by creating scenario-based learning environments, enabling students to engage in language use actively. A quantitative approach was adopted to assess the effectiveness of the Role-Play method. The research involved two groups: an experimental group participated in role-play activities and a control group followed traditional teaching methods. In this study, quantitative data were collected through pre-test and post-test assessments to measure the effectiveness of the Role-Play method in improving students' learning progress in fluency, accuracy, and confidence. This approach enabled precise statistical calculations and pattern identification, providing valuable insights into the impact of the intervention. The findings indicate that the Role-Play method significantly enhances language acquisition, with the experimental group demonstrating greater improvements in EFL students’ speaking skills than the control group. This study underscores the value of integrating interactive and practical approaches into EFL classrooms. Role-play is a useful tool to connect classroom learning with authentic communication experiences, allowing students to apply theoretical knowledge in meaningful, real-world contexts. This research provides valuable insights into innovative pedagogical methods for foreign language learning.

THE IMPACT OF PROJECT-BASED LEARNING ON IMPROVING CRITICAL THINKING SKILLS AND TECHNOLOGICAL LITERACY IN LISTENING CLASS Wawan Setyawan; Lina Saptaria
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 6 No. 4 (2025): Volume 6 Number 4 (October 2025)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v6i4.6042

Vocational high school students need e-modules as innovative media in project-based learning (PBL) to develop critical thinking skills and technological literacy skills. This study aims to analyze the impact of e-modules applied in project-based learning on technological literacy skills and critical thinking skills of vocational high school students in KNX-based Smart Building System Learning, which has not been widely studied. The type of research is an experiment with a quantitative approach. The population of this study was all grade XII students at SMK Negeri 1 Kediri, with 60 respondents. The instruments used were tests and observation sheets to measure critical thinking skills and technological literacy skills. The data collection technique used observation assessments by two expert observers and through tests (pretest and posttest). The data analysis technique used the N-Gain score test and the independent sample t-test using SPSS. The results of the two observers' assessment of the quality of learning were excellent. The results of the independent sample t-test showed that there was a significant difference between student learning outcomes in the pretest and posttest data. The results of the N-Gain score test showed that learning practices were quite effective in improving students' critical thinking skills and literacy skills. This study is helpful in developing the insights of vocational high school teachers in KNX-based Smart Building System learning innovations.

The Use of Social Media as An English Learning Resource for The Students of Islamic University of Kadiri Kediri Adry Nurdina Fajriah; Irwan Sulistyanto; Wawan Herry Setyawan
Edulitics (Education, Literature, and Linguistics) Journal Vol. 9 No. 1 (2024): June, 2024
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v9i1.6423

The aim of this research was to describe the kinds of social media that are mostly used and how students use social media as English learning resources. This research used a quantitative descriptive method with the data collection technique of a survey and simple random sampling technique. The subjects of research were all semesters in class A, Faculty of English Education, students of the Islamic University of Kadiri Kediri. The result of statistical calculations showed that YouTube was the social media platform that students used the most frequently as a resource for learning English, with 91.9% of students admitting to utilizing the platform to get better at listening. Next, according to 81.8% of students, they utilized YouTube to hone their speaking abilities. Additionally, 79.8% of students claimed to have used YouTube to advance their reading comprehension, and 77.8% claimed to have used it to advance their English writing abilities. The majority of students (37.97%) in the English Education faculty chose watching English videos as a resource for learning the language. Then, 32.49% of students said that an effective way to study English was to follow an English learning account. Furthermore, 29.54% of students claimed that speaking with native speakers in person was a useful way to learn English. Based on this research, it can be stated that the research that has been carried out has obtained positive results in accordance with existing theory and has benefits for the faculty, students, readers, and future researchers to increase insight in choosing the use of social media that can be used as an English learning resource. Thus, it can be concluded that social media YouTube can be a useful and effective tool for students to learn English.

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