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All Journal Journal of Education and Learning (EduLearn) Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan IJEE (Indonesian Journal of English Education) Englisia Journal Journal of Language and Literature LLT Journal: A Journal on Language and Language Teaching Register Journal Dinamisia: Jurnal Pengabdian Kepada Masyarakat WIDYA LAKSANA Voices of English Language Education Society Kontribusi: Jurnal Penelitian dan Pengabdian Kepada Masyarakat Journal of Mathematics Instruction, Social Research and Opinion JEELS (Journal of English Education and Linguistics Studies) Jurnal Ilmiah Ilmu Terapan Universitas Jambi Jurnal Pendidikan Progresif Jurnal Pengabdian Kepada Masyarakat (JP-MAS)
Menggo, Sebastianus
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Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Assessing the Pedagogical Impact toward Interactive Game-Based Instruction on Improving Elementary Students’ Integer Learning Concepts Ndiung, Sabina; Kabut, Lazarus; Sennen, Eliterius; Menggo, Sebastianus
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i4.829

Abstract

This study aims to describe the effectiveness of implementing a game method in learning integers. This study employs a quasi-experimental design with a posttest-only control group. The sampling technique was random, and the class equivalence test employed a one-way ANOVA. Sampling used a cluster random sampling technique. The data collection technique employed a test method consisting of essay questions in the high-level thinking category. These questions were found to be valid, with a reliability coefficient of 0.75, which falls in the high category. The data analysis employed an independent t-test at a significance level of 0.05, preceded by a prerequisite test of data normality and homogeneity of variance. The results of the study showed that the application of the interactive game method can improve learning outcomes in integer arithmetic operations, which is also indicated by: (1) students are enthusiastic and involved in following the lesson. (2) active student participation increases, (3) learning is more meaningful, and (4) building very positive team collaboration.
Empirical Evidence of Blended Learning in Indonesian EFL Class Menggo, Sebastianus; Darong, Hieronimus Canggung
JEELS (Journal of English Education and Linguistics Studies) Vol. 9 No. 1 (2022): JEELS May 2022
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v9i1.3957

Abstract

Blended learning necessitates a digitization technology on the part of both instructors and students, the use of up-to-date instructional strategies, adaptable learning procedures, the efficiency of the processes, space, and financial resources, as well as learner motivation and independence; all of these factors lead to a rise in learner academic achievement. Unfortunately, the results ofthe most recent empirical studies do not support the idea that blended learning help learners enhance their English proficiency and their level of learning independence. There is proof that blended learning impacts the English proficiency, learning independence, enthusiasm, and ICT skills of students. This article analyzed and quantified the effectiveness of blended learning in English as a Foreign Language (EFL). This study is a quantitative explanatory research type with a pre-test and post-test design. One hundred eighty students from the Agronomy Study Program at Universitas Katolik Indonesia Santu Paulus Ruteng participated in the study. A method of random sampling was utilized, and from that population, 73 participants were selected as samples. Data was taken by test and non test, then analyzed by a software program called SPSS 22.0. Teen blended learning sessions, including five face-to-face and five virtual sessions, are conducted using the Zoom platform. The findings indicate that students' English language skills improve with blended learning (the mean score on the posttest was 82.57), as do their levels of learning independence (82.44%), learning enthusiasm (76%), and ICT skills (70.43%).
AI: FRIEND OR FOE? DIGITAL LITERACY TRANSFORMATION FOR ENGLISH LEARNING AUTONOMY IN INDONESIA Menggo, Sebastianus
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 10 No. 1 (2026): Volume 10, Nomor 1, February 2026
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v10i1.36730

Abstract

The growing popularity of AI, facilitated by digital technology, provides enormous possibilities for transforming English teaching techniques for teachers inside and outside the classroom. AI promotes the integration of traditional teaching methods with digital technology-based instruction, leading to greater enthusiasm among students in learning English. Online learning remains the essence of learning as a platform for sharing information and transmitting humanistic values; more importantly, it is defined as a place to transform knowledge completely. This study aimed to examine the proficiency and obstacles to acquiring ICT literacy skills and English learning autonomy for secondary school pupils in Indonesia. A survey was undertaken with 574 secondary school students in Ruteng City, Indonesia. The data was gathered through the use of questionnaires and interviews and subsequently examined using both quantitative and qualitative methods of analysis. The study findings indicate that respondents possess a moderate degree of ICT proficiency. Twenty statements were utilized to assess the ability of ICT literacy, whereas ten questions were employed to gauge English learning autonomy. The respondents’ knowledge of ICT satisfaction was hindered by six factors: lack of enthusiasm and ownership in digital media knowledge, absence of affordability for internet data assistance, lack of funds to utilize specific English-language apps, untrustworthy internet connection, and inadequate ICT infrastructure at schools. Several barriers hinder respondents from achieving ICT literacy. Schools should overcome these hurdles and transform challenges into opportunities to enhance students’ English learning and academic achievement.
Co-Authors Adnyani, Ni Luh Putu Sri Amul, Armina Eliterius Sennen, Eliterius Fatmawati Fatmawati Guna, Stanislaus Gunas, Tobias Helmon, Arnoldus Hendrikus Midun Hieronimus Canggung Darong I Made Suastra Jama, Karolus Budiman Jem, Yosefina Helenora Kabut, Lazarus Kadek Sintya Dewi Mariana Jediut Ndiung, Sabina Ni Made Rai Wisudariani Ni Wayan Krismayani Par, Leonardus Rizki Adiputra Taopan Robertus Ansi Sennen, Eliterius Su, Yosefina Rosdiana Sutam, Inosensius Wiraningsih, Putu Xuan, Zhao Yakobus Sandiawan Asman