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All Journal Jurnal Sain Veteriner JURNAL PENDIDIKAN TAMBUSAI AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Jurnal Pendidikan dan Ilmu Sosial Jurnal Ilmiah MEA (Manajemen, Ekonomi, dan Akuntansi) Indonesian Research Journal on Education Jurmas Azam Insan Cendikia South East Asian Management Concern Journal
Nurfaisal, Nurfaisal
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Religion Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Veterinary Other

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Journal : Jurnal Pendidikan dan Ilmu Sosial

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The Impact Of Suggestopedia Method On Students' Writing Achievement: A Gender-Based Analysis Sunengko, Sunengko; Nurfaisal, Nurfaisal
JUPEIS : Jurnal Pendidikan dan Ilmu Sosial Vol. 3 No. 3 (2024): JUPEIS: Jurnal Pendidikan dan Ilmu Sosial
Publisher : Jompa Research and Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57218/jupeis.Vol3.Iss3.1142

Abstract

Enhancing students' writing skills is a crucial aspect of quality learning. The primary objective of this quasi-experimental study is to examine the impact of the suggestopedia method in contrast to traditional instructional approaches, while also assessing the influence of gender on students' writing achievement and the potential interaction between instructional approach and gender. The study took place at SMAN 1 Nganjuk, with the participation of 36 students in the experimental group and 35 students in the control group. Among the participants, there were 58 female students and 18 male students. Data analysis using SPSS revealed a significant difference in average scores, with the experimental class averaging 83.34 and the control class averaging 79.41, resulting in a mean difference of 3.93. The significance level of .05 indicated that the suggestopedia method was more effective than the conventional approach. Moreover, when considering the entire cohort of 53 female and 18 male students, a significant difference of 6.13 or approximately 7.98% was observed, favoring female students' writing performance. However, the analysis of variance demonstrated a significance value of 0.551, which exceeds the 0.05 threshold, leading to the conclusion, that the findings indicate a lack of interaction between the learning models and gender in relation to the writing outcomes of the students.
Deconstructing Power, Crafting Critical Writers: A Classroom-Based Study on Teaching Animal Farm through Deconstruction Sunengko, Sunengko; Nurfaisal, Nurfaisal; Firmansyah, Firmansyah; Fitriani, Dina; Edward, Edward
JUPEIS : Jurnal Pendidikan dan Ilmu Sosial Vol. 4 No. 3 (2025): JUPEIS: Jurnal Pendidikan dan Ilmu Sosial
Publisher : Jompa Research and Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57218/jupeis.Vol4.Iss3.1605

Abstract

This study employed a qualitative textual analysis using Jacques Derrida’s deconstruction approach to examine George Orwell’s Animal Farm. The research aims to uncover how language constructs and destabilizes power relations in totalitarian contexts by analyzing key binary oppositions, such as leader versus people, freedom versus oppression, and justice versus corruption. The analysis reveals that Orwell’s narrative exposes ideological contradictions through slogans like “All animals are equal, but some animals are more equal than others,” illustrating how language manipulation legitimizes political control. The study also highlights how deconstructive reading encourages students to critically interpret textual ambiguities and power structures through reflective writing and classroom discourse. The findings show that integrating deconstruction into literature learning fosters students’ critical thinking and analytical writing skills. This research contributes to literary education by offering a pedagogical framework that promotes deeper engagement with literary texts, enabling students to relate literature to contemporary socio-political realities. It emphasizes the relevance of deconstructive pedagogy in cultivating critical and reflective readers within the framework of 21st-century education.
Co-Authors Adolf Bastian Ali Asfar Ambo Ako Ardiyah, Ardiyah Edward, Edward Famella, Shelvie Firmansyah Firmansyah Fitriani, Dina Hanif Hanif Hasibuan, Amrul Pahmi Herlinawati Herlinawati Junaidi Junaidi Marwa, Marwa Mutia, Jul Prima Muzeliati, Muzeliati Oemar, Fahmi Rahman, Andi Arif Sukri, Siti Annisa Sunengko, Sunengko Utamy, Renny Fatmyah Volta, Ales Sandro