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All Journal Dialectical Literature and Education Journal International Journal of Educational Best Practices
Imaliyah, Lala
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Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Implementing English Learning Development Using Games in Class X SMAN 20 BATAM: Learning Station Imaliyah, Lala; Febria, Desty
Dialectical Literature and Educational Journal Vol. 8 No. 2 (2023): Dialectical Literature and Educational Journal
Publisher : Department of English Education, Universitas Panca Sakti Bekasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51714/dlejpancasakti.v8i2.100.pp.63-67

Abstract

Games are the trademark and unmistakable of the Indonesian country and can possibly be utilized in learning in schools. This study could help those associated with language instruction, particularly instructors and understudies. Educational games could be used by teachers to motivate students to study in a fun and competitive environment. 45 Phase E, or class 10, students participate in this study by playing English games. The instrument utilized in this review utilized Classroom Action Research (CAR) techniques. The information assortment instrument utilized a pretest - posttest which was made in learning station determined to make understudies more keen on its different highlights. This review means to decide the execution of learning station game in further developing tenth grade understudies' English language capability (Phase E-Amazing). This study examines 45 students in the class. On both the pre- and post-tests, the improvement received an average score of 2.28 percent. It was a remarkable accomplishment, especially when you consider the 2.79 percent increase in pronouncing. Reach the determination that the procedure meets the goals in view of the game that was utilized when it was carried out. The game also increased students' motivation because of their participation in the class. It was featured in both the Pre-Test and Post-Test sections.
IMPLEMENTATION OF PROBLEM BASED-LEARNING TO IMPROVE CRITICAL THINKING: A SYSTEMATIC LITERATURE REVIEW Imaliyah, Lala; Andini, Oktilya; Yarohma, Dita; Hadriana
International Journal of Educational Best Practices Vol. 9 No. 1 (2025)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.9.1.86-98

Abstract

Problem-Based Learning (PBL) has emerged as a crucial pedagogical approach for fostering students' critical and creative thinking skills. However, its implementation often faces challenges, such as limited resources, insufficient teacher training, and the complexity of designing meaningful problem scenarios. This study employed a Systematic Literature Review (SLR) guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to examine the application of PBL in enhancing students' critical thinking skills. An initial search yielded 342 articles, which were screened through title and abstract review, followed by full-text assessment based on predefined inclusion and exclusion criteria. After a rigorous selection process, 9 articles that met the criteria were finally analyzed in detail. The review revealed that the majority of research on PBL and critical thinking was conducted in Indonesian high school contexts. Findings consistently indicated that PBL significantly improves students' critical thinking, creative thinking, and engagement in learning activities. Studies demonstrated that when PBL is effectively integrated, students exhibit stronger analytical abilities, enhanced problem-solving skills, and increased active participation. These findings underscore the importance of integrating PBL as a core teaching methodology, especially in preparing students to meet the complex demands of a globalized and interconnected world. Despite implementation challenges, PBL offers significant potential to reshape traditional education and foster future-ready learners equipped with essential higher-order thinking skills encourage motivation and achieve optimal learning outcomes.
Co-Authors Andini, Oktilya Febria, Desty Hadriana Yarohma, Dita