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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Pendidikan MIPA
Firmayanto, Rudi
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Learning Chemistry in English: The Relationship between Language Skills and Learning Outcomes Firmayanto, Rudi; Heliawati, Leny; Rubini, Bibin
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 5 No 2 (2020): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v5i2.6455

Abstract

The study aims to analyze the relationship between English language skills and the students' learning outcomes in chemistry learning that uses English as the medium of instruction (EMI). This qualitative descriptive study was conducted on 40 high school students. Data is collected and analyzed in the form of the test result of the language skills and learning outcomes. The results for students' language skills: 75 % of students are at level A2 (primary user), 15 % are at level B1 (intermediate), 5 % are at level B2 (upper-intermediate), and 5 % are at level C1 (advance/proficient user). The students' chemistry learning results are averagely low, i.e., 70 % of students gained a score under 75 as the minimum criteria of standard learning,  only 30 % of students reached the score above the KKM (Criteria of Minimum Competency). The conclusion of this research is that there is a relationship between language skills and chemistry learning outcomes. Learning chemistry in English has not given good results for students' learning outcomes. Therefore, the demands of learning in English need to be supported by good language skills to understand the learning content.
Differentiated Instruction through Adaptive Learning Platform in Science Education: A Systematic Literature Review Herliana, Fitria; Hafinda, Tengku; Firmayanto, Rudi
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Recent technological advancements have led to various educational innovations, including adaptive Learning, which customizes content and instructional methods to meet the diverse needs and abilities of individual students. Several empirical studies have utilized adaptive learning platforms to support differentiated Learning in science. However, to date, there has yet to be a comprehensive review of the findings in this area. This study aims to explore research trends related to differentiated Instruction through adaptive learning platforms in science education, as documented in Scopus-indexed journal articles published between 2019 and 2024. The research follows PRISMA guidelines, employing the Publish or Perish application for the search system, with data sourced from SCOPUS. The search yielded 368 articles, and screening based on specific inclusion and exclusion criteria resulted in 23 papers that were subsequently analyzed. This study highlights various adaptive technology methods used in science education, emphasizing Learning Management Systems (LMS) and Artificial Intelligence (AI). LMS emerges as the most frequently utilized, followed by AI and assessment platforms. Crucial factors for successful implementation include real-time feedback and accessibility to technology. Although these platforms improve learning outcomes, issues regarding student engagement and satisfaction persist. Educational institutions should assess their technological infrastructure and provide training for educators to leverage new features effectively. Additionally, developers should focus on enhancing personalization options, while further research is necessary to address students' emotional needs better and enhance their motivation.         Keywords: adaptive learning, differentiated instruction, science education, teaching, systematic literature review.DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp914-931
Co-Authors Bibin Rubini Hafinda, Tengku Herliana, Fitria Leny Heliawati