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All Journal ELTALL: English Language Teaching, Applied Linguistic and Literature International Journal of Ethno-Sciences and Education Research
Nurhasanah, Fitriani
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Transportation Other

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THE EFFECTIVENESS OF SOCRATIVE APPLICATION FOR FORMATIVE ASSESSMENT IN TEACHING VOCABULARY AT SMA MUHAMMADIYAH 1 PONOROGO Nurhasanah, Fitriani; Khasanah, Nurul
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 2 (2020)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v1i2.2448

Abstract

The objective of this research was to find out whether there is any significant difference vocabulary mastery between students who used socrative application for formative assessment and who are not used socrative application for formative assessment. This research applied quantitative research approach and used quasi-experimental design. In this research, the researcher used two classes (experimental class and control class) as a sample. The population of eleventh science grade in SMA Muhammadiyah 1 Ponorogo was 115 students. The number of sample in this research was 30 students of experimental class (XI IPA4) and 31 students of control class (XI IPA3). The researcher used simple random sampling to choose the sample in this research. The data were obtained by using a pre-test and post-test. The pre-test was given to both classes before the treatment and the post-test was given after the treatment. After getting the score of pre-test and post-test, the data were analyzed and processed by using T-test formula using SPSS 23 versions for Windows. The result of this research showed that the average of post-test of experimental class is 87.70 and the average score of post-test of control class is 77.74. The value of t-test = 3,226 with df = 59 on level significance 5%. According to the table value “t” = 1,671. Then tcount  higher than ttable (3,226 > 1,671). Therefore, H1 is accepted and H0 is rejected. So, it can be concluded that there is significant difference on students’ vocabulary mastery that used socrative application for formative assessment and that are not. In the other words, Socrative Application is effective for formative assessment on students’ vocabulary mastery of eleventh science grade of SMA Muhammadiyah 1 Ponorogo.
THE EFFECTIVENESS OF SOCRATIVE APPLICATION FOR FORMATIVE ASSESSMENT IN TEACHING VOCABULARY AT SMA MUHAMMADIYAH 1 PONOROGO Nurhasanah, Fitriani; Khasanah, Nurul
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 2 (2020)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (291.171 KB) | DOI: 10.21154/eltall.v1i2.2448

Abstract

The objective of this research was to find out whether there is any significant difference vocabulary mastery between students who used socrative application for formative assessment and who are not used socrative application for formative assessment. This research applied quantitative research approach and used quasi-experimental design. In this research, the researcher used two classes (experimental class and control class) as a sample. The population of eleventh science grade in SMA Muhammadiyah 1 Ponorogo was 115 students. The number of sample in this research was 30 students of experimental class (XI IPA4) and 31 students of control class (XI IPA3). The researcher used simple random sampling to choose the sample in this research. The data were obtained by using a pre-test and post-test. The pre-test was given to both classes before the treatment and the post-test was given after the treatment. After getting the score of pre-test and post-test, the data were analyzed and processed by using T-test formula using SPSS 23 versions for Windows. The result of this research showed that the average of post-test of experimental class is 87.70 and the average score of post-test of control class is 77.74. The value of t-test = 3,226 with df = 59 on level significance 5%. According to the table value “t” = 1,671. Then tcount  higher than ttable (3,226 > 1,671). Therefore, H1 is accepted and H0 is rejected. So, it can be concluded that there is significant difference on students’ vocabulary mastery that used socrative application for formative assessment and that are not. In the other words, Socrative Application is effective for formative assessment on students’ vocabulary mastery of eleventh science grade of SMA Muhammadiyah 1 Ponorogo.
The Effectiveness of Traditional Congklak Game To Improve Counting Skills Elementary School Children Lutfiah, Duri; Lestari, Salwa Gita; Ananda, Deva Teja; Annisa, Nida Muthi; Nurhasanah, Fitriani; Supriatna, Anggun Zachra Julaiha
International Journal of Ethno-Sciences and Education Research Vol. 5 No. 4 (2025): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v5i4.1094

Abstract

The low counting skills of first-grade students at SDN Tarumsari are often associated with monotonous learning methods and the lack of use of concrete media that suits their cognitive development stage. This study aims to examine the effect of traditional congklak games on the counting skills of first-grade elementary school students. The study employed a quasi-experimental method with a one-group pretest-posttest design. Eight students (four males and four females) were selected through purposive sampling based on their numeracy abilities. The instrument used was a simple math test. The results showed a significant difference between the mean scores of the pretest (95.13) and posttest (92.63) based on the paired sample t-test with a significance value of 0.028 (p < 0.05). Although the posttest score was slightly lower statistically, it still indicates that the use of congklak was able to provide cognitive stimulation involving concrete activities and direct interaction, which had an impact on students' counting skills.
Co-Authors Ananda, Deva Teja ANNISA, NIDA MUTHI Lestari, Salwa Gita Lutfiah, Duri Nurul Khasanah, Nurul Supriatna, Anggun Zachra Julaiha