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All Journal Education and Counseling Journal Innovative: Journal Of Social Science Research TOFEDU: The Future of Education Journal Lingua : Journal of Linguistics and Language
Marselina, Suci
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Other

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PENGARUH MOTIVASI BELAJAR DAN LINGKUNGAN SEKOLAH TERHADAP HASIL BELAJAR SISWA MAN 1 KERINCI Marselina, Suci
Consilium: Education and Counseling Journal Vol 4 No 2 (2024): Edisi Agustus
Publisher : Biro 3 Kemahasiswaan dan Kerjasama Universitas Abduracman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/consilium.v4i2.4576

Abstract

Penelitian ini bertujuan untuk menguji pengaruh motivasi belajar dan lingkungan sekolah terhadap hasil belajar siswa MAN 1 Kerinci. Sampel dalam penelitian ini adalah siswa siswa MAN 1 Kerinci yang berjumlah 32 responden. Teknik pengumpulan data dalam penelitian ini adalah data primer yang dikumpulkan melalui penyebaran kuesioner kepada responden. Metode penelitian ini menggunakan metode kuantitatif, sedangkan teknik analisa yang digunakan adalah analisis regresi linear berganda, uji t, uji f, dan uji koefesien determinasi. Secara parsial terdapat pengaruh antara Motivasi Belajar (X1) terhadap Hasil Belajar (Y) pada MAN 1 Kerinci dibuktikan dengan nilai t hitung > t tabel. Nilai t hitung = 2,964 (t tabel > 2,04523) terdapat pengaruh Motivasi Belajar terhadap Hasil Belajar secara parsial adalah sebesar 68,40%. dengan signifikan = 0,000 (signifikan < 0,05). Terdapat pengaruh yang positif dan signifikan antara lingkungan sekolah (X2) secara parsial terhadap hasil belajar (Y) pada MAN 1 Kerinci dibuktikan dengan nilai t hitung = 2,388 dan t tabel = 2,04523 terdapat pengaruh Lingkungan Sekolah terhadap Hasil Belajar secara parsial adalah sebesar 25,89%. dengan signifikan = 0,024 (signifikan < 0,05). Terdapat pengaruh secara simultan pengaruh antara motivasi belajar (X1) dan lingkungan sekolah (X2 terhadap hasil belajar (Y) sebesar 94,28% Sedangkan sisanya 5,72% dijelaskan oleh faktor penyebab lain yang tidak diteliti dalam penelitian ini.
Pengaruh Kompetensi, Lingkungan Kerja Non-Fisik dan Motivasi Kerja Terhadap Prestasi Kerja Guru SMA Negeri 6 Kerinci Marselina, Suci
Innovative: Journal Of Social Science Research Vol. 3 No. 6 (2023): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh Kompetensi, Lingkungan Kerja Non Fisik dan Motivasi Kerja Terhadap Prestasi Kerja Guru SMA Negeri 6 Kerinci. Alat analisis yang digunakan dalam penelitian ini adalah regresi linear berganda. Hasil penelitian ini menyatakan bahwa Kompetensi tidak berpengaruh signifikan terhadap Prestasi Kerja ini dibuktikan dengan t hitung > t tabel (-0, 841 > -2,05183). Dan lingkungan Kerja Non Fisik berpengaruh signifikan terhadap Prestasi Kerja, ini dibuktikan dengan t hitung < t tabel (1.376 < 2,05183). Sedang Motivasi berpengaruh signifikan terhadap Prestasi Kerja, ini dibuktikan dengan t hitung > t tabel ( 2,751 > 2,05183). Secara simultan terdapat pengaruh antara Kompetensi, Lingkungan Kerja Non Fisik Dan Motivasi Kerja Terhadap Prestasi Kerja Guru SMA Negeri 6 Kerinci ini dibuktikan F hitung > F tabel (2,957 > 2,728) dan besarnya pengaruh sebesar 24,7%, sedangkan sisaya 75,3% dipengaruhi variabel lain yang tidak diteliti
Hopes and Challenges: The Analysis of The Role of Technology in Implementing Social Justice in Education for Indonesia's Golden Generation in 2045 Marselina, Suci; Prananda, Gingga; Judijanto, Loso; Fatulloh, M.Amin; Rimbano, Dheo; Fauzi, Muhammad Sukron
The Future of Education Journal Vol 3 No 4 (2024): November
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v3i4.167

Abstract

This study aims to comprehensively analyze the role of technology in achieving social justice in education. It will evaluate educational technology initiatives and their impact on improving education quality and equity of access. This type of research is a Systematic Literature Review, which is a systematic study that follows specific procedures to identify, evaluate, and synthesize all relevant research on a given topic. This method yields more comprehensive and reliable results. The findings regarding hopes and challenges in analyzing the role of technology in achieving social justice in education for Indonesia's Golden Generation in 2045 indicate that technology has significant potential to enhance accessibility, engagement, and personalized learning. However, challenges such as the digital divide, infrastructure quality, and limited teacher skills hinder the optimization of technology benefits. Additionally, social and cultural barriers, including resistance to change, are critical factors that need to be addressed to improve the acceptance of technology in education. Therefore, collaborative efforts involving the government, educators, and the community are needed to create an environment that effectively supports the use of technology, enabling all students to benefit and achieve social justice in education.
The Language Development in 3-Year-Old Children Padli, Al; Marselina, Suci
The Future of Education Journal Vol 4 No 1 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i1.390

Abstract

This study examines the language development of children aged 3-4 years. The purpose of this research is to understand how language development occurs in this age group. This study employs a qualitative descriptive approach, with the primary informants being the child’s immediate family members, including parents and siblings. Data were collected through observation, interviews, and documentation. The collected data were then analyzed using qualitative descriptive analysis techniques, including data reduction, data presentation, and drawing conclusions or verification. The results of the study indicate that language development in 3-year-old children encompasses five main aspects. First, the phonetic aspect, which refers to the sounds of language. Second, the morphological aspect, which involves changes in word forms and their relation to meaning and word groups. Third, the syntactic aspect, which concerns the arrangement of words including Subject, Predicate, Object, and Complement to form meaning. Fourth, the semantic aspect, focusing on the understanding of meaning in each word. Fifth, the pragmatic aspect, which involves the polite use of language in accordance with the context of the situation. Overall, almost all indicators of language development in 3-4-year-old children were achieved very well. Only in the pragmatic aspect did the child’s development reach an adequate or moderately developing stage. However, in general, the language ability of 3-4-year-old children can be categorized as excellent or meeting the expected developmental indicators.
The Evolution of the Teacher's Role in the Technology Era: A Literature Study on the Adaptation of Teaching in the Development of the Digital Age Marselina, Suci; Prananda, Gingga; Judijanto, Loso; Fauzi, Muhammad Sukron; Hendra, Muhammad
The Future of Education Journal Vol 4 No 3 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i3.478

Abstract

This study aims to explore the evolution of the teacher's role in the technological era, specifically in the context of teaching adaptation in the digital age. Through a literature review approach, this study analyzes various relevant literatures on how technology has changed the way teachers interact with students and design learning. The main findings indicate that the teacher's role has transformed from a traditional instructor to a more dynamic and interactive learning facilitator, thanks to the use of technology. However, challenges such as limited digital skills among teachers and infrastructure gaps remain significant barriers to the implementation of technology in the classroom. Additionally, this study found that the use of models such as SAMR can guide teachers in integrating technology more innovatively. The study concludes that to maximize the benefits of technology in education, teachers need to continuously develop their digital skills through ongoing training and enhance educational infrastructure equitably.
Language Ideologies and Policy Development: Navigating Identity, Education, and Globalization Dennison J, Evans; Rusnalasari, Zulidyana Dwi; Marselina, Suci; Raflis
Lingua : Journal of Linguistics and Language Vol. 3 No. 1 (2025): March 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/lingua.v3i1.1038

Abstract

Language ideologies play a decisive role in shaping language policy, influencing national identity, education, minority language preservation, globalization, and systemic inequalities. This narrative review examines how ideological frameworks inform policy development across diverse contexts. Using Scopus, Web of Science, and Google Scholar, relevant studies were identified through strategic keyword searches and evaluated based on inclusion and exclusion criteria. The analysis shows that national language policies often embody ideological commitments to unity and global competitiveness, privileging dominant or colonial languages at the expense of minority tongues. In education, policies prioritizing global languages like English can hinder equitable learning outcomes, while mother-tongue based multilingual education demonstrates significant benefits for comprehension, retention, and cultural identity. Revitalization programs in regions such as New Zealand and Latin America highlight how positive ideologies and community ownership foster minority language survival. Globalization and neoliberal ideologies further commodify language, framing it as human capital and reinforcing hierarchies that marginalize local languages. Critical studies reveal how hegemonic languages perpetuate inequality, particularly in academic and professional domains. Systemic governance factors mediate these outcomes, with decentralized and participatory models enabling more inclusive policies. Despite these insights, existing literature shows regional, methodological, and theoretical limitations, underscoring the need for broader comparative and interdisciplinary research. Overall, balancing global participation with local linguistic identities remains urgent. Sustainable reforms must prioritize multilingual education, inclusive governance, and community engagement to promote linguistic justice and cultural diversity.
Co-Authors Dennison J, Evans Dheo Rimbano Fatulloh, M.Amin Fauzi, Muhammad Sukron Gingga Prananda Judijanto, Loso MUHAMMAD HENDRA Padli, Al Raflis Rusnalasari, Zulidyana Dwi