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All Journal Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan Journal of English Language and Pedagogy Refleksi : Jurnal Penelitian Tindakan Penelitian Ilmu Pengetahuan Sosial
Palupi, Diah
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Meningkatkan Pemahaman Mengenal Bentuk-Bentuk Geometri Menggunakan Alat Permainan Edukatif (APE) Papan Geometris TK Pertiwi Kota Pangkalpinang Palupi, Diah
Refleksi: Jurnal Penelitian Tindakan Vol. 1 No. 2 (2023)
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/refleksi.v1i2.294

Abstract

Subjek penelitian dalam Penelitian Tindakan Kelas (PTK) ini adalah peserta didik pada TK Pertiwi Pangkalpinang yang beralamat Jalan Kejaksaan Kecamatan Taman Sari Kota Pangkalpinang Propinsi Kepulauan Bangka Belitung dengan kelompok B5 Pagi, usia peserta didik dalam kelompok ini antara 5-6 tahun dengan jumlah peserta didik 20 peserta didik dengan rincian peserta didik laki-laki berjumlah 10 orang dan peserta didik perempuan berjumlah 10 orangSetelah penelitian ini berlangsung selama dua siklus dapat disimpulkan bahwa penggunaan Alat Permainan Edukatif (APE) Papan Geometris dapat meningkatkan pemahaman mengenal bentuk-bentuk geometri pada kelompok B5 di TK Pertiwi Pangkalpinang hal ini terlihat dari pencapaian perkembangan peserta didik tiap siklus di mana pada Siklus I tingkat pencapaian perkembangan peserta didik 30% peserta didik belum dapat mengikuti kegiatan pembelajaran mengenal bentuk-bentuk geometri dan Siklus 2 tingkat pencapaian perkembangan peserta didik 80 %.
Factors contributing to and strategies for reducing Foreign Language Anxiety (FLA): A systematic literature review Palupi, Diah; Triastuti, Anita; Sukarno; Wulandari, Ella
Journal of English Language and Pedagogy Vol 8 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v8i1.19992

Abstract

Foreign Language Anxiety (FLA) is a significant obstacle influencing students’ academic performance and participation during the learning process. This paper aims to describe factors contributing to Foreign Language Anxiety (FLA) systematically and its strategies to reduce Foreign Language Anxiety (FLA) through a Systematic Literature Review approach of selected national and international literature (2015–2025). The findings showed that (1) psychological factors such as low self-confidence, fear of making mistakes, and fear of negative evaluation are major causes of FLA. Furthermore, linguistic limitations and sociocultural backgrounds also contributed to worsening students’ anxiety. (2) Coping strategies to overcome FLA are divided into two: individual strategies and instructional strategies. In addition, this paper also found that the relationship between the factors of FLA and coping strategies has rarely been investigated. Therefore, these findings are expected to be a reference for designing more adaptive and contextual English language learning in facing FLA.
Students’ behavioral, emotional, and cognitive engagement in online speaking classes Palupi, Diah; Robiasih, Hasti; Lestari, Titi; Putri, Novita Sumarlin
Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan Vol 13 No 2 (2025): Article in Press
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/wd.v13i2.21304

Abstract

This study aims to identify students’ engagement in online speaking class of the eight grader students in one of junior high school in Yogyakarta. Students’ engagement were analyzed using  three main dimension: behavioral, emotional, and cognitive engagement. This study used qualitative method with a case study design. The data were gathered through observations, semi-structured interviews and documentation. Then, the data were analyzed using Miles et al. (2014) theory involving four steps: data collection, data display, data display, conclusion drawing and verification as well as data triangulation among observations, interviews, and observations. The findings reveal that students’ behavioral engagement had a high level as reflected in their active participation, punctuality, attention, and efforts in completing tasks. Emotionally, students show excellent motivation and willingness to follow the class activities, although some students experienced anxiety and fear of making mistakes while speaking English. Furthermore, the cognitive engagement reflected in students’ ability in understanding the materials, asking questions, delivering opinions as well as applying independent learning strategies. Overall, these three dimensions indicate that online speaking learning can remain effective when supported by students’ internal motivation and teacher guidance.
Digital literacy and the english language classroom: Analyzing teachers’ readiness and policy gaps Palupi, Diah
Penelitian Ilmu Pengetahuan Sosial Vol. 3 No. 1: (February) 2026
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/pips.v3i1.2026.2602

Abstract

Background: This paper aims to analyze teachers’ readiness in implementing digital literacy and identify the policy gaps affecting technology integration in language classrooms within the framework of the Merdeka Curriculum. Methods: This study uses the systematic literature review (SLR) method to analyze research and policy documents published between 2020 and 2025. Data were collected from the Scopus, ScienceDirect, and Google Scholar databases using keywords such as ‘digital literacy’, ‘EFL teachers’, and ‘Merdeka Curriculum’. The collected data were analyzed using a six-stage thematic analysis to identify patterns, challenges, and policy implications related to teacher readiness and technology integration. Findings: The findings showed that although most teachers have comprehensive understanding of the Merdeka Curriculum concepts, there is a significant gaps between teachers’ understanding and the real classroom practices. The main factor is limitations on teachers’ training, infrastructure, and resource disparities between urban and rural areas. Furthermore, the national education policy is partially responsive to the actual condition on-the-ground. Conclusion: This study concludes that digital literacy is a fundamental competency, not merely an additional skill, for the successful implementation of the Merdeka Curriculum. Although teachers' theoretical understanding is relatively high, there is a significant gap in classroom practice due to infrastructure disparities and training needs that are more focused on pedagogy. Novelty/Originality of this article: This study contributes to the understanding of how digital literacy can serve as a bridge between national education reform and classroom practice. It also highlights the urgent need for continuous professional training and context-based digital education policy to ensure equitable and sustainable implementation of the Merdeka Curriculum across Indonesia.
Co-Authors Anita Triastuti Ella Wulandari Hasti Robiasih, Hasti Putri, Novita Sumarlin Sukarno Titi Lestari, Titi