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All Journal JEES: Journal of English Educational Study PrimaryEdu - Journal of Primary Education Journey: Journal of English Language and Pedagogy
Yuniarti Yuniarti
Universitas Kuningan
Humanities Education Languange, Linguistic, Communication & Media Mathematics

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THE IMPLEMENTATION OF PHYSICAL EDUCATION, SPORT AND HEALTH LEARNING THROUGH SPORTS GAME IN BUILDING PRIMARY STUDENTS’ CHARACTERS Pajar Anugrah Prasetio; Yuniarti Yuniarti; Febby Fajar Nugraha
PrimaryEdu : Journal of Primary Education Vol 3, No 1 (2019): Volume 3, Number 1, February 2019
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (218.927 KB) | DOI: 10.22460/pej.v3i1.1222

Abstract

This research aimed to investigate the implementation of physical education, sport and health learning through sports game in building primary students’ characters. The method employed in this research is qualitative descriptive. The subjects of this research were five graders and physical education teachers at SDN 1 Awirarangan, SDN 2 Awirarangan, SDN 1 Karangtawang, and SDN 2 Karangtawang, Kuningan, West Java. The data was taken interactively and continuously. The main instruments of this research were observation, interview and documentations. The data were analyzed in accordance with the frameworks proposed by Miles and Huberman which were data collection, data reduction, data presentation, drawing conclusion and verification. The result showed that learning physical education through sports game is a media that can be used to build students’ characters. Through sports game, someone could gain self-control and work together very well. Values like responsible, honest, brave, cooperative, confident, tolerant, mutual respect, religious, polite, wisely accept victory and defeat could be gained through the implementation of sports game. To sum up, the implementation of physical education through sports game is an alternative media to build primary students’ characters.Key words: Physical education, Sports game, Character education
The Representation of Toxic Masculinity in the "Do Revenge" Movie Aldi Pramudiya; Erwin Oktoma; Yuniarti Yuniarti
Journey: Journal of English Language and Pedagogy Vol. 6 No. 3 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i3.717

Abstract

Toxic masculinity is a social condition created by society in which men can't express their feelings, and they shouldn't cry and be weak otherwise, they will be violating the norm, that's because they can't express their feelings; they use violence, emphasizes power, discrimination against gender in general. Netflix's movie entitled Do Revenge present an american teenager with some problems in their life, and it presents the character that represents the behavior of toxic masculinity named Max Broussard. This study used the theory of toxic masculinity by Kupers (2001) to identify how Max's character represents toxic masculinity in the movie. The qualitative method with a case study approach was the primary methodology of this research. The researcher gathered the data by watching the movie, reviewing earlier studies, and concentrating on the language and the scene that addressed either direct or indirect toxic masculinity issues. Previous research has not specifically classified various forms of toxic masculinity, such as misogyny, greed, homophobia, and violent domination, within the context of character behavior in the movie. Therefore, the novelty of this research lies in the more detailed classification of the forms of toxic masculinity that emerge in the character of Max in the movie "Do Revenge". The results of the study showed that the character represents toxic masculinity in the movie with 13 scenes and 15 dialogue data in the form of misogyny with the criteria hatred towards women, aggressive, likes to organize women, greed with the motive of sex, and violent domination with the category control, intimidation, and bullying
VOCATIONAL HIGH SCHOOL STUDENTS' PERCEPTIONS OF USING AI FOR LEARNING ENGLISH: BENEFITS AND CHALLENGES Yuniarti Yuniarti; Sri Rahayu Pebriani
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.5448

Abstract

This study investigates vocational high school students’ perceptions of using artificial intelligence (AI) in English language learning, focusing on both the benefits and challenges. The research was conducted with 11th-grade students at SMK Model Patriot IV Ciawigebang, Kuningan, West Java, Indonesia, employing a mixed-methods design. Quantitative data were collected through structured questionnaires, while qualitative insights were obtained from open-ended responses and semi-structured interviews. The findings indicate that students perceive AI as a supportive tool that enhances comprehension, enriches vocabulary, improves efficiency, and provides instant feedback, thereby fostering greater autonomy in learning. However, students also expressed concerns about information overload, inaccurate or irrelevant feedback, overreliance on AI for assignments, superficial learning, and ethical issues such as plagiarism. These dual perceptions highlight AI’s ambivalent role as both a facilitator and a potential risk in language education. For vocational students, whose learning is closely tied to employability, this paradox underscores the necessity of embedding AI within pedagogically sound frameworks that balance accessibility and innovation with critical thinking and ethical awareness. The study contributes to the growing body of literature on AI in education by offering context-specific insights from Indonesia and emphasizing the importance of careful integration of AI in vocational English instruction.
Co-Authors Aldi Pramudiya Erwin Oktoma Febby Fajar Nugraha Pajar Anugrah Prasetio Sri Rahayu Pebriani