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All Journal Jurnal Siliwangi: Seri Pendidikan Yavana Bhasha: Journal of English Language Education
Noni Agustina
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Education Languange, Linguistic, Communication & Media

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ASSESSMENT OF PROJECT-BASED LEARNING IN SCIENCE CLASS Noni Agustina
Jurnal Siliwangi: Seri Pendidikan Vol 2, No 1 (2016): Jurnal Siliwangi Seri Pendidikan
Publisher : LP2M-PMP Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jspendidikan.v2i2.95

Abstract

This study reports the students’ assessment through applying the project-based learning in science class for elementary school. The research methodology applied is case study with qualitative approach. The participants of this study are teacher and students of grade 1 and 5 at Budi Luhur elementary school. The instruments to collect data are classroom observation sheets, interviews and rubric of project-based assessment for science class. The result shows that project-based learning is conducted in semester 2 as the substitution of written mid-term test. It is non-test because project-based learning emphasizes on the authentic learning, therefore it is applicable and meaningful for the students. The steps undertaken in project-based learning consist of planning, implementation and evaluation. The assessment of project-based learning uses analytical rubric comprising four scales, 4 (excellent), 3 (good), 2 (fair), dan 1 (poor). To conclude, the project-based learning makes the students glad and enthusiastic. It also encourages the students to have higher cognitive thinking (synthesizing level in Bloom’s taxonomy) and build students’ character.Kata Kunci : assessment, project-based learning, rubric.
STUDENTS’ PERSPECTIVES ON USING GRAMMAR CHECKERS IN ACADEMIC WRITING Izzati, Keysa; Noni Agustina; Anindita, Rina
Yavana Bhasha : Journal of English Language Education Vol. 8 No. 1 (2025): Volume 8, Issue 1 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

Research article writing is essential for academics to disseminate their work and develop their careers. However, writing in a foreign language (FL) is a complex process that entails more than just conveying ideas, involving various procedures to complete the writing task. In an effort to improve students' writing skills, technology-based tools such as grammar checkers have developed rapidly. Thus, this study aims to investigate students' perspectives on the use of grammar checkers in improving their writing skills. The results showed that grammar checkers were generally perceived as practical and useful tools in improving their writing quality, efficiency, and confidence. Most participants felt that grammar checkers helped them in understanding grammar rules and made their writing better. However, despite general satisfaction, some participants still preferred personal judgement in assessing the accuracy of their writing, suggesting that there is still a need to improve the reliability and accuracy of grammar checkers.
Co-Authors Izzati, Keysa Rina Anindita Saadatul Fitriani