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All Journal International Journal of Evaluation and Research in Education (IJERE) Primary: Jurnal Pendidikan Guru Sekolah Dasar Briliant: Jurnal Riset dan Konseptual AL ISHLAH Jurnal Pendidikan Jurnal Abdimas BSI: Jurnal Pengabdian Kepada Masyarakat EDUHUMANIORA: Jurnal Pendidikan Dasar Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Jurnal Pengabdian Pada Masyarakat Linguistic, English Education and Art (LEEA) Journal Pedagogik Journal of Islamic Elementary School Lectura : Jurnal Pendidikan Jurnal Sains Sosio Humaniora Journal of Education, Humaniora and Social Sciences (JEHSS) EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Studi Guru dan Pembelajaran Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Instructional Development Journal Scope: Journal of English Language Teaching PROJECT (Professional Journal of English Education) Diseminasi : Jurnal Pengabdian kepada Masyarakat Jurnal Pendidikan Dasar Perkhasa Journal Research of Social Science, Economics, and Management Jurnal Pendidikan Indonesia (Japendi) Jurnal Pengabdian Pada Masyarakat
Juhana Juhana
Universitas Terbuka, Indonesia
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Pengaruh Strategi Pembelajaran Berdiferensiasi Terhadap Literasi Membaca Peserta Didik Sekolah Dasar Indriana Viantho; Juhana Juhana; Sri Dewi Nirmala
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 2 (2024): Mei - Agustus 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.2.2024.3732

Abstract

Tujuan dari penelitian yaitu mendeskripsikan pengaruh strategi pembelajaran berdiferensiasi terhadap literasi membaca peserta didik. Penelitian dilakukan pada peserta didik di sekolah kecamatan Parung Kabupaten Bogor sebanyak 30 peserta didik. Variabel independen pada penelitian ini yaitu strategi pembelajaran berdiferensiasi, sedangkan variabel dependen ialah literasi membaca peserta didik. Desain penelitian yaitu desain penelitian kuantitatif untuk mengetahui pengaruh strategi pembelajaran berdiferensiasi terhadap peningkatan literasi membaca peserta didik. Data dikumpulkan menggunakan instrumen lembar observasi, kuesioner, wawancara, dan tes tertulis. Analisis data dilakukan dengan teknik seperti analisis deskriptif, uji normalitas, uji homogenitas, dan uji-t. Analisis data dilakukan secara manual dan juga memanfaatkan SPSS 22. Hasil yang diperoleh dari data menunjukkan bahwa pengaruh strategi pembelajaran berdiferensiasi terhadap literasi membaca peserta didik sebesar 0,6983 dengan kategori sedang. Selain itu strategi pembelajaran berdiferensiasi dapat menaikkan tingkat kompetensi peserta didik terbanyak dari level dasar menjadi terbanyak level cakap. Berdasarkan hasil tersebut dapat disimpulkan kalua strategi pembelajaran berdiferensiasi memberikan pengaruh kepada literasi membaca peserta didik
Pengaruh Strategi Pembelajaran Berdiferensiasi Terhadap Literasi dan Numerasi Siswa Sekolah Dasar Ida Fitriyana; Juhana Juhana; Sri Dewi Nirmala
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 1 (2024): January - April 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.1.2024.4275

Abstract

This research aims to explore the effect of differentiated learning on the literacy and numeracy of grade III elementary school students. The research method used was a quasi-experiment with a non-equivalent control group design. The research sample consisted of two classes with each class having the same student characteristics but different numbers. One class is the control group and the other class is the experimental group that receives differentiated learning. Data was collected through literacy and numeracy tests before and after the intervention. The results showed a significant increase in literacy and numeracy scores in the experimental group compared to the control group. Differentiated learning shows a positive impact in improving students' literacy and numeracy skills. These findings underline the importance of a learning approach that considers students' individual needs to improve their learning outcomes in the areas of literacy and numeracy, especially for grade III elementary scholl students.
English Teachers’ Perceptions and Practices of Differentiated Instruction (DI) in the Merdeka Curriculum Mutmainah Mutmainah; Hanna Sundari; Juhana Juhana
Linguistic, English Education and Art (LEEA) Journal Vol 7 No 1 (2023): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v7i1.8261

Abstract

This research project investigated the use of DI by teachers and confirmed their practices to learn more about teachers' perceptions using a qualitative approach. Four research instruments were used to collect data in this investigation: document analyses, classroom observations, questionnaires, and interviews. Document analyses and classroom observations were employed to obtain data concerning teachers' actual practices of DI. In the meantime, a questionnaire has been used to obtain data on teachers' perceptions and practices regarding DI. Finally, interviews have also been conducted to determine teachers' perceptions of DI. The result of the study revealed that the participants exhibited high proficiency in using DI strategies in their classrooms. The assessment considered various dimensions, including understanding DI concepts and objectives, adapting instruction to diverse student needs, evaluating students through diagnostic assessments, and aligning teaching strategies with individual learning profiles. However, there was room for improvement, especially in tailoring instruction based on diverse learning profiles. Furthermore, the English teachers' perceptions of DI significantly shaped their instructional practices. While there was a solid theoretical understanding and commitment to personalized instruction, practical challenges and systemic constraints impacted the seamless integration of DI principles. The teachers' commitment to addressing these challenges, demonstrated through varied instructional practices, underscored the dynamic interplay between perceptions and the complex reality of implementing DI in the classroom. Keywords: English Teacher, Differentiated Instruction (DI), Merdeka Curriculum, Perceptions and Practices
TEACHING ENGLISH IN ENGLISH FOR SPECIFIC PURPOSES CONTEXT: CHALLENGES IN ENGLISH FOR BUSINESS MANAGEMENT Retno Wiastuti; Ruminda Ruminda; Juhana Juhana
PROJECT (Professional Journal of English Education) Vol. 7 No. 5 (2024): VOLUME 7 NUMBER 5, SEPTEMBER 2024
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Understanding the principles and methods of Islamic finance and company management is crucial in today's global economy. Sharia Business Management, rooted in Islamic ethics, requires strong English proficiency for effective communication. Addressing the unique ESP challenges faced by students can enhance their professional success and improve education quality at UIN Raden Mas Said Surakarta. This finding depicts teaching challenges in English for Business Management. Through interviews and observations conducted at UIN Raden Mas Said Surakarta, specific difficulties faced by both teachers and students were identified. The primary finding of the research highlights several key challenges in learning and teaching ESP within the Sharia Business Management program. Students struggle with language proficiency, particularly with specialized vocabulary and complex ideas related to Sharia-compliant business practices, which hinders their academic and professional development. The research also identifies the need for contextualized English materials and improved course duration and facilities to enhance ESP education. Both lecturers and students recognize the significance of ESP for professional success in a globalized Sharia business environment, emphasizing the importance of mastering Islamic finance principles, legal terminology, cross-cultural communication, and specialized business documentation in English.
The Impact of Content-based instruction on Students' Writing skill and Learning Motivation at SMP Negeri 6 Wasile Yuyun Sugianti; Ruminda Ruminda; Juhana Juhana
Jurnal Pendidikan Indonesia Vol. 5 No. 11 (2024): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v5i11.6280

Abstract

Penelitian ini menyelidiki tiga masalah utama terkait penerapan model content-based instruction (CBI) dalam pengajaran keterampilan menulis kepada siswa kelas delapan di SMP Negeri 6 Wasile. Pertama, penelitian ini mengkaji bagaimana CBI diterapkan dalam pengajaran menulis. Kedua, penelitian ini menilai dampak CBI terhadap keterampilan menulis siswa dan hasil belajar secara keseluruhan. Ketiga, penelitian ini mengeksplorasi bagaimana CBI mempengaruhi motivasi siswa dalam belajar keterampilan menulis. Dilakukan di kalangan siswa kelas delapan di Maluku Utara, penelitian ini menggunakan metode deskriptif kuantitatif dengan tiga instrumen: pre-test dan post-test untuk keterampilan menulis, checklist observasi untuk guru dan siswa, serta kuesioner untuk siswa. Kelas eksperimen menerima perlakuan CBI selama empat sesi, sedangkan kelas kontrol diajarkan menggunakan metode konvensional. Observasi dilakukan selama perlakuan, diikuti dengan kuesioner untuk kelompok eksperimen. Analisis data dilakukan menggunakan SPSS, mengungkap temuan kunci: CBI secara signifikan meningkatkan keterampilan menulis siswa, karena baik guru maupun siswa merasa lebih mudah terlibat dengan konten menulis yang relevan dengan minat mereka. Selain itu, CBI meningkatkan motivasi siswa, sehingga proses belajar menjadi lebih menyenangkan dan mudah diakses.
Co-Authors Ani Widosari Ani Widosari Annisa Arma Harningrum Ardiasih, Lidwina Sri Bachtiar Bachtiar Benny Nugraha Cicuk Rammayadi S. Darminah Darminah Dewi Maharani Rachmaningsih Dewi Setyaningsih Mangkey Endah Priatiningsih Evi Nur Islamiyati Fauzy Kosasih Fauzy Rahman Kosasih Garnis Fatimah Gentry Dhena Lintyasari Gusti Yarmi Hanna Sundari Hanna Sundari Heri Kuswoyo Ida Fitriyana Imam Baehaki Indri Astuti Indriana Viantho Isah Cahyani Iwan Kurniawan Julaga Situmorang Junita Palupi Gultom Khairu Nikmah Kusriani Kustoko Lilis Lisnawati Mahdatul Nufus Maya Puspitasari Melinda Roza Moh. Uzer Usman Mohamad Yunus, Mohamad Muhammad Japar Muhanif Muhanif Murtadlo Murtadlo Mutmainah Mutmainah Muziatun Mukadji Nur Qalbi Nur Qalbi Nurcahaya Lubis Nurul Vitria Hastutik Rahayu Dwi Riyanti Rahmad Husein Retno Wiastuti Rika Sandi Arianto Ruminda Ruminda Sholeh Hidayat Siti Hajar Siti Masunah Sri Arfani Sri Arfani, Sri Sri Dewi Nirmala Sudarno Sudarno Suhartono, Suhartono Suratinah Suratinah Syafruddin Syafruddin Titin Wijayanti Umi Kulsum Widya Rizky Pratiwi, Widya Rizky Wisma Yunita Yuyun Sugianti