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All Journal Edukasi: Jurnal Pendidikan dan Pengajaran Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) IRJE (Indonesian Research Journal in Education)
Eddy Haryanto
Universitas Jambi
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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 1 
ICT in Indonesian Public Secondary Schools: EFL Teachers’ Attitude and Problems Eddy Haryanto
Edukasi Vol. 8, No. 1, June 2021
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v8i1.8170

Abstract

Teachers’ attitude toward technology in the classroom plays a significant role to achieve educational goals; this mixed-method study investigates the attitude and problems of secondary school English teachers toward ICT in English teaching. Data of this study were collected from the questionnaire with forty-six English teachers and interviews with five teachers from eleven public secondary schools in Jambi city. The findings indicate teachers have a positive attitude toward the use of ICT. Meanwhile, the problems show that the overall mean rating was 3.11 (uncertain), which means English teachers could not determine whether they encountered problems or not in using ICT in teaching English. However, qualitative results showed that the problems faced by teachers were a lack of funds and support for training from the government.
“They are English education graduates, but they teach science by using English”: A Mismatch between Policy and Practice? Eddy Haryanto
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (572.815 KB) | DOI: 10.22437/irje.v5i2.16721

Abstract

In response to the issue of mismatched teachers teaching in international-based curriculum schools, this exploratory case study investigated the implementation of English teachers’ background teaching science by using English as a medium of instruction (EMI). Data were collected from six teachers who taught science through multiple interviews in one international-based curriculum school in Jambi city, Indonesia. The data presentations were done by making the data tabulation and grouping it into themes and sub-themes. The data tabulation is narrated in paragraph form to draw the content of the data tabulations. The findings revealed that mismatched teachers had problems to implement EMI in teaching science, such as lack of competencies in content knowledge, hard times to use English, and no training for curriculum changes. Despite the weakness, EMI creates international-minded and excels in English. Portraying these findings, recommendations are also discussed in this study.
Gamifying English Language Learning in Non-Language Majors: A Case Study of Kahoot! In Higher Education Aryawira Pratama; Hadiyanto Hadiyanto; Eddy Haryanto; Bunga Ayu Wulandari; Fauzan Sulman; Desti Anggraini; Retno Wulan
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.9026

Abstract

In higher education, English language learning for non-language majors often suffers from low motivation and engagement, particularly among students with analytical academic backgrounds such as Mathematics Education. Gamification has emerged as a promising approach to enhance joyful learning experiences in such contexts. This qualitative case study explores the impact of gamification, using the Kahoot! platform, on the English learning experience of Mathematics Education students at an Indonesian university. Four students were purposively selected from two classes—two high performers and two low performers—to reflect diverse learning experiences. Data were collected through semi-structured interviews and analyzed using iterative coding and thematic interpretation. Findings reveal that game elements such as points, leaderboards, time limits, and answer streaks significantly increased student motivation and active participation. Students reported enhanced cognitive focus, reduced anxiety, and positive emotional responses, including enjoyment and increased confidence. The anonymity feature in Kahoot! contributed to a psychologically safe classroom environment, encouraging risk-taking and collaboration. Additionally, repetitive quiz formats and immediate feedback supported vocabulary acquisition, grammar understanding, and long-term retention. The study concludes that gamification, when applied thoughtfully, can transform English language learning into a more joyful, inclusive, and cognitively enriching experience for students in non-language disciplines. It fosters emotional comfort, strengthens engagement, and improves learning outcomes.      
PENGARUH MODEL NHT (NUMBER HEAD TOGETHER) TERHADAP HASIL BELAJAR SISWA KELAS IV PADA MATA PELAJARAN IPAS DI SD NEGERI 054/VIII SUNGAI KERUH Sahrul pahmi; Eddy Haryanto; Bunga Ayu Wulandari
Jurnal Penelitian Pendidikan IPA Vol 11 No 2 (2025): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i2.9228

Abstract

The cooperative learning model of the Numbered Heads Together (NHT) type is essentially a variation of group discussion, characterized by the teacher selecting only one student to represent their group. The problem in this study is the lack of implementation of learning models in teaching and learning activities. The purpose of this research is to determine the influence of the NHT (Numbered Heads Together) model on learning outcomes in the IPAS subject. This study is experimental research with a one-group pretest-posttest design. The population of this research includes all first to sixth-grade students at SDN 054/VIII Sungai Keruh in the 2023/2024 academic year, totaling 211 students. The research sample consists of 29 students. The data collection technique used was a test technique. Based on the results of the paired samples t-test, the significance value obtained was 0.000 < 0.05, which means that H₀ is rejected and Hₐ is accepted. It is concluded that the NHT (Numbered Heads Together) model has an impact on the IPAS subject in terms of the learning outcomes of fourth-grade students at SDN 054/VIII Sungai Keruh. Based on this study, the NHT (Numbered Heads Together) model can have a very positive influence on students' learning outcomes in IPAS.
The Influence of the Discovery Learning Model on Enhancing Motivation and Learning Outcomes in Natural and Social Sciences (IPAS) Among Students Ria Hopipah; Hendra Sofyan; Eddy Haryanto
Jurnal Penelitian Pendidikan IPA Vol 11 No 3 (2025): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i3.9750

Abstract

This research was motivated by the lack of learning motivation and low student achievement in the subject of Natural and Social Sciences (IPAS). The proposed solution to this issue is the use of the Discovery Learning model. This study aims to improve motivation and learning outcomes in IPAS through the application of the Discovery Learning model among fourth-grade students at SD Negeri 82/VI Rantau Limau Kapas. This research is a Classroom Action Research (CAR) study that employs both qualitative and quantitative methods. The study was conducted in two cycles. Data collection methods included documentation, learning outcomes, and observation. The instruments used in this study were observation records, learning outcome assessments, and documentation. The results indicate an improvement in learning outcomes by 9.79% based on the pretest and posttest in cycle I and an 11.79% increase in cycle II. Additionally, student motivation in learning IPAS reached 70% in cycle I and increased to 77% in cycle II, demonstrating that the Discovery Learning model is suitable for the subjects in this study. Based on these findings, it can be concluded that the application of Discovery Learning improves both learning outcomes and student motivation in fourth-grade students at SD Negeri 82/VI Rantau Limau Kapas.
Analisis Etnosains dalam Pembelajaran IPA di Madrasah Ibtidaiyah Kecamatan Pal Merah, Kecamatan Kota Baru, dan Kecamatan Telanai Pura Kota Jambi Maysarah; Nazurty; Eddy Haryanto
Jurnal Penelitian Pendidikan IPA Vol 11 No 3 (2025): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i3.10136

Abstract

This study analyzes the effect of CTL learning model based on ethnoscience on critical thinking skills and science learning outcomes of elementary school students. Initial observations indicate that students' critical thinking skills still need to be improved, especially in articulating their ideas and understanding. With a quantitative approach, data were collected through standardized research instruments and analyzed statistically. The results of the analysis showed a significant difference between the experimental group taught by CTL model based on ethnoscience and the control group. The F count was 83.267 (p <0.05) for simultaneity between the two, 20.075 (p <0.05) for critical thinking, and 168.644 (p <0.05) for learning outcomes. Ethnoscience that connects traditional knowledge with modern science has been proven to play a strategic role in transforming learning. This approach allows students to construct knowledge by connecting academic concepts and cultural experiences, changing the learning model from conventional to constructivist that develops declarative and procedural knowledge. Learning experiences that are linked to cultural contexts create meaningful learning that enhances students' cognitive and metacognitive capacities. Ethnoscience not only bridges local wisdom and scientific knowledge, but also becomes a catalyst for the development of high-level thinking skills.
Co-Authors Aryawira Pratama Bunga Ayu Wulandari Desti Anggraini Fauzan Sulman Hadiyanto Hadiyanto Hendra Sofyan Maysarah Nazurty Nazurty Retno Wulan Ria Hopipah Sahrul Pahmi