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All Journal Edukasi: Jurnal Pendidikan dan Pengajaran Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Cetta: Jurnal Ilmu Pendidikan IRJE (Indonesian Research Journal in Education) EDUKATIF : JURNAL ILMU PENDIDIKAN JIIP (Jurnal Ilmiah Ilmu Pendidikan) Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Studies in English Language and Education PESHUM English Review: Journal of English Education Indonesian EFL Journal
Eddy Haryanto
Faculty Of Teacher Training And Education, Universitas Jambi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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PENGARUH KEPEMIMPINAN PENGELOLA, IKLIM DAN MOTIVASI KERJA TERHADAP KINERJA TUTOR PKBM (STUDI PKBM AL GHOZALI DESA LUBUK BANJAR KABUPATEN OGAN KOMERING ULU) M. Edo Nuryana; Eddy Haryanto; Rahman Rahman
JURNAL MANAJEMEN PENDIDIKAN DAN ILMU SOSIAL Vol. 2 No. 2 (2021): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Juni 2021 - November 2021)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v2i2.643

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh Kepemimpinan Pengelola terhadap kinerja tutor PKBM. pengaruh Iklim Kerja terhadap Kinerja Tutor PKBM, pengaruh Motivasi Kerja terhadap Kinerja Tutor PKBM. Untuk mengetahui pengaruh kepemimpinan pengelolah, iklim kerja serta motivasi kerja secara bersama-sama terhadap kinerja tutor di PKBM. Penelitian ini menggunakan metode pengumpulan data angket. Penelitian ini menggunakan metode teknik analisis kuantitatif yang di proses melalui SmartPLS . Hasil Penelitian ini menunjukan bahwa Kepemimpinan Pengelola mempengaruhi Kinerja Tutor dengan p value sebesar 0,000 dimana Original Sample sebesar 0,155 (15,5%).Iklim Kerja Mempengaruhi Kinerja Tutor dengan P Value sebesar 0,000 lebih kecil dari 0,05 dan original sample 0,193 (19,3%). Motivasi Kerja diprediksi Mempengaruhi Kinerja Tutor dengan P Value sebesar 0,000 lebih kecil dari 0,05 dan original sample 0,751 (75,1%). dan terakhir Kepemimpinan Pengelola, Iklim Kerja dan Motivasi Kerja secara bersama-sama mempengaruhi Kinerja Tutor dapat dilihat dari R Square sebesar 0,601 (60,1%).
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.      
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.
Project-based or problem-based learning? Unveiling Islamic university students preferences and experiences in writing classes Desti Angraini; Urip Sulistiyo; Eddy Haryanto; Aryawira Pratama
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.40831

Abstract

Project-Based Learning (PjBL) and Problem-Based Learning (PBL) have emerged as the leading teaching methods of this century. Thus, this study investigates the students preferences and experiences with PjBL and PBL in the development of writing skills at an Islamic university in Indonesia. Utilizing the qualitative analysis framework proposed by Miles and Huberman (1994), this research provides an in-depth examination of the students experiences, preferences, and the pedagogical efficacy of these two approaches. The data were collected through semi-structured interviews with the students who participated in writing courses that incorporated both PjBL and PBL strategies, allowing for a comprehensive comparison of their impacts on writing skills. The findings reveal that PjBL was particularly effective in enhancing the students writing abilities by nurturing sustained engagement, enabling thorough content exploration, and supporting iterative refinement through extended project work that integrates research, critical thinking, and feedback. In contrast, PBL proved valuable in promoting critical thinking and concise writing by utilizing structured problem-solving tasks. Overall, the study contributes to the discourse on effective writing instruction in higher education by suggesting that, while PjBL offered a more comprehensive framework for writing development, PBL served as a practical complementary method. The combined use of these strategies could, therefore, provide a balanced framework for enhancing the students academic writing proficiency.
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.
EXPLORING DIGITAL ENGLISH TEACHING STRATEGIES THROUGH DIFFERENTIATED LEARNING IN VOCATIONAL HIGH SCHOOLS IN SOUTH SUMATRA Dodi Irawan; Hadiyanto; Bunga Ayu Wulandari; Eddy Haryanto
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.144

Abstract

This study investigates the implementation of digital English teaching strategies with a differentiated learning approach at Vocational High Schools (SMKs) in South Sumatra. The research aimed to explore how teachers integrate differentiated learning strategies into their teaching practices, focusing on content, process, and product differentiation. Data was collected through observations, teacher questionnaires, interviews, and document reviews. The results show that the integration of differentiated learning has been effective in meeting the diverse needs of students, with content being adapted to students' interests and learning styles. Process differentiation was implemented through grouping students based on their learning pace, and product differentiation encouraged collaboration and student presentations. However, challenges such as limited digital literacy, inadequate teaching resources, and a lack of infrastructure were identified as barriers. The study suggests that further professional development, better digital resources, and enhanced infrastructure are essential to maximize the potential of differentiated learning strategies.
SCHEMA-ACTIVATED MULTIMEDIA INSTRUCTION AND ITS EFFECT ON EFL STUDENTS’ CRITICAL LISTENING SKILLS Dwi Rara Saraswaty; Hadiyanto; Eddy Haryanto
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.173

Abstract

Abstract Critical listening is an essential higher-order academic skill for EFL learners, particularly in higher education contexts where students are required to engage with complex spoken discourse such as academic discussions. However, listening instruction often emphasizes surface-level comprehension rather than evaluative and interpretive processing. Grounded in schema theory, multimedia learning theory, and metacognitive listening theory, this study investigates the effect of schema-activated multimedia instruction on EFL students’ critical listening performance in academic discussion contexts. Employing a quantitative quasi-experimental design, the study involved two intact classes of undergraduate EFL students. The experimental group received instruction integrating prior knowledge activation and multimedia support within a metacognitive listening sequence, while the control group received conventional listening instruction. Data were collected through pre-test and post-test measures of critical listening performance and analyzed using descriptive and inferential statistics. The results reveal that students exposed to schema-activated multimedia instruction demonstrated significantly higher critical listening performance than those in the control group. The findings indicate that critical listening can be systematically developed through instructional design that integrates cognitive and pedagogical principles, contributing empirical evidence to EFL listening pedagogy in higher education contexts.
LANGUAGE LEARNING STRATEGIES AND EFL SPEAKING PERFORMANCE: THE MEDIATING ROLE OF SELF-REGULATION AMONG INDONESIAN UNIVERSITY STUDENTS Finza Larasati; Hadiyanto Hadiyanto; Urip Sulistiyo; Eddy Haryanto
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.174

Abstract

This study investigates the role of language learning strategies (LLS) in shaping Indonesian EFL learners’ speaking performance by integrating quantitative and qualitative evidence in a mixed-methods design. Specifically, it aims to (1) describe learners’ use of LLS, (2) examine the correlation between LLS and speaking performance, (3) identify the predictive contribution of LLS to speaking outcomes, and (4) explore learners’ strategic experiences in speaking development through responses to open-ended questionnaire items. Eighty undergraduate EFL students participated in the study. Quantitative data were collected using the Strategy Inventory for Language Learning (SILL) and a speaking performance test, while qualitative data were obtained from learners’ open-ended responses about how they used strategies in practice. The quantitative results revealed a very strong positive correlation between LLS and speaking performance (r = .912, p < .001), indicating that students who employed strategies more frequently tended to achieve higher speaking scores. Multiple regression analysis showed that no single LLS category uniquely predicted speaking performance due to severe multicollinearity among strategy types, suggesting that LLS operate as an integrated, interdependent system rather than isolated components. Descriptive results indicated that cognitive strategies were the most dominant, while qualitative evidence showed that learners actively combined cognitive, metacognitive, social, and affective strategies including repeated practice, imitation, planning, self-monitoring, and peer interaction. Learners demonstrated strong self-regulation in overcoming challenges and benefited from teacher feedback, peer support, and technological tools. Overall, the findings highlight that strategic behavior is crucial for enhancing speaking fluency, accuracy, and confidence, implying that EFL instruction should explicitly foster strategic awareness and provide supportive learning environments to optimize speaking development.
EXAMINING STUDENTS' PERCEPTIONS OF SPEAKING ANXIETY AND ITS INFLUENCE ON ORAL PERFORMANCE IN ENGLISH LANGUAGE LEARNERS Finza Larasati; Hadiyanto Hadiyanto; Urip Sulistiyo; Eddy Haryanto
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.96

Abstract

This research aims to explore the perceptions of English Education students at Universitas Muhammadiyah Palembang regarding speaking anxiety in oral communication classes. The anxiety, it appears, stems from challenges such as pronunciation difficulties, vocabulary recall, grammar concerns, and the fear of making mistakes, which could lead to judgment from peers. The study employed a qualitative case study design involving 43 students from the English Education Program at Universitas Muhammadiyah Palembang. Data was collected using a self-developed questionnaire designed to assess the students' perceptions of speaking anxiety and its impact on their performance. The findings reveal that, despite recognizing the importance of English for future career prospects, students' anxiety negatively influences their confidence and effectiveness during speaking activities. The study concludes that speaking anxiety can be mitigated by fostering a supportive and inclusive learning environment. Practical recommendations include integrating both simulated and real-life speaking activities, as well as encouraging students through positive reinforcement to overcome their shyness and actively engage with the language. These approaches can help resolve the issues identified, enabling educators to enhance students' English language skills and better prepare them for the demands of global communication.
Co-Authors Aryawira Pratama Aryawira Pratama Bunga Ayu Wulandari Chika Shahnaz H Desti Anggraini Desti Angraini Dian Margaretha Dodi Irawan Dwi Rara Saraswaty Ekawarna . Fauzan Sulman Fendy Ari Budiyanto Finza Larasati Finza Larasati Hadiyanto Hadiyanto Hendra Sofyan Heru Kustanto IMELDA YOSE M. Edo Nuryana Masbirorotni MASBIROROTNI - Maysarah Mohamad Muspawi Muazza Muazza Nazurty Nazurty Nova Ardianti Nova Triana Hakim POVI FRANSISKA Puti Masurai Rahman Rahman Retno Wulan Ria Hopipah Sahrul Pahmi Sulistiyo, Urip Tri Puspita Sari Winarti