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All Journal Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Cetta: Jurnal Ilmu Pendidikan Wiralodra English Journal (WEJ) Journal on Education Voices of English Language Education Society Didaktik : Jurnal Ilmiah PGSD STKIP Subang Didaktika: Jurnal Kependidikan Journal of English Language and Education Jurnal Wawasan Pendidikan STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran International Journal of Research in Education (IJRE) Linguistic, English Education and Art (LEEA) Journal Lingua Franca Jurnal Pengabdian Mandiri International Journal of Education and Teaching Zone Pelita: Jurnal Pengabdian kepada Masyarakat Buletin Antropologi Indonesia JEELL (Journal of English Education, Linguistics and Literature)
Sri Wahyuni
Universitas PGRI Semarang
Arts Humanities Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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THE EFFECTIVENESS OF NEWSELA ONLINE BLOGS IN TEACHING STUDENTS READING COMPERHENSION ON EXPLANATION TEXTS: A CASE OF THE 10TH GRADE OF SMA NEGERI 1 TAYU Putri Eka Andriani; Rahmawati Sukmaningrum; Sri Wahyuni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 2 (2024): Volume 10 No. 02 Juni 2024
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i2.3058

Abstract

This study aims to find out the effectiveness of using Newsela online blogs in teaching students’ reading comprehension. Employing a quasi-experimental approach, the study included two pre- and post-test classes design as the approach for the research. The sample included 36 X-1 students’ and 36 X-2 students’ from SMA Negeri 1 Tayu while the course of the year 2023/2024. Two groups—the experimental and control groups—were established out of the pupils. The data that was gathered was examined using a t-test. As stated in the analysis, the t-test was more valuable than the t table (t count). = 19.630, t table = 2.030 at the meaningful 5% level). Both groups' reading abilities have increased, although there is still a sizable gap between them. The experimental class's average post-test learning performance is 86.94, but the control class's average is 60.55. Consequently, it is feasible to draw the conclusion that by applying the Newsela online blogs is effective in students’ reading skills.
Analysis Of Potential And Challenges Of Ethnoscience-Based Chemistry Learning In Madrasah Aliyah Sri Wahyuni; Mega Novita; Muhammad Syaipul Hayat; Fenny Roshayanti
Didaktika: Jurnal Kependidikan Vol. 14 No. 1 Februari (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1583

Abstract

This study aims to analyze the potential and challenges of ethnoscience-based chemistry learning in Madrasah Aliyah. The approach used is a quantitative survey type with participants being Madrasah Aliyah chemistry teachers in Surakarta Residency who were taken randomly. The method used is descriptive-quantitative. The data collection tool used is a questionnaire containing statements related to chemistry learning and the ethnoscience approach. Based on the data analysis carried out, both survey results and interviews, that although there is high enthusiasm from chemistry teachers, namely 92.3%, to implement ethnoscience-based learning, their knowledge of ethnoscience is still limited. As many as 50% of teachers admitted to having difficulty integrating ethnoscience with chemistry material, and 57.7% of teachers had never implemented it. The main obstacles in the implementation of ethnoscience include lack of teacher understanding and limited supporting infrastructure. Nevertheless, the ethnoscience approach offers great potential to improve scientific literacy, understanding of local culture, and student learning outcomes. Policy and infrastructure support in madrasahs, including Madrasah Aliyah Negeri Wonogiri, is ready to facilitate further development of ethnoscience-based learning. With increased training and resources, ethnoscience can be effectively integrated to enhance student engagement and understanding in chemistry learning
Warak Ngendog as a Hybrid Cultural Symbol: Negotiating Urban Multicultural Identity in Semarang, Indonesia Muhammad Arief Budiman; Nur Hidayat; Sri Wahyuni; Ikha Listyarini; Mei Fita Asri Untari; Murywantobroto; Heri Saptadi Ismanto
Buletin Antropologi Indonesia Vol. 3 No. 1 (2026): January
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/bai.v3i1.5886

Abstract

This study examines Warak Ngendog as a hybrid cultural symbol that reflects the negotiation of urban multicultural identity in Semarang, Indonesia. In the context of globalization and rapid urban transformation, local cultural traditions are increasingly challenged to maintain their relevance while simultaneously adapting to new social, economic, and digital environments. This research aims to analyze how Warak Ngendog embodies cultural hybridity, how it is interpreted by the community, and how it contributes to the construction of social cohesion in a multicultural urban society. A qualitative ethnographic approach was employed, involving participant observation during the Dugderan Festival, semi-structured interviews with cultural practitioners and community members, document analysis, and digital ethnography of social media representations. The data were analyzed using thematic analysis informed by cultural hybridity theory, symbolic interactionism, and urban identity studies. The findings reveal that Warak Ngendog represents a symbolic integration of Javanese, Chinese, and Arab cultural elements, functioning as a medium for expressing tolerance and intercultural harmony. The tradition has undergone transformation from a religious-cultural ritual into an urban cultural icon embedded in tourism, digital media, and commercial practices. While this transformation enhances cultural visibility and economic value, it also raises concerns regarding cultural commodification and the potential dilution of its philosophical meanings. Nevertheless, Warak Ngendog continues to play a significant role in strengthening Semarang’s urban multicultural identity and fostering collective belonging among diverse communities. This study contributes to broader discussions on cultural hybridity, urban identity, and multiculturalism by demonstrating how local cultural symbols operate as mechanisms of social integration in contemporary urban societies. It also highlights the importance of balancing cultural preservation with modernization in sustaining intangible cultural heritage.
Implementasi Program Bimbingan Karir Dalam Upaya Peningkatan Studi Lanjut Siswa di SMA Negeri 1 Purwodadi Kabupaten Grobogan Sri Wahyuni; Bunyamin Bunyamin; Muhammad Prayito
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5494

Abstract

This study aims to analyze the implementation of a career guidance program in supporting students’ continuing education at SMA Negeri 1 Purwodadi, Grobogan Regency. The study focuses on four managerial functions: planning, organizing, implementation, and evaluation of the career guidance program. A qualitative case study approach was employed, involving the principal, counseling coordinator, counseling teachers, homeroom teachers, and students as research participants. Data were collected through interviews, observations, and document analysis and were analyzed using the Miles and Huberman interactive model. The findings indicate that program planning was conducted through students’ needs assessment, mapping of educational interests, and preparation of annual guidance services. Program organization involved clear task distribution among school personnel and collaboration with alumni and higher education institutions. Program implementation was carried out through career information services, educational fairs, campus visits, alumni sharing sessions, career counseling, socialization of university admission pathways, and assistance with university applications. Program evaluation was conducted through monitoring, outcome assessment, and follow-up improvements. The study concludes that the career guidance program has been implemented systematically and collaboratively, contributing to students’ motivation, readiness, and understanding of opportunities for continuing education.
THE EFFECT OF INQUIRY-BASED LEARNING (IBL) ON STUDENTS’ ENGAGEMENT AND CRITICAL THINKING SKILLS IN AN EFL CLASSROOM: A QUASI-EXPERIMENTAL STUDY Sri Wahyuni; Nur Hidayat; Davron Aslonqulovich Juraev; Muhammad Arief Budiman
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i3.12032

Abstract

English as a Foreign Language (EFL) learning continues to face challenges in enhancing student engagement and developing critical thinking skills required in the 21st century. This study investigates the effect of Inquiry-Based Learning (IBL) on students’ engagement and critical thinking skills in an English as a Foreign Language (EFL) classroom. Employing a quasi-experimental design with a non-equivalent control group, the research involved 56 undergraduate students (in Universitas PGRI Semarang) divided into a control group (n = 28) and an experimental group (n = 28). The experimental group received instruction through the Inquiry-Based Learning approach for one semester, while the control group was taught using conventional teacher-centered methods. Data were collected using a Student Engagement Questionnaire measuring behavioral, emotional, and cognitive engagement, as well as a Critical Thinking Test to assess students’ higher-order thinking skills. Both groups completed pre-tests and post-tests to examine changes before and after the intervention. The data were analyzed using descriptive and inferential statistics to determine significant differences between groups. The findings indicate that students exposed to Inquiry-Based Learning demonstrated higher levels of engagement and significantly improved critical thinking skills compared to those in the control group. These results suggest that IBL is an effective pedagogical approach for fostering active learning and higher-order thinking in EFL contexts. ABSTRAK Pembelajaran bahasa Inggris sebagai bahasa asing (EFL) masih menghadapi tantangan dalam meningkatkan keterlibatan mahasiswa dan mengembangkan keterampilan berpikir kritis yang diperlukan pada abad ke-21. Penelitian ini menyelidiki pengaruh Inquiry-Based Learning (IBL) terhadap keterlibatan siswa dan keterampilan berpikir kritis dalam kelas English as a Foreign Language (EFL). Dengan menggunakan desain kuasi-eksperimen dengan kelompok kontrol non-ekuivalen, penelitian ini melibatkan 56 mahasiswa (di Universitas PGRI Semarang) yang dibagi menjadi kelompok kontrol (n = 28) dan kelompok eksperimen (n = 28). Kelompok eksperimen menerima pembelajaran melalui pendekatan Inquiry-Based Learning selama satu semester, sedangkan kelompok kontrol diajar menggunakan metode konvensional yang berpusat pada guru. Data dikumpulkan menggunakan Kuesioner Keterlibatan Siswa yang mengukur keterlibatan perilaku, emosional, dan kognitif, serta Tes Berpikir Kritis untuk menilai keterampilan berpikir tingkat tinggi mahasiswa. Kedua kelompok mengikuti pre-test dan post-test untuk mengamati perubahan sebelum dan sesudah intervensi. Data dianalisis menggunakan statistik deskriptif dan inferensial untuk menentukan perbedaan signifikan antar kelompok. Hasil penelitian menunjukkan bahwa mahasiswa yang mengikuti pembelajaran berbasis Inquiry-Based Learning menunjukkan tingkat keterlibatan yang lebih tinggi dan peningkatan keterampilan berpikir kritis yang signifikan dibandingkan dengan mahasiswa pada kelompok kontrol. Temuan ini menunjukkan bahwa IBL merupakan pendekatan pedagogis yang efektif untuk mendorong pembelajaran aktif dan keterampilan berpikir tingkat tinggi dalam konteks EFL.
Investigating the Figurative Language of the Novel Entitled "Miles Morales: Spider-Man" by Jason Reynold Esya Firjatullah Al Hafiz; Maria Yosephin Widarti Lestari; Sri Wahyuni
Lingua Franca Vol. 2 No. 1 (2023): Geographical Coverage: Indonesia
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/lingua_franca.v2i1.2032

Abstract

The purpose of this study is to (1) investigate the types of figurative language used in the novel Miles Morales: Spider-Man, (2) describe the meaning of figurative language conveyed in Miles Morales: Spider-Man novel, (3) identify what figurative language is used has the most appearances in Miles Morales: Spider-Man novels (4) find out his contribution to education. Researchers used a qualitative descriptive method. The research data is figurative language in a novel entitled "Miles Morales: Spider-Man" by Jason Reynold. Data collection techniques use documentation. At the same time, data analysis is done by identifying figurative language, classification, interpretation, analysis, and conclusion. The study results in mentioning seven figures of speech found in the novel "Miles Morales: Spider-Man" by Jason Reynold, namely metaphor, hyperbole, personification, irony, simile, repetition, and metonymy. The researcher concludes that figurative language has the most appearances in the novel "Miles Morales: Spider-Man" by Jason Reynold.
Improving Student's Vocabulary Mastery Through Hello English Application at Tenth-Grade Students of High School Ulfa Ulfa; Wiyaka Wiyaka; Sri Wahyuni
Lingua Franca Vol. 2 No. 2 (2023): Geographical Coverage: Indonesia and Philippines
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/lingua_franca.v2i2.2465

Abstract

This study aims to determine 1) the effect of using the Hello English application in English teaching on improving students' ability in vocabulary mastery and 2) determine students' perceptions of the application of Hello English application in teaching English subjects at SMAN 1 Mayong, Jepara. This study used a type of quantitative research with a pseudo-experimental research design. This study used test data collection techniques and questionnaires to measure students' vocabulary mastery. The population of this study was grade X students of SMAN 1 Mayong, with a total of 72 students consisting of grades X 7 and X 9. The test result data in this study was calculated and analyzed automatically using SPSS. Based on the data analysis using the t-test, the test data shows that the result of t count (df = 70) = 9.881 and p-value or significant level of 0.000, which is smaller than 0.05. Researchers use α = 0.05 (5%) as a significant standard, so the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted because the p or sig (2-tailed) value of 0.000 is lower than α = 0.05 (5%). This means a significant difference exists between the results of using the Hello English Application in teaching vocabulary to grade X students of SMA Negeri 1 Mayong for the 2022/2023 school year. The results showed that the Hello English application significantly increased students' vocabulary mastery after treatment. The average score of experimental class students increased from 73 on the pre-test to 91 on the post-test.Moreover, the control class's average score was 74 on the pre-test to 79 on the post-test. This means that the average score of the students in the experimental class is higher than the average score in the control class. Researchers concluded that the Hello English Application is effective through mastery of student vocabulary, especially for tenth-grade students of SMA Negeri 1 Mayong for the 2022/2023 academic year. Based on the questionnaire, the results showed that using the Hello English application in teaching English has many positive impacts on students, including students being more motivated in learning and making it easier for students to understand the material.
THE EFFECTIVENESS OF QUIZIZZ TO IMPROVE STUDENTS' VOCABULARY : A CASE STUDY OF 7th GRADE AT SMPN 14 SEMARANG Risma Annisa; Sri Wahyuni; Nur Hidayat
JEELL (Journal of English Education, Linguistics and Literature) Vol. 12 No. 3 (2025): JEELL Volume 12 Number 3 Oktober 2025
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v12i3.98

Abstract

This study examines the effectiveness of Quizizz, a gamified learning platform, in improving vocabulary proficiency among seventh-grade students at SMPN 14 Semarang. A quantitative experimental design was employed with 64 students, who were allocated into an experimental group instructed via Quizizz and a control group instructed using conventional techniques. Data were gathered by pre-test and post-test vocabulary evaluations, supplemented with a student questionnaire. The validity and reliability of the instrument were established (Pearson's correlation significance < 0.05; Cronbach's Alpha = 0.718). Data analysis utilizing SPSS 26 encompassed normality assessment, homogeneity evaluation, paired sample t-tests, and independent t-tests. The results indicated that both groups exhibited improvement; however, the experimental group attained more gains (mean improvement of 9.37 points) than the control group (8.12 points). Statistical analyses revealed significant differences (Sig. 0.000 < 0.05) favoring the Quizizz group. The effectiveness of Quizizz is due to its gamification features, immediate feedback, and alignment with adolescents' learning preferences. The study suggests that Quizizz is an effective and entertaining instrument for vocabulary acquisition; however, additional research with larger samples and extended duration is advised.
Pelatihan Pembelajaran Mendalam (Deep Learning) dengan Menggunakan Artificial Intelligence (AI) bagi Guru KKMA 02 Kabupaten Jepara Ali Shodiqin; A B Prabowo K A; Sri Wahyuni; Muhammad Saifuddin Zuhri
Pelita: Jurnal Pengabdian kepada Masyarakat Vol. 6 No. 2 (2026): Pelita: Jurnal Pengabdian kepada Masyarakat
Publisher : Perkumpulan Kualitama Edukatika Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51651/pjpm.v6i2.570

Abstract

Deep Learning is an instructional approach that promotes comprehensive understanding and the ability to connect learning materials with real-life contexts. This Community Service Program (PKM) aimed to provide theoretical and practical training, along with mentoring, for teachers of KKMA 02 Jepara Regency on implementing a deep learning approach supported by AI-based media. The program sought to enhance teachers’ theoretical understanding and practical skills in integrating AI tools, particularly ChatGPT and Wayground, into lesson planning and classroom practices. The workshop was conducted collaboratively using an andragogical approach. Training methods included lectures and discussions, demonstrations, and hands-on practice, with a composition of 25% theory and 75% practice. The program was held at Ono Joglo Resto, Jepara Regency. The activities focused on strengthening teachers’ cognitive competence in applying deep learning strategies, utilizing ChatGPT to support instruction, and employing Wayground for assessment and reflective learning. Following the workshop, participants were assigned to design lesson plans based on the deep learning approach integrated with AI-based media. The teachers demonstrated strong enthusiasm and reported that the training significantly supported and enriched their teaching practices through AI-assisted deep learning implementation.
A Quasi-Experimental Study of Inquiry-Based Learning for Enhancing Motivation and Reflective Thinking in EFL Recount Writing Ikha Listyarini; Davron Aslonqulovich Juraev; Sri Wahyuni; Nur Hidayat; Muhammad Arief Budiman
International Journal of Education and Teaching Zone Vol. 5 No. 2 (2026): June 2026 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v5i2.821

Abstract

This study investigated the effectiveness of ChatGPT-assisted Inquiry-Based Learning (IBL) in enhancing English as a Foreign Language (EFL) students' writing performance, reflective thinking, and motivation. A quasi-experimental pretest–posttest non-equivalent control group design was employed with 80 undergraduate EFL students assigned to either a conventional IBL group or a ChatGPT-assisted IBL group. Data were collected through IELTS-based writing assessments and validated questionnaires on reflective thinking and motivation and analyzed using descriptive and inferential statistics. The findings showed that students in the ChatGPT-assisted IBL group significantly outperformed those in the conventional IBL group in writing performance, reflective thinking, and motivation. Positive associations were also observed among the three learning outcomes, suggesting that integrating generative AI into inquiry-based instruction supports both cognitive and affective aspects of learning. These findings highlight the pedagogical potential of ChatGPT to enrich inquiry-based writing instruction by promoting reflective learning, increasing student motivation, and improving writing quality. Although the quasi-experimental design limits causal inference, the study provides empirical evidence supporting the integration of generative AI into EFL teaching and offers practical implications for AI-enhanced language learning in higher education.
Co-Authors A B Prabowo K A Ali Shodiqin Ambarini, Ririn Bunyamin Bunyamin Davron Aslonqulovich Juraev Davron Aslonqulovich Juraev Dhenisa Padmasari Dyah Nugrahani Eni Wijayanti Esya Firjatullah Al Hafiz Firda Aliffia Fitri Yulianti Fitria Cahya Ningtias Hayat, Muhammad Syaipul Heri Saptadi Ismanto Ikha Listyarini Laily Nur Affini Maria Yosephin Maria Yosephin Widarti Lestari Mega Novita Mei Fita Asri Untari Muhammad Arief Budiman Muhammad Arief Budiman Muhammad Prayito Muhammad Saifuddin Zuhri Murywantobroto Naily Mufidatul Azka Nur Hidayat Nur Hidayat Nur Khoiri Putri Eka Andriani Rahmawati Sukmaningrum Risma Annisa Salsabella Noviyanto Putri Setyoningsih Wibowo Sherlyanastasya Deby Siti, Lestari Ulfa Ulfa Vondra Sihite Wahyu Widianto Wiyaka Wiyaka Zamtrio Purbo