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All Journal Education Journal of Indonesia (EJI) Literatify : Trends in Library Development
Wahyu Nengsi
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Decision Sciences, Operations Research & Management Education Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences

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Pemanfaatan Literatur Anak dalam Meningkatkan Budaya Baca Pemustaka di Dinas Perpustakaan dan Kearsipan (Studi Pada Layanan Perpustakaan Ibu dan Anak) Ramadayanti Ramadayanti; Wahyu Nengsi
Literatify: Trends in Library Developments Vol 3 No 1 (2022): MARCH
Publisher : UPT Perpustakaan UIN Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/literatify.v3i1.28239

Abstract

Dari hasil penelitian menunjukkan bahwa ketersediaan literatur anak di layanan perpustakaan ibu dan anak cukup memadai. Berdasarkan Standar Nasional Perpustakaan idealnya 60% koleksi anak, dan 40% koleksi untuk umum. Dilihat dari kesesuaian literatur dengan tingkatan umur dan kebutuhan informasi anak sudah sesuai dengan tersedianya koleksi 3 dimensi untuk anak yang belum mampu membaca, dan tersedianya buku-buku dongeng, komik, buku agama, buku sejarah, dan buku pelajaran lainnya. Pemanfaatan literatur anak di layanan perpustakaan ibu dan anak sudah cukup baik. Hal ini ditunjukkan dengan antusias pemustaka dalam membaca literatur dan memanfaatkan fasilitas yang tersedia. Kendala yang dihadapi oleh layanan perpustakaan ibu dan anak dalam meningkatkan budaya baca pemustaka: belum memiliki koleksi audio-visual padahal jika dilihat dari manfaatnya, koleksi audio-visual dapat memberikan kontribusi dalam meningkatkan budaya baca anak karena dalam kenyataannya anak-anak cenderung lebih suka menggunakan teknologi dan lebih suka melihat dan mendengar. Kendala selanjutnya adalah kurangnya pemustaka yang diakibatkan oleh pandemi covid-19
Survey of Students’ Perceptions Toward Teacher Feedback in ESP Chemistry Courses Muhamad Syahrul Mubarok; Indri Yulianti; Wahyu Nengsi
EDUCATION JOURNAL OF INDONESIA Vol. 6 No. 2 (2025)
Publisher : EDUCATION JOURNAL OF INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/eji.v6i2.4908

Abstract

Teacher feedback plays a crucial role in supporting students’ learning development, particularly in English for Specific Purposes (ESP) Chemistry, where learners must master both linguistic and scientific competencies. This study investigates Chemistry students’ perceptions of teacher feedback, the types of feedback they consider most beneficial, and the influence of feedback on their motivation and engagement. Using a mixed-method design, quantitative data were collected from 100 undergraduate Chemistry students through a Likert-scale survey, while qualitative insights were obtained from interviews with 3–5 selected participants. Findings indicate that students generally hold positive perceptions of teacher feedback, valuing clarity, specificity, and constructive tone. They consider timely and detailed feedback particularly helpful for improving language accuracy, content comprehension, and academic performance. However, students also report inconsistency in feedback quality and a lack of follow-up explanations in some instances. The study highlights the need for balanced feedback addressing both linguistic and disciplinary aspects, and emphasizes the importance of teacher feedback literacy in ensuring effective and meaningful feedback practices. These findings provide insights for improving ESP Chemistry instruction and enhancing students’ learning outcomes. Keywords: ESP Chemistry, Learning Motivation, Student Perception, Teacher Feedback.
Co-Authors Indri Yulianti Muhamad Syahrul Mubarok Ramadayanti Ramadayanti