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All Journal Tarbawi : Jurnal Ilmu Pendidikan English Review: Journal of English Education
Okti Wilymafidini
Institut Agama Islam Negeri Kerinci
Humanities Education Languange, Linguistic, Communication & Media

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Pengaruh Metode Pembelajaran Gallery Walk terhadap Hasil Belajar IPA Terpadu Seprianto Seprianto; Hendra Lardiman; Okti Wilymafidini
Tarbawi : Jurnal Ilmu Pendidikan Vol. 16 No. 2 (2020): Tarbawi : Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh metode pembelajaran gallery walk terhadap hasil belajar IPA terpadu siswa kelas VIII MTs Negeri 3 Kerinci. Jenis penelitian yang digunakan adalah penelitian kuantitatif metode eksperimen dengan tipe rancangan two group post-test only design. Teknik pengambilan sampel yaitu menggunakan teknik random sampling. Yang menjadi populasi pada penelitian ini adalah siswa kelas VIII MTs Negeri 3 Kerinci dan sampel dalam penelitian ini adalah kelas VIIIA dan Kelas VIIIC sebanyak 44 Orang. Teknik pengumpulan data yaitu dengan menggunakan tes. Teknik analisis data dilakukan dengan uji hipotesis. Hasil penelitian menunjukkan bahwa terdapat pengaruh metode pembelajaran Gallery Walk  terhadap hasil belajar IPA Terpadu siswa kelas VIII MTs Negeri 3 Kerinci. Selanjutnya merekomendasi atau saran untuk penelitian berikutnya adalah supaya menggunakan metode pembelajaran Gallery Walk yang disertai dengan media pembelajaran yang menarik seperti media gambar dll, sehingga bisa membuat siswa lebih aktif dalam mengikuti pembelajaran dan hasil Belajarnya meningkat.
LEVELS OF LEARNER AUTONOMY IN ONLINE LEARNING AMONG INDONESIAN EFL TERTIARY STUDENTS Daflizar Daflizar; Okti Wilymafidini
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.v14i1.124

Abstract

In the 21st century, promoting learner autonomy has become a central objective in education, especially in the context of language learning. Encouraging students to take responsibility for their learning is believed to enhance their motivation and engagement in learning English. One increasingly popular tool that supports this goal is the English Online Platform, which facilitates autonomous learning by offering easily accessible resources and opportunities to improve English proficiency. Although many studies on learner autonomy have been conducted in Indonesia, most have focused on conventional classroom settings, with relatively few addressing autonomy in online learning contexts. This study investigated the readiness of Indonesian EFL undergraduate students for autonomous learning in online English courses and examined whether their perceptions of autonomy differed by gender or year of study. Data were obtained from 164 English education students across seven higher education institutions in three provinces in Indonesia through an online questionnaire. Both descriptive and inferential statistics were used to analyze the data. The findings revealed that students demonstrated moderate to high levels of autonomy across the four dimensions: self-control, self-reflection, self-interaction, and self-motivation. Among the dimensions, self-reflection was rated the highest, which indicates that students strongly perceived themselves as reflective learners who could assess their performance and articulate reasons behind their successes and failures, while self-interaction was the lowest, suggesting their limited confidence in online communication and collaboration. While gender did not significantly affect students’ perceptions, differences were noted based on years of study. The study offers implications for EFL teachers and higher education institutions in the Indonesian context.
Co-Authors Daflizar Daflizar Hendra Lardiman Seprianto Seprianto