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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Educational Leadership and Management Journal Public Service: Jurnal Ilmu Sosial dan Pendidikan
Bunga Ayu Wulandari
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Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Internal and External Factors Influencing Students’ Reluctance to Speak English Maria Elsa Maharrani; Bunga Ayu Wulandari; Nely Arif
Public Service: Jurnal Ilmu Sosial dan Pendidikan Vol. 2 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/service.v2i2.32

Abstract

The aim of this research to investigated the factors that most influenced the tenth-grade students of SMAN 12 Kota Jambi’s reluctance to speak English. This research utilized a quantitative method with a survey approach. The data of this research were collected by using a questionnaire The results showed that internal factors had a mean value of 33.99, while external factors had a mean value of 25.69. Based on these data, it can be informed that internal factors had the highest mean value, which means that internal factors caused higher reluctance than external factors. Among internal factors, the fear of mistakes was the most influential on the tenth-grade students of SMAN 12 Kota Jambi's reluctance to speak English, because it had the highest mean value, 3.34. Therefore, support from the students’ environment is needed, for example, motivation from their parents and positive support from their classmates. The teachers should advise the use of appropriate learning techniques. Additionally, students should be given an understanding that making mistakes is normal in the learning process.
A Study on Law Students’ Perceptions of the Integration of Legal Terminology in English within ESP Instruction in Higher Education Bunga Ayu Wulandari; Ahmad Ridha; Robi Soma; Fauzan, Muhammad
Educational Leadership and Management Journal Vol. 3 No. 1 (2025): Element - 2025
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v3i1.51185

Abstract

The increasing globalization of legal practice requires law students to develop strong command of English legal terminology as a key component of English for Specific Purposes (ESP) learning. This study explores how law students perceive the importance, challenges, and learning strategies related to the integration of English legal terminology in ESP courses at the tertiary level. Using a qualitative descriptive approach with an intrinsic case study design, data were collected from eight law students through semi-structured interviews, participatory classroom observation, and documentation review. The data were analyzed using thematic analysis supported by NVivo software. The findings show that students regard mastery of legal terminology as indispensable for understanding international legal materials, succeeding in law related subjects, and preparing for future international legal practice. However, they encounter substantial challenges, including polysemy, pronunciation difficulties, dense legal texts, and limited instructional time. To cope with these obstacles, students employ various strategies such as using digital lexicons and online resources, engaging in peer discussion, participating in legal role-plays, and repeatedly interacting with authentic legal documents. The study also reveals that the perceived effectiveness of ESP courses is closely tied to lecturer engagement, the use of authentic materials, and curriculum design that aligns assessment with real legal tasks. The findings offer important implications for curriculum developers and lecturers in designing ESP Law programs that foster legal English proficiency, critical thinking, and global legal literacy.
PERAN GURU PENGGERAK DALAM IMPLEMENTASI KURIKULUM MERDEKA DI SEKOLAH DASAR Herta, Nurinda; Yantoro; Bunga Ayu Wulandari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.13187

Abstract

Kurikulum merupakan bagian integral dari pendidikan dan berperan sebagai pedoman untuk proses pembelajaran di sekolah. Kurikulum tidak hanya sebagai dokumen, tetapi juga sebagai alat bagi guru untuk menyelenggarakan pembelajaran yang efektif. Pendekatan yang digunakan adalah kualitatif dengan metode deskriptif. Penelitian ini bertujuan untuk memahami peran guru penggerak dalam implementasi kurikulum merdeka di sekolah dasar. Data dikumpulkan melalui observasi, wawancara, dan studi dokumen. Subjek penelitian meliputi guru penggerak, kepala sekolah, guru, dan pengawas. Instrumen pengumpulan data meliputi lembar observasi dan pedoman wawancara. Hasil penelitian tentang peran guru penggerak dalam implementasi Kurikulum Merdeka di tiga sekolah dasar di Kota Jambi mengungkapkan beragam pendekatan yang berhasil diterapkan. Di SD Negeri 01/IV, guru penggerak memulai dengan asesmen diagnostik non-kognitif, menyusun modul ajar sesuai kebutuhan siswa, dan menerapkan pembelajaran diferensiasi. Di SD Negeri 151/IV, mereka berhasil menerapkan Kurikulum Merdeka dengan penilaian komprehensif, dengan dukungan dari kepala sekolah dan fasilitas belajar. Di SD Negeri 138/IV, fokus guru penggerak adalah pada pengembangan soft skill dan karakter siswa melalui proyek penguatan profil pelajar pancasila.
PENERAPAN MODEL PEMBELAJARAN PROJECT BASED LEARNING (PjBL) UNTUK MENINGKATKAN KREATIVITAS SISWA PADA PEMBELAJARAN IPAS KELAS V SDN 165/1 SINGKAWANG Rafidah, Rana; Bunga Ayu Wulandari; Destrinelli
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pendidikan memiliki peran krusial dalam memajukan kualitas sumber daya manusia dengan mengembangkan potensi siswa secara holistik. Salah satu inisiatif baru dalam meningkatkan kualitas pendidikan di Indonesia adalah penerapan Kurikulum Merdeka, yang menekankan pembelajaran berpusat pada siswa untuk meningkatkan relevansi, kreativitas, dan adaptabilitas pendidikan. Kreativitas memainkan peran penting dalam proses pembelajaran, memungkinkan siswa untuk mengembangkan pola pikir adaptif dengan memadukan konsep ilmiah. Namun, tantangan masih ada dalam mengembangkan kreativitas siswa, terutama dalam mata pelajaran Ilmu Pengetahuan Alam dan Sosial di sekolah dasar. Penelitian ini bertujuan untuk menerapkan model pembelajaran Project Based Learning (PjBL) dalam pembelajaran IPAS di kelas V SDN 165/1 Singkawang dengan tujuan meningkatkan kreativitas siswa. Metode Penelitian Tindakan Kelas (PTK) digunakan dengan subjek penelitian sebanyak 22 siswa. Pendekatan penelitian yang digunakan adalah Kemmis dan Mc Taggart, yang terdiri dari empat tahapan yaitu perencanaan, tindakan, pengamatan, dan refleksi. Hasil penelitian menunjukkan peningkatan kreativitas siswa dari siklus ke siklus, dengan aktivitas guru sebagai fasilitator penting dalam proses pembelajaran. Model PjBL berhasil meningkatkan kreativitas, Siswa mampu mengajukan pertanyaan yang kritis, mengungkapkan pendapatnya dengan berani, bekerja sama dalam kelompok, dan menuangkan ide-ide baru secara kreatif.
ANALISIS PENGGUNAAN MEDIA PEMBELAJARAN BERBASIS TEKNOLOGI DITINJAU DARI USES AND GRATIFICATION THEORY Lola Ineswenty Mendrofa; Muhammad Sofwan; Bunga Ayu Wulandari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.16575

Abstract

This research aims to determine the influence of Uses and Gratification Theory on the use of technology-based learning media. This research uses a quantitative approach and survey research type. The respondents in this research were teachers who taught at elementary schools in East Jambi District, Jambi City. This research began by filling out a pilot study questionnaire with 35 respondents, then continued with main data collection. The main data collection technique was distributing questionnaires online using Google Form via WhatsApp, with 321 respondents. After the data is obtained it will be analyzed quantitatively using PLS-SEM. The results of this research indicate that the Uses and Gratification Theory which consists of cognitive needs, affective needs and social needs is valid for explaining the use of technology-based learning media. The Uses and Gratification Theory component consisting of cognitive needs, affective needs and social needs influences the use of technology-based learning media among elementary school teachers in East Jambi District, Jambi City. Teachers use media according to their needs, from the measurement model and the resulting output shows that the Uses and Gratification Theory is valid to explain the effect of using technology-based learning media with Cronbach's alpha and composite reliability values ​​above 0.5. The three hypotheses proposed by the researcher produced a significant effect with a t-value greater than 1.96. The first hypothesis is that cognitive needs influence the use of technology-based learning media with a t-statistic value of 4.203 ≥ 1.96. The second hypothesis is that affective needs influence the use of technology-based learning media with a t-statistic value of 2.433 ≥ 1.96. The third hypothesis is that social needs influence the use of technology-based learning media with a t-statistic value of 4.486 ≥ 1.96.
Co-Authors Ahmad Ridha Demayani Demayani Destrinelli Herta, Nurinda Lola Ineswenty Mendrofa Maria Elsa Maharrani Muhammad Fauzan Muhammad Sofwan Nely Arif Rafidah, Rana Robi Soma Urip Sulistyo Yantoro