Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Wiralodra English Journal (WEJ)
Tri Pujiani
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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REVOLUTIONIZING EDUCATION THROUGH FLIPPED LEARNING: TRANSFORMING LEARNING PATTERNS IN THE 21ST CENTURY Arti, Dhea; Danuar, Aldy; Tri Pujiani
Wiralodra English Journal (WEJ) Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.362

Abstract

This study investigates flipped learning as an emerging instructional approach that addresses the shifting learning needs of learning in the 21st century. Compared to traditional classroom pedagogy with respect to teacher-centered approach, flipped learning transforms traditional direct instruction outside the classroom online and focuses classroom time for group activities, discussions, and experiential learning. The article integrates new empirical and theoretical studies to analyze how the flipped approach results in greater autonomy, critical thinking, and motivation among students. Grounded on constructivist theory, Bloom's Taxonomy, and self-determination theory, this paper examines how flipped classrooms enhance active learning and learner-centered learning. The research concludes that flipped learning results in better academic performance if educators prepare themselves appropriately and digital technologies are made available. However, unequal digital access and learner readiness are issues that still need to be main concerns. EFL case studies also demonstrate that, in addition to promoting language acquisition, flipped learning can promote 21st-century skill acquisition such as problem-solving and collaboration. Ultimately, flipped learning presents a convincing way of redesigning education today into an even more engaging, equalitarian, and forward-looking environment.  
Multiple Intelligence-based Activities: Its Effects on Essay Writing Skills Agrissto Bintang Aji Pradana; Tri Pujiani; Meiliana Nurfitriani
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 6 (2023): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v12i6.10312

Abstract

Writing an English essay requires complex abilities, such as critical thinking and academic writing. Nevertheless, it seems to be an obstacle to developing essay writing skills. Besides they are using a foreign language, the learning activities did not accommodate their personal traits and learning styles. This study aims to find out the profile of PGSD students’ Multiple Intelligence (MI) and the effect of MI-based learning activities on their essay-writing skills. This experimental research was conducted at Universitas Muhammadiyah Magelang in 2020. Furthermore, 60 out of 160 fourth-semester students at the Elementary School Teacher Education Department were involved as the sample. The primary data were obtained through tests supported by observation and interviews. The data were distributed to be normal and homogenous. Based on the statistical data analysis of the Independent t-test, Sig. (2-tailed) was 0.900 > 0.05. The average scores of the Experimental Group post-test also indicate higher than the one of the control group post-test scores. It concludes that MI-based activities influenced students’ essay-writing skills. The results could be a beneficial reference in promoting students’ essay-writing skills in higher education.
Co-Authors Agrissto Bintang Aji Pradana Arti, Dhea Danuar, Aldy Meiliana Nurfitriani