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All Journal Jurnal Islam Nusantara Pedagogika: Jurnal Ilmu-Ilmu Kependidikan
Sukristiningsih Sukristiningsih
Universitas Papua
Religion Humanities Education Social Sciences

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Implementation of the Flipped Classroom to Promote Junior High School Students’ Reading Comprehension: Students’ Perceptions Sukristiningsih Sukristiningsih
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v5i2.1913

Abstract

This study examines junior high school students’ perceptions of the flipped classroom as an instructional approach to enhancing reading comprehension in an English as a Foreign Language context. The research is grounded in concerns regarding students’ limited engagement and comprehension in conventional reading instruction, prompting an exploration of alternative pedagogical models. Employing a quantitative descriptive research design, data were collected from 30 students using a ten-item questionnaire measuring perceptions related to difficulty, motivation, accessibility, learning support, and perceived learning outcomes. The instrument was subjected to validity and reliability testing and analyzed using descriptive statistics. The findings indicate that students generally expressed positive perceptions of the flipped classroom, particularly in terms of increased learning motivation, confidence, and support for reading comprehension, despite experiencing initial adaptation challenges. The analysis further revealed that seven questionnaire items met validity criteria and the instrument demonstrated acceptable reliability for exploratory research purposes. The study argues that the flipped classroom constitutes a pedagogically viable approach for improving reading comprehension, provided that sufficient instructional guidance and technological support are systematically integrated into the learning process.
Enhancing Intercultural Awareness through Project-Based Learning in the EFL Classroom Sukristiningsih Sukristiningsih; Dewi V Rajagukguk
JURNAL ISLAM NUSANTARA Vol 10, No 1 (2026)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v10i1.704

Abstract

This study investigates the implementation of Project-Based Learning (PBL) in a Cross-Cultural Understanding (CCU) class to enhance students’ intercultural awareness and English communication skills. The research was conducted in the English Education Department, involving undergraduate students enrolled in a CCU course. The main part of the project was an International Sharing Session, in which students spoke with speakers from different countries online to learn about their cultures, values, and daily lives. A qualitative descriptive design was used to gather data from classroom observations, students' project outputs, reflective responses, and records of learning activities. The findings indicate that PBL enhanced cultural comprehension, fostered empathy and open-mindedness, and elevated students' language and communication abilities through genuine, interactive activities. Students showed more confidence speaking English during discussions and presentations, and they also learned how to think critically and work together. Nonetheless, difficulties concerning information organization and linguistic constraints were also recognized, underscoring the necessity for instructional scaffolding and ongoing feedback. The study concludes that integrating PBL into CCU instruction effectively transforms passive learning into active inquiry, fostering the development of intercultural competence and 21st-century skills, thereby establishing it as a pertinent pedagogical approach for EFL contexts in higher education.
Co-Authors Dewi V Rajagukguk