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All Journal Dialektika Cakrawala Pendidikan DIKSI Litera LiNGUA: Jurnal Ilmu Bahasa dan Sastra Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya SASTRANESIA: Jurnal Program Studi Pendidikan Bahasa dan Sastra Indonesia Jurnal Onoma: Pendidikan, Bahasa, dan Sastra EDUTEC : Journal of Education And Technology Ghancaran: Jurnal Pendidikan Bahasa dan Sastra Indonesia Mandalika Mathematics and Educations Journal Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Penelitian, Pendidikan, dan Pembelajaran Journal of Educational Sciences Jurnal Pengabdian Masyarakat Bangsa Jurnal Ilmiah NOSI
Dyah Werdiningsih
Fakultas Keguruan Dan Ilmu Pendidikan Universitas Islam Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Energy Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Efektivitas model pembelajaran menulis reflektif-kritis terhadap pembelajaran menulis teks eksposisi siswa kelas X Junaidi, Junaidi; Wahyuni, Sri; Werdiningsih, Dyah
Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Vol 8 No 4 (2025)
Publisher : Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/diglosia.v8i4.1596

Abstract

Writing instruction in Indonesian language classrooms frequently encounters obstacles, particularly because many learners find it difficult to structure and develop ideas coherently in written form. This research investigated whether the reflective–critical writing model could effectively improve students’ ability to compose expository texts. A pre-test and post-test design was used in a quasi-experimental manner. The participants were 88 tenth-grade students who were evenly assigned to an experimental group and a control group. Instruction for the experimental group was delivered through the reflective–critical writing model, whereas the control group received traditional teaching methods, including lectures and question-and-answer activities. Data analysis was conducted using paired-sample and independent-sample t-tests, followed by an effect size calculation employing Cohen’s d. There was a substantial difference between the two groups, according to the statistical findings (p = 0.000). The experimental group demonstrated a strong effect size (d = 1.690), while the control group showed a more moderate effect (d = 0.636). These findings indicate that the reflective–critical writing model is highly effective in strengthening students’ expository writing skills. Consequently, this model is recommended for implementation in other instructional settings with comparable student profiles to promote active learning and improve overall academic achievement.
Pengaruh Model Pembelajaran Contextual Teaching and Learning (CTL) Berbantuan Video Pembelajaran terhadap Pemahaman Siswa Kelas 7 SMP Hariyanto, Argulana Candra; Nursit, Isbadar; Kartika Sari, Fadhila; Werdiningsih, Dyah
Mandalika Mathematics and Educations Journal Vol 8 No 1 (2026): Edisi Maret
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i1.11487

Abstract

This study aims to examine the effect of the Contextual Teaching and Learning (CTL) model on students’ mathematics achievement. The study is motivated by the need for instructional approaches that connect mathematical concepts to real-life contexts in order to enhance students’ understanding and engagement. A quantitative approach was employed using a quasi-experimental design with a pretest–posttest control group. The participants consisted of two classes: an experimental group taught using CTL and a control group taught using conventional instruction, with 30 students in each group. The research instrument was a mathematics achievement test scored on a 0–100 scale, administered as both a pretest and a posttest. Data were analyzed using prerequisite tests (normality and homogeneity) followed by an independent-samples t-test at a 0.05 significance level. The results indicate a statistically significant difference in posttest mathematics achievement between students who learned through CTL and those who received conventional instruction. These findings suggest that CTL is more effective in supporting students’ conceptual understanding and their ability to apply mathematical ideas through meaningful, context-based learning activities. Therefore, CTL is recommended as an alternative instructional model to improve students’ mathematics learning outcomes.
Co-Authors Abdul Rani Al Hamidi, Muhammad Fauzi Ambarwati, Ari Ari Ambarwati Dwijayanti, Novia Shafa DWITASARI, ARNANDA Elida Charir Chudsyiah Elva Riezky Maharany Elvira Damayanti Famsah, Saefuddin Hamdani, Imron Hariyanto, Argulana Candra Hasan Busri Imrotin, Imrotin Isbadar Nursit Junaidi Junaidi Kartika Sari, Fadhila Moh. Badrih Muhamad Safi’i Muslimin Muslimin Nur Fajar Arief Nuri Karomah Kamilia Qoyyimun Nafal Rizka Dwi Agustina Sri Wahyuni Sri Wahyuni Tufaul Aini Ubaidillah, A. Shafir