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All Journal PREMISE: Journal of English Education and Applied Linguistics EDUTECH: Jurnal Ilmu Pendidikan dan Ilmu Sosial RIPTEKSI KEPENDIDIKAN PGRI EXPOSURE JOURNAL Journal of English Literacy Education TUNAS BANGSA Pendas : Jurnah Ilmiah Pendidikan Dasar Wiralodra English Journal (WEJ) Esteem Journal of English Study Programme Journal on Education JET (Journal of English Teaching) Jurnal Review Pendidikan dan Pengajaran (JRPP) Social, Humanities, and Educational Studies (SHEs): Conference Series INTERACTION: Jurnal Pendidikan Bahasa Anaphora: Journal of Language. Literary and Cultural Studies Journal of Classroom Action Research Journal On Teacher Education (Jote) Didaktik : Jurnal Ilmiah PGSD STKIP Subang Awwaliyah JOLLT Journal of Languages and Language Teaching Cendikia : Media Jurnal Ilmiah Pendidikan International Journal of Education, Social Studies, And Management (IJESSM) ALACRITY : Journal Of Education INVENTION: Journal Research and Education Studies Jurnal PRIMED:Primary Education Journal atau Jurnal Ke-SD An Global Expert: Jurnal Bahasa dan Sastra ELITERATE : Journal of English Linguistics and Literature Studies Al-Irsyad: Journal of Education Science JGK (Jurnal Guru Kita) Indonesian Research Journal on Education Innovative: Journal Of Social Science Research Jurnal Pengabdian Masyarakat dan Riset Pendidikan Journal of Innovative and Creativity Algebra Journal of Social Work and Science Education Differential: Journal on Mathematics Education
Masagus Firdaus, Masagus
Universitas PGRI Palembang
Religion Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Penerapan Pendekatan Understanding by Design Berbasis Assemblr Edu terhadap Hasil Belajar IPAS Siswa Kelas V SD Negeri 7 Parittiga Paini, Alpaini Himarika; Firdaus, Masagus; Rosmiyati, Evi
Awwaliyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 1 (2025): Awwaliyah: Jurnal PGMI
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/awwaliyah.v8i1.3602

Abstract

This study aims to determine whether there is an effect of implementing the Understanding by Design (UbD) approach based on Assemblr EDU on the learning outcomes of Science and Social Studies (IPAS) among grade V students at SD Negeri 7 Parittiga, compared to students who were not taught using this approach. The research method used is quantitative, with a type of Quasi-Experimental Design in the form of a Nonequivalent Control Group Design. The population in this study consisted of all grade V students at SD Negeri 7 Parittiga. The sampling technique used is non-probability sampling, specifically census/total sampling. Based on the data analysis results, the value of t-count > t-table (2.253 > 2.024), thus H₀ is rejected and Hₐ is accepted. Likewise, the significance value (2-tailed) = 0.030 < 0.05. This indicates that there is a significant effect of implementing the Understanding by Design (UbD) approach based on Assemblr EDU on the IPAS learning outcomes of grade V students at SD Negeri 7 Parittiga compared to those not taught using this approach. Therefore, the implementation of the Understanding by Design approach based on Assemblr EDU is effective in improving the IPAS learning outcomes of grade V students.
Effectiveness of Mobile-Assisted Language Learning on EFL Students’ Reading Comprehension Selfiah Anggraini Pratiwi; Firdaus, Masagus
Global Expert: Jurnal Bahasa dan Sastra Vol. 13 No. 1 (2025): July
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36982/jge.v13i1.5426

Abstract

This study investigates the effectiveness and student perceptions of Mobile-Assisted Language Learning (MALL) embedded in English learning applications for English as a Foreign Language (EFL) students. Employing a quantitative quasi-experimental pre-test/post-test design with a correlational component, the study involved 120 upper secondary school students from three public senior high schools in South Sumatra, Indonesia. Two mobile applications, BBC Learning English and English Reading Test, were used over a two-week period. Data were collected using a standardized 25-item multiple-choice reading comprehension test and a validated 20-item perception questionnaire adapted from established reading assessment frameworks. Paired sample t-tests revealed a statistically significant improvement in students’ reading comprehension scores after the intervention (p < 0.05; d = 0.78). Pearson product-moment correlation analysis indicated a positive relationship between students’ perceptions of the assessment features and their reading score gains. Students reported highly positive perceptions, especially in usability and engagement, while feedback mechanisms received slightly lower but still positive ratings. These findings highlight the potential of mobile-based reading comprehension assessments as effective tools for improving reading performance in EFL contexts, provided they are designed with authentic materials, interactive tasks, and timely feedback. Keywords: Mobile-Assisted Language Learning (MALL), reading comprehension, formative assessment
Influence of KWL Strategy and Reading Habit on Students’ Reading Comprehension Achievement Fitriani, Riska; Tahrun, Tahrun; Firdaus, Masagus
ALACRITY : Journal of Education Volume 5 Nomor 2 Juni 2025
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i2.846

Abstract

This research aimed to examine the significant influence of KWL (know-want-learn) strategy and students’ reading habits on the reading comprehension achievement of eighth-grade students at Salsabila Islamic School Palembang. The study adopted a quantitative approach using an experimental method with a factorial design. The population comprised 120 students from four eighth-grade classes in the academic year 2024–2025. A total of 60 students were selected as the sample through purposive sampling, divided equally into two groups: 30 students in the experimental group and 30 in the control group. Data were collected using two primary instruments: questionnaires and reading comprehension tests. The questionnaire, distributed during both pre-test and post-test phases, aimed to measure students’ reading motivation. The comprehension tests consisted of 25 multiple-choice questions with four answer options, administered before and after the treatment. The experimental group received instruction using the KWL strategy, while the control group was taught through conventional methods. The data analysis involved paired sample t-tests, independent sample t-tests, and two-way ANOVA, all processed using SPSS version 23. The results of hypothesis testing showed that all p-values were below the 0.05 significance level, indicating statistically significant differences. Consequently, all alternative hypotheses were accepted, and the null hypotheses were rejected. The findings indicate that the KWL strategy significantly enhances students’ reading comprehension. In addition to improving comprehension scores, the strategy also increased student engagement and learning motivation. These results support the integration of KWL as an effective instructional technique in English language teaching, particularly in developing reading proficiency among junior high school students.
THE IMPACT OF SAAC METHOD ON READING COMPREHENSION AND INTEREST OF EIGHTH GRADE STUDENTS AT SMPN 4 RAMBUTAN Aloy, Yohana; Firdaus, Masagus; Mulyadi, Mulyadi
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.v9i2.397

Abstract

The study aimed to explore how the SAAC (State, Assign, Action, Complete) method enhances reading comprehension and interest among eighth-grade students at SMPN 4 Rambutan. Conducted using Classroom Action Research (CAR) based on Kemmis and Taggart’s model, the study involved class 8.1, consisting of 32 students (14 males and 18 females), and was carried out in two cycles. In cycle 1, 20 students (62.5%) met the minimum passing criteria (≥73), but observations indicated that student participation was still at a fair level, and the teacher had not fully encouraged engagement. In cycle 2, 28 students (87.5%) met the criteria, showing improved participation and interest, while the teacher also enhanced her ability to engage students more effectively. To boot, results from the reading interest questionnaire revealed an increase from an initial score of 2.86 to 3.50, indicating a higher enthusiasm for reading.  These findings confirm that the SAAC method effectively improves students’ reading comprehension and interest at SMPN 4 Rambutan. This study was conducted with a single class over a short period of time. Therefore, future studies should include larger, more diverse samples to better evaluate the sustained impact of the SAAC method on reading comprehension and interest.
Enhancing Speaking Proficiency Through Integrated Language Assessment In Efl Classrooms: A Case Study At SMAN 2 Unggulan Talang Ubi Rimadhona, Marizka; Firdaus, Masagus
Innovative: Journal Of Social Science Research Vol. 5 No. 4 (2025): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v5i4.20037

Abstract

Speaking is a critical language skill in EFL learning, yet it remains one of the most challenging to assess effectively. This study investigates the integration of language assessment with speaking skills at SMAN 2 Unggulan Talang Ubi. Through a qualitative descriptive approach, the study explores how teachers implement speaking assessments, how these assessments align with instructional objectives, and their perceived impact on students’ speaking performance. Data were collected via classroom observations, teacher interviews, and student focus group discussions. The findings indicate that performance-based assessments, particularly role plays and oral presentations, enhance students’ speaking proficiency, motivation, and confidence. The study concludes with pedagogical implications for aligning assessment with communicative teaching goals and recommends more structured feedback mechanisms to support learners’ oral language development.
Bridging the Digital Divide: Theoritical Perspectives on ICT Integration in Indonesian Education Policy Imaduddin, Fadhilatul; Firdaus, Masagus
International Journal Of Education, Social Studies, And Management (IJESSM) Vol. 5 No. 2 (2025): The International Journal of Education, Social Studies, and Management (IJESSM)
Publisher : LPPPIPublishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/ijessm.v5i2.806

Abstract

This article examines the integration of Information and Communication Technology (ICT) within Indonesia's education system through multiple theoretical frameworks. Despite national initiatives such as Merdeka Belajar and Digitalisasi Sekolah, the implementation of ICT continues to face systemic barriers including infrastructure inequality, teacher preparedness, and fragmented policy execution. Utilizing a qualitative, literature-based approach, the study analyzes ICT integration through the lenses of Diffusion of Innovation, TPACK, SAMR, Constructivism, and Connectivism. These frameworks illuminate the sociocultural, pedagogical, and technological factors shaping ICT adoption in Indonesia’s diverse educational landscape. The findings underscore the need for locally responsive strategies that prioritize sustainable teacher professional development, inclusive infrastructure expansion, stakeholder collaboration, and context-sensitive policy formulation. Furthermore, the article outlines key benefits of ICT—such as enhanced access to information, personalized learning, and 21st-century skill development—while critically examining barriers rooted in inequities and institutional limitations. Practical strategies are proposed to address these challenges, including digital professional learning communities, culturally relevant content development, and innovation incentives. The study concludes by identifying future research directions, including longitudinal studies, inclusive practices, and policy evaluation. By offering a multidimensional perspective, this article contributes to ongoing discourse on how to bridge the digital divide and foster more equitable, effective ICT integration in Indonesian education.
Unlocking Better Reading Skills: How Multimedia and Interactive Tools Make a Difference Nurhasanah, Indri; Firdaus, Masagus
ALACRITY : Journal of Education Volume 5 Nomor 2 Juni 2025
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i2.782

Abstract

Using multimedia and interactive tools in reading instruction has become more popular as a way to improve student engagement and understanding in an increasingly digital educational environment. The effectiveness of these digital resources which include interactive apps, educational games, and e-books in enhancing reading abilities across a range of learner profiles is investigated in this paper. This study synthesizes information from 35 peer-reviewed articles published between 2020 and 2024 using a qualitative research methodology. The review demonstrates the potential of multimedia technologies to create a more dynamic learning environment by highlighting important advantages including improved motivation, comprehension, and differentiation of instruction. The study does, however, also address some significant shortcomings, such as teacher readiness, content quality, equity concerns, cognitive overload, and reliance on technology. In order to optimize learning outcomes, these criteria highlight the need for thorough educator training and fair access to digital resources. This article offers insightful information for educators and government official who want to incorporate technology in a way that promotes reading development by outlining both its advantages and disadvantages. The results imply that although multimedia tools have the potential to revolutionize literacy instruction, their application needs to be carefully considered to guarantee the best possible learning outcomes.
ANALISIS PENGGUNAAN APLIKASI DUOLINGO DALAM PENGUASAAN KOSAKATA SISWA SMP Vidayanti; Firdaus, Masagus; Mayasari, Santi
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol 5 No 3 (2025): ALGEBRA : JURNAL PENDIDIKAN, SOSIAL DAN SAINS
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/algebra.v5i3.1342

Abstract

This study investigates how junior high school students can improve their command of English vocabulary by using the Duolingo program. It tackles the problem of low vocabulary retention and student involvement that is frequently present in conventional language training. The purpose of the study is to find out how students view Duolingo as a gamified learning resource and what factors affect how well it helps them learn new words. A descriptive analysis approach was used, based on the results of several recent empirical investigations. The findings demonstrate how Duolingo greatly enhances students' learner autonomy, contextual usage, and vocabulary retention. More incentive and active engagement are encouraged by its gamified features, which include level progression, point systems, and rapid feedback. Compared to traditional techniques, students said using Duolingo to learn vocabulary felt more fun and less taxing. Additionally, the multimodal information on the platform accommodates different learning styles, and its adaptability promotes self-directed learning. However, other issues were also noted, like the need for teacher direction and digital inequality. The conversation focuses on Duolingo's contribution to raising student participation in class and encouraging proactive rather than passive behavior. In conclusion, Duolingo is a useful addition to vocabulary training in junior high EFL classes. It improves language learning results and encourages self-directed learning when carefully included into a blended learning framework. Its long-term effects and uses in many educational contexts are encouraged to be investigated in future studies.
PENGARUH PENGGUNAAN MAKE A MATCH TERHADAP HASIL BELAJAR SISWA KELAS IV SD Nabila, Intan; Junaidi, Ilham Arvan; Firdaus, Masagus
JGK (Jurnal Guru Kita) Vol. 8 No. 2: Maret 2024
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jgk.v8i2.55316

Abstract

Rumusan masalah dalam penelitian ini adalah apakah terdapat pengaruh yang signifikan terhadap hasil belajar pada materi bagian tumbuhan dan fungsinya siswa kelas IV yang diajarkan dengan menggunakan model pembelajaran make a match dan yang menggunakan model pembelajaran konvensional di SD Negeri 21 Palembang. Populasi penelitian ini yaitu peserta didik kelas IV SD Negeri 21 Palembang dengan sampel penelitian kelas IV B dengan jumlah siswa 25 dan IV C dengan jumlah siswa 23 orang peserta didik diberikan perlakuan menggunakan model pembelajaran Make A Match pada materi bagian tumbuhan dan fungsinya. Metode yang digunakan eksperimen (true eksperimen design dengan jenis posttest only control design). Teknik pengumpulan data menggunakan tes dan dokumentasi. Teknik analisis data pada penelitian ini diperoleh uji normalitas diketahui kelas eksperimen sebesar 0,065 > 0,05 dan kelas kontrol 0,049 > 0,05, uji homogenitas sebesar 0,065 > 0,05 disimpulkan datanya berdistribusi normal. Uji t diketahui bahwa 𝑡ℎi𝑡𝑢𝑛g 7,893 > 𝑡𝑡𝑎𝑏𝑒𝑙 1,679 dengan df 46. Dimana 𝐻𝑜 ditolak dan 𝐻𝑎 diterima, sehingga hipotesisnya menyatakan bahwa ada pengaruh model pembelajaran Make A Match berbantu media gambar terhadap hasil belajar siswa pada materi bagian tumbuhan dan fungsinya kelas IV SD Negeri 21 Palembang.
The Role of Integrated Assessment in Enhancing Language Skills Development Kuspandi, Nabila Samira; Firdaus, Masagus
Invention: Journal Research and Education Studies Volume 6 Nomor 3 November 2025 | IN PRESS
Publisher : CV. PUSDIKRA MITRA JAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/invention.v6i3.2921

Abstract

Integrated assessment is increasingly recognized as an essential component in language education, especially in English as a Foreign Language (EFL) settings. Unlike traditional assessments that isolate language skills, integrated assessment combines two or more skills in meaningful tasks that reflect authentic language use. This article investigates the role of integrated assessment in enhancing language skills development through a literature review and qualitative classroom-based study. The findings suggest that integrated assessment not only promotes communicative competence but also supports critical thinking, learner autonomy, and engagement. The paper highlights practical strategies for implementing integrated assessment and provides recommendations for educators and policymakers.
Co-Authors Adiahadini Yoppa Mitha Madira Putri Afriani, Masayu Neni Akbar, Lingga Oka Aloy, Yohana Andaresta, Adhadilah Galuh Andika Andika Ariyani, Hastin Yoka Artanti Puspita Sari Aryani, Emi Carmelya, Shelvi Djunaidi Djunaidi Djunaidi Djunaidi Elvira Indah Sundari Evi Rosmiyati, Evi Febrianti, Trimalia Febriyanti, Nani Gusnita Ariani Hartati, Aty Hendra Lesmana Ilham Arvan Junaidi Imaduddin, Fadhilatul Intan Nabila Inton, Inton Irawan, Tata Regita Sherfaty Jayanti, Jayanti Kusmiati, Dewi Kuspandi, Nabila Samira Lestari, Eva Fidia Magdad Hatim Masagus Sulaiman Mawar, Maya Guita Maya Susanti Melisa Marlinton Milzam Zibrullah MULYADI Mulyadi Mulyadi Nabila Abron Nabila, Intan Nadia Putriani Ningsih, Yunika Lestaria Novi Triana Nurhasanah, Indri Nurillahwaty, Eka Paini, Alpaini Himarika Permatasari, Gilang Lukito Rimadhona, Marizka Riska Fitriani Santi Mayasari Sari, Suci Indah Selfiah Anggraini Pratiwi Shafitri Indah Pratiwi Siti Nurjanah Tahrun Tahrun Tahrun Tahrun, Tahrun Tri Widayatsih, Tri Ulfah, Mariyah Vidayanti Wianto, Tukir Yukamana, Hanni Yusni Arni