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All Journal Humano: Research Journal EDUKASI JURNAL PengaMAS JIIP (Jurnal Ilmiah Ilmu Pendidikan) JOLLT Journal of Languages and Language Teaching Cakrawala Bahasa Proceeding International Conference on Malay Identity International Journal of Geotourism Science and Developmen International Journal of Integrative Sciences Jurnal Bilingual Jurnal Pendidikan IPA Indonesia Englisia
Roswita M Aboe
Universitas Khairun
Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Effects of Biology Learning Models on Metacognitive Skills of Senior High School Students Ilham Majid; Roswita M Aboe; Anissa Novita Sari
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 3 (2024): September 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/nk3tdy23

Abstract

The main problem in this study is that many students still rely on memorisation without understanding the concepts deeply, so their ability to plan, monitor and evaluate learning is less developed. In addition, conventional learning models that are often applied in schools tend to provide less opportunity for students to develop metacognitive skills optimally. Therefore, innovation is needed in learning models that can encourage students to think critically and reflect on their learning process. The purpose of this study was to determine the effect of STAD, guided inquiry, and combined STAD and guided inquiry learning models on the metacognitive skills of high school students in Ternate, Indonesia. The research used a quantitative method with a quasi-experimental nonequivalent control group design. The sample consisted of 92 active students in the even semester, selected through purposive sampling. In addition, metacognitive skills were measured using rubrics integrated with test questions. The results showed that the STAD learning model, guided inquiry and a combination of STAD and guided inquiry learning models can improve students' metacognitive skills with a value of Fhitung = 9.317.  In addition, the use of STAD learning model, guided inquiry, and the combination of both models showed better metacognitive skills compared to the use of conventional methods. The conclusion of this research is that the learning model applied affects metacognition skills. The combination of STAD and guided inquiry learning models showed the highest achievement of metacognition skills compared to guided inquiry, STAD, and conventional learning models. However, the STAD and guided inquiry learning models showed the effect of metacognition scores that were not significantly different.
STUDENTS’ COMPETENCE IN USING DETERMINERS (THIS, THAT, THESE, THOSE) AT SMP NEGERI 2 KOTA TERNATE Wahab, Lita; Aboe, Roswita M; Lestari, Sri Ayu Budi
Cakrawala Bahasa Vol 14, No 2 (2025): Edisi Oktober 2025
Publisher : FKIP Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.cakra.v14i2.11216

Abstract

The purpose of this study was to determine students' competence in using determiner (This, that, these, those) in class VII students of SMPN 2 Kota Ternate in the 2025-2026 academic year. The population in this study were class VII students in the odd semester of SMPN 2 Kota Ternate in the 2025-2026 academic year. While the number of samples in this study was 30 respondents collected using purposive sampling. This study used a quantitative descriptive method. Data were collected using 30 multiple choice questions, matching and essays. The researcher found that no students were in the very poor category, four students (13.33 %) were in the poor category. Then there were seven students (23.33%) who were in the fair category, ten students (30.33%) were in the fairly good category, seven students (23.33%) were in the good category, one student (3.33%) was in the quite very good category, and one student (3.33%) was in the excellent category. In summary, the average score for students in using determiner (this, that, these, those) sentences was 69.4. This indicates that students' competence in using determiner (this, that, these, those) sentences in the even semester of seventh grade students is still fairly good.
School-based language revitalization in practice: Implementing programs for the preservation of East Makian Ikram Senen; Roswita M. Aboe
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.32

Abstract

This study examines the implementation of a language revitalization program for East Makian, an endangered language, within senior high school settings. It further investigates the discrepancy between policy directives and actual classroom practices, given the language’s persistent endangered status. The primary objectives are threefold: to determine the program’s effect on students’ cultural awareness and interest; to assess its impact on the number of proficient speakers; and to identify the facilitating and hindering factors affecting program implementation. A mixed-methods explanatory sequential design was employed, involving 183 student participants and five key informants across three schools. Findings indicate that the program’s overall impact was rated as Good (34.68), characterized by a significant increase in students’ cultural awareness and interest. The program’s effectiveness was also rated as Good (34.48); however, this was structurally constrained by the absence of a formal curriculum. Supporting and impeding factors received a rating of Fairly Good (33.80), with teacher commitment identified as a key facilitator, while the lack of a standardized curriculum remained a major barrier. Notably, no statistically significant difference was observed between the group exposed to the program and the non-exposed group (t = 0.052, p = 0.958). These results suggest that while the program positively influences attitudinal outcomes, it does not lead to measurable improvements in students’ productive language skills.
Enhancing Junior High School Students’ English Proficiency Through Interactive Case-Based Learning Roswita Aboe; Naniek Jusnita; Asrul M. Syawal; Harriot Beazley
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i3.18986

Abstract

The integration of learner-centered pedagogy and digital technology has become increasingly important for improving English language learning outcomes. Therefore, this study aimed to investigate the effectiveness of integrating CBL with interactive media to enhance students’ English language proficiency for junior high school students. The study employed an exploratory case study design using mixed methods. Participants included junior high school students and English teachers involved in the implementation of CBL supported by interactive media. Data were collected through pre- and post-tests, questionnaires, classroom observations, and interviews. Instrument reliability analysis indicated acceptable internal consistency (Cronbach’s α = 0.7613). The findings revealed substantial improvements in students’ learning outcomes. The mean score increased from 52.00 on the pre-test to 83.00 on the post-test, exceeding the minimum passing criterion of 75.00. Learning performance also became more consistent, as reflected in the reduction of the standard deviation from 6.51 to 3.61 and the increase in minimum scores from 45 to 74. Questionnaire results showed that student engagement demonstrated the strongest construct validity, while perceived improvement showed adequate validity and motivation exhibited a weaker correlation. Qualitative evidence further indicated higher levels of engagement, clearer understanding of learning materials, greater confidence in English use, and more active classroom interaction. The study concludes that integrating CBL with interactive media effectively enhances English proficiency, engagement, and learner confidence. These findings provide practical guidance for implementing technology-enhanced, learner-centered English instruction in secondary education.
Co-Authors Agus Supriyadi Aldasari A. Sahafin Andriani Abd. Rahman Anissa Novita Sari Anwar, Indry Widyasti Asrul M. Syawal Bahara, Susana R. Bundu, Patta Cantika Islamiati Zainuddin Daud, Abdul Halim Firman Amanda Fitria Wulan Sari Harriot Beazley Ikram Senen Ilham Majid Indri Widyasti Anwar Julita Mubin Jusnita, Naniek Kris Syamsudin Latif, Taib Lestari, Sri Ayu Budi Maulana Ibrahim Mutia Harun Rahula Perera Rohania Wati Buru RW (Bill) Carter Samad, Farid Sasmita Pratiwi Anu Shifa Alviony Umasangadji Susana R. Bahara Sutaryo Sutaryo Sutaryo Sutaryo Syamsul Bachri Thalib, Syamsul Bachri Taib Latif Umasangadji, Shifa Alviony Wahab, Lita