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All Journal JURNAL SMART Edukasi: Jurnal Pendidikan dan Pengajaran BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains Jurnal Pendidikan Matematika (JUDIKA EDUCATION) ELT-Lectura JURNAL CEMERLANG: Pengabdian pada Masyarakat Journal of English Education, Literature and Linguistics JURNAL PERSPEKTIF PENDIDIKAN Language and Education Journal Linguistic, English Education and Art (LEEA) Journal EDULIA: English Education, Linguistic and Art Journal Education Journal: General and Specific Research Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL) Jurnal Pengabdian Masyarakat Bangsa QOSIM: Jurnal Pendidikan, Sosial & Humaniora Ulil Albab Jurnal Pendidikan Progresif
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Slow Learners’ Difficulties in Learning Basic English Literacy and Numeracy at SMP L Sidoharjo Oktaviani, Ayu; Yulfi, Yulfi; Episiasi, Episiasi
EDULIA: English Education, Linguistic and Art Journal Vol. 6 No. 1 (2025): EDULIA: English Education, Linguistic and Art Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/tem08d81

Abstract

This research was obtained to investigate slow learners’ difficulties in learning Basic English literacy and numeracy at SMP N L Sidoharjo Musi Rawas Distric. Mix method was be applied in conducting this research in order to answer two research questions about the slow learners’ difficulties and the factors of difficulties in learning Basic English literacy and numeracy. In collecting data, the researchers used diagnostic test and interview. Twenty seventh grader slow learners’took part as the subject of the research. And data from test were analyzed quantitatively, while data from interview were analyzed qualitatively by using model analysis of Miles and Huberman: data collection, condensation, data display and drawing and verifying conclusion. After analyzing data, it was found that slow learners at SMP L Sidoharjo face difficulties in Basic English Literacy and Numeracy. In literacy, they have problem in reading, especially in getting specific information from the text. Then, they also faced difficulties in arranging words into simple sentences and arranging simple sentences into a good paragraph. While in numeracy, they were difficult in comprehending data in the form of table, graph or chart. Calculating how much they have paid (price) and writing number into words became other difficulties for them. These difficulties were caused by several factors that come from internal and external factors. Their cognitive intelligence and their attitude in learning English were factors from themselves. In addition, their parents’ careless relating to their study, limitation of learning facilities and their parents’ educational background were affected to their success in learning. Furthermore, the quantity of using learning media and unvaried teaching techniques used by the English teacher affected to their interest and enthusiastic in learning English. These all became the factors of their difficulties in learning Basic English Literacy and Numeracy. Keywords: Basic English, Learning Difficulties, Literacy, Numeracy, Slow Learners
THE DIGITAL DILEMMA: OPPORTUNITIES AND THREATS FOR ELT STUDENTS IN THE EVOLVING CLASSROOM Kencana, Nila; Elviza Diana; Ellya Revolina; Episiasi; Sam Hermansyah
Language and Education Journal Vol. 10 No. 2 (2025): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v10i2.312

Abstract

This study explores the opportunities and threats of digital tools in English Language Teaching (ELT) from the perspective of university students. Using a mixed-method approach that combined qualitative interviews and quantitative questionnaires, the research identifies both the benefits and challenges of digital learning environments. Findings reveal that approximately 80% of respondents perceived digital tools as beneficial for improving accessibility and motivation, while nearly 60% reported distractions and technical issues as key obstacles. Theoretically, the study draws on constructivist learning theory, which posits that technology supports learner autonomy when accompanied by meaningful interaction. The results highlight the dual nature of digital learning—its ability to enhance engagement while simultaneously creating new barriers to effective communication and focus. This study contributes to the growing discourse on digital pedagogy by offering contextual insights into ELT students’ experiences, providing practical implications for educators and policymakers seeking to optimize digital learning environments in higher education.
Student Voices on Digital Pedagogy: A Case Study of Zoom-Based TOEFL Preparation for Non-English Department Students Tristiana, Novita Eka; Episiasi, Episiasi; Seftika, Seftika
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.31149

Abstract

The increasing reliance on synchronous video-conferencing platforms in post-pandemic higher education has transformed the delivery of high-stakes language preparation programs, including TOEFL courses. While previous studies have largely focused on test score improvement and general online learning implementation, limited research has explored students’ reflective experiences in Zoom-mediated TOEFL preparation contexts. This qualitative case study investigates non-English department students’ feedback and reflections on the use of Zoom in a TOEFL preparation program at a private university in Indonesia. Data were collected through reflective journals and semi-structured interviews and analyzed using thematic analysis. The findings reveal two overarching themes. First, students perceive Zoom as facilitating learning effectiveness, flexibility, and real-time interaction, which support their understanding of TOEFL materials and test-taking strategies. Second, although the platform enhances motivation and accessibility, technical constraints such as unstable internet connections and reduced face-to-face interaction remain challenges. By foregrounding student voice, this study contributes nuanced insights into how synchronous digital pedagogy shapes learners’ experiences in test-oriented language instruction. The findings offer pedagogical implications for instructors and institutions seeking to optimize Zoom-based TOEFL preparation programs while addressing technological and interactional limitations.
Tantangan dan Solusi Implementasi Pembelajaran Matematika Berbasis Digital Bagi Guru Alpikar, Lendri; Putra, M. Rusni Eka; Episiasi, Episiasi
Jurnal Pendidikan Matematika : Judika Education Vol. 9 No. 1 (2026): Jurnal Pendidikan Matematika: Judika Education
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/zs57dy57

Abstract

This study aims to analyze the challenges and solutions in implementing digital-based mathematics learning for teachers at SD Negeri 36 Lubuklinggau and its alignment with the Merdeka Curriculum. The study employed a descriptive qualitative approach involving classroom teachers and mathematics teachers as research subjects. Data were collected through in-depth interviews, classroom observations, and documentation of teaching materials, and analyzed thematically through data reduction, data display, and conclusion drawing. The findings indicate that the main challenges faced by teachers include limited digital competence, inadequate infrastructure, and difficulties in designing interactive digital mathematics learning suited to elementary school students. Nevertheless, teachers have begun to integrate digital media and simple online learning platforms into mathematics instruction. Proposed solutions include strengthening teachers’ digital pedagogical competence based on the TPACK framework, optimizing school facilities, and developing student-centered digital learning strategies in line with the Merdeka Curriculum. This study is expected to contribute to improving the quality of digital-based mathematics learning in elementary schools. Keywords: Digital Learning, Mathematics Education, Elementary School Teachers, Merdeka Curriculum
Strategi Kepemimpinan Instruksional Kepala Sekolah dalam Meningkatkan Mutu Pembelajaran IPA di SMP IT Al Qudwah Musi Rawas Wibowo, Erni; Episiasi; Pestalozi, Donni
BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains Vol. 9 No. 1 (2026): BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/t5qs1z77

Abstract

This study aimed to describe and analyze the principal’s instructional leadership strategies in improving the quality of science learning at SMP IT Al Qudwah Musi Rawas. The research used a qualitative approach with a case study design. Data were collected through questionnaires, in-depth interviews, and documentation involving the principal and science teachers. The results show that the principal implements instructional leadership strategies through five main dimensions: setting the mission through the vision of deep learning; managing the instructional program through routine clinical supervision and random classroom visitations; developing a learning climate through STEM-based programs and learning communities (lesson study); managing learning facilities by prioritizing laboratory budgets and utilizing a natural laboratory; and integrating the distinctive values of Integrated Islamic Schools through the ADLX integrated approach and the internalization of ayat kauniyah. In conclusion, effective instructional leadership contributes to improving teacher discipline, enhancing students’ learning motivation, and strengthening the school’s quality identity through the integration of science learning and Islamic values. Keywords: Integrated Islamic School, Instructional Leadership, Science Learning Quality    
An An Analysis of Language Politeness Used in the Interaction in the Classroom at Putra Putri Bangsa Elementary School Shinta - Anggraini; Ayu Oktaviani; Episiasi Episiasi
Journal of English Education, Literature and Linguistics Vol 8 No 2 (2025): Journal of English Education, Literature, and Linguistics
Publisher : STKIP PGRI Lubuklinggau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31540/jeell.v8i2.3653

Abstract

This research explores the use of language politeness strategies in classroom interactions between an English teacher and fifth-grade students at Putra Putri Bangsa Elementary School. The primary objective of the study is to identify, describe, and analyze the types of politeness strategies used by both the teacher and the students during the English teaching and learning process. A descriptive qualitative research method was used in this study. Data were collected through non-participant observation and documentation techniques, including field notes and video recordings during three classroom sessions conducted in April 2025. The research involved one English teacher and 18 fifth-grade students, comprising nine male and nine female participants. The results revealed a total of 290 politeness strategies used by the teacher, with bald on record being the most dominant (191 occurrences), followed by negative politeness (41), positive politeness (40), and off record (18). Meanwhile, students produced a total of 315 politeness strategies, with positive politeness being the most frequently used (180), followed by off record (45), bald on record (58), and negative politeness (32). These findings show that the teacher commonly employed direct and explicit forms of communication to control the classroom, maintain discipline, and provide clear instructions. Conversely, students more often used polite expressions to show respect, request permission, and maintain harmonious relationships with peers and the teacher. In conclusion, the use of politeness strategies in the classroom setting was appropriate and aligned with each participant’s communicative role. The strategies supported a respectful, effective, and engaging learning environment, emphasizing the importance of politeness in fostering positive teacher-student interactions.
Co-Authors Aji Ramadhan Alen Syahputra Alika Salsabila Alpikar, Lendri Angelia Dwi Astuti Aprianti, Lisa Aprudi, Syafri Ardayati Ardayati, Ardayati ARIF HIDAYAT Arini Dwi Swandari Asti Kurnia Dewi Saputri Astuti Zulfiana, Putri Awalludin Awalludin, Awalludin Ayu Oktaviani Ayu Oktaviani, Ayu Bambang Sulistyo Bambang Sulistyo Deka Yuliana Audiya Destina Kasriyati Dewinta Mutiara Dewinta Mutiara Dwi Meyvasari ELLYA REVOLINA, ELLYA Elviza Diana Fedilla Rossa Triyanti Fiani, Ani Firdha Maharani Intan Dwi Aistina Kencana, Nila Luthfiyyah, Anggun M Rusni Eka Putra Malika Ramadanti Metha Pratiwi Erawan Murahman, Mardi Nopa Yusnilita, Nopa Novita Eka Tristiana, Novita Eka Nurhasanah Nurhasanah Pestalozi, Donni Putri Astuti Zulfiana Putri Melati Rizqi, Muhammad Dimas Salsabilla Putri Nandaini Sam Hermansyah Sastika Seli, Sastika Seftika, Seftika Shinta - Anggraini Sinta Novianti, Sinta Suramto Suramto Suramto Suramto Suramto, Suramto Susmini Susmini Tiara Amelia Putri Vivi Widiana Saputri Wahidin Wahidin Wahidin Wibowo, Erni Wulandari, Aprica Wuri Syaputri Yentri Anggeraini Yentri Anggeraini Yentri Anggeraini, Yentri Yesha Dwi Afrilia Yulfi Yulfi Yulfi, Yulfi Yunita Appriyana