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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture Nusantara Journal of Information and Library Studies (N-JILS) Jurnal Pendidikan dan Konseling Didaktika: Jurnal Kependidikan JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) Jurnal Simki Pedagogia Journal of Research in Instructional J-KIP (Jurnal Keguruan dan Ilmu Pendidikan) Journal of Educational Sciences Media Nusantara JEELS (Journal of English Education and Linguistics Studies) JOTTER Lire Journal (Journal of Linguistics and Literature)
Wahyu Satya Gumelar
Universitas Islam Nusantara
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Dentistry Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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ANALISIS PEMAHAMAN DAN PRAKTIK PENDIDIKAN KARAKTER OLEH GURU SEKOLAH DASAR (Studi Deskriptif Kualitatif di Gugus Prabu Jaya Pertika Kota Tasikmalaya) Afifi, Ruhana; Utami, Mulatsih Sri; Setiawan, Rachmat; yuswara, Iyus; Rosa, Ade Tuty Rokhayati; Rosmaladewi, Okke; Gumelar, Wahyu Satya
J-KIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 6, No 3 (2025): OKTOBER
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/j-kip.v6i3.20233

Abstract

Pendidikan karakter merupakan bagian penting dalam membentuk generasi yang berakhlak mulia, terutama di jenjang sekolah dasar sebagai fondasi pembentukan kepribadian. Namun, pemahaman guru terhadap pendidikan karakter masih beragam. Guru masih mengaitkan pendidikan karakter hanya dengan disiplin dan tata tertib, tanpa pemahaman yang komprehensif. Fenomena ini menunjukkan adanya kesenjangan antara kebijakan nasional tentang penguatan pendidikan karakter dan implementasinya di tingkat satuan pendidikan. Penelitian ini bertujuan untuk mendeskripsikan pemahaman dan penerapan pendidikan karakter oleh guru SD di Gugus Prabu Jaya Pertika Kota Tasikmalaya, serta mengidentifikasi faktor pendukung dan penghambatnya. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif dengan teknik pengumpulan data triangulasi melalui wawancara, observasi dan studi dokumentasi. Analisis data yang digunakan yaitu reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi. Hasil penelitian menunjukkan bahwa guru memiliki pemahaman yang baik tentang konsep, tujuan, dan nilai-nilai utama pendidikan karakter. Penerapan dilakukan melalui integrasi dalam RPP dan modul ajar, keteladanan, serta pembiasaan kegiatan positif di sekolah. Faktor pendukung meliputi dukungan kelembagaan, pelatihan guru, dan sarana prasarana, sementara hambatan yang dihadapi antara lain kurangnya dukungan orang tua, latar belakang sosial ekonomi siswa yang beragam, dan keterbatasan waktu pembelajaran. Meskipun demikian, guru tetap menunjukkan komitmen dan kreativitas dalam mengatasi kendala tersebut seperti menjalin komunikasi dengan orang tua, pendekatan personal kepada siswa, dan optimalisasi waktu belajar untuk integrasi nilai karakter.
Effectiveness of Wordwall as an Interactive Digital Tool for Teaching Vocabulary to Enhance Writing Skills of First Year Students Puspitasari, Rina Puspitasari; Wahyu Satya Gumelar; M Andriana Gaffar
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6423

Abstract

This study evaluates the effectiveness of Wordwall, a gamified digital platform for vocabulary learning, in improving vocabulary mastery and procedural-writing quality among first-year vocational students in a Karawitan (traditional arts) program. Using a quasi-experimental pre-test–post-test design, two intact classes received different instructional treatments across three meetings held over a two-week period, the experimental class completed Wordwall activities, whereas the control class followed conventional methods. After initial differences were controlled with ANCOVA, the experimental class showed a significantly larger vocabulary gain (partial η² = 0.25) and greater improvements in lexical variety and technical accuracy in writing than the control class. These findings indicate that integrating Wordwall boosts student engagement and successfully transfers technical vocabulary to procedural texts. Therefore, teachers can adopt vocationally themed Wordwall tasks to accelerate language learning, and policy-makers should provide training and digital infrastructure so that interactive tools like Wordwall can be implemented widely in vocational schools.
Peningkatan Kapasitas Guru PAUD dalam Edukasi Kesiapsiagaan Bencana di Wilayah Rawan Bencana Kabupaten Bandung Ade Tutty Rokhayati Rosa; Wahyu Satya Gumelar; Anita Kresnawaty; Agus Ruswandi; Riva Ola Purwantari; Siti Nasriatul Hamidah; Larassaty Alifah
JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) Vol. 6 No. 4 (2025)
Publisher : Politeknik Piksi Ganesha Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37339/jurpikat.v6i4.2782

Abstract

Kabupaten Bandung merupakan daerah dengan tingkat kerentanan tinggi terhadap bencana seperti banjir, longsor, dan gempa bumi. Kondisi ini menuntut peningkatan kapasitas guru PAUD dalam mengedukasi kesiapsiagaan bencana sejak dini. Program Pengabdian kepada Masyarakat (PkM) ini bertujuan meningkatkan kompetensi guru PAUD melalui pelatihan, pendampingan, dan pengembangan media pembelajaran tematik yang ramah anak. Kegiatan dilakukan secara partisipatif melalui lima tahapan: sosialisasi, pelatihan, penerapan teknologi edukatif, pendampingan, dan evaluasi. Sebanyak 30 guru PAUD di wilayah rawan bencana Kabupaten Bandung berpartisipasi aktif. Hasil evaluasi menunjukkan peningkatan signifikan, dengan rata-rata skor pengetahuan meningkat dari 48,5 menjadi 85,2 atau naik 75,7%. Selain peningkatan kognitif, kegiatan ini juga memperkuat efikasi diri guru dalam merancang pembelajaran tematik kebencanaan. Program ini menghasilkan Paket Inovatif Edukasi Kesiapsiagaan Bencana berupa modul interaktif dan media visual berbasis permainan yang menumbuhkan budaya keselamatan sejak usia dini.
The Correlation Between Teachers' Emotional Intelligence and Students' Learning Engagement in EFL Class Satya Gumelar, Wahyu; Fitri Wulandari, Sri; Sucia Lestari, Tyara; Ruswandi, Riki
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.3377

Abstract

The study aims to determine teachers’ emotional intelligence levels based on student perspectives and is supported by principal assessments. Besides, the research aims to identify the extent of learners’ engagement and assess if there is any connection between the emotional intelligence of teachers and learning engagement in EFL classes for students. The research population included students and principals of Madrasah Aliyah 5 Garut. For this study, a sample that involved 60 students was selected using disproportional stratified random sampling techniques from class X (n=30) and class XI (n=30). To collect data, the writers used a questionnaire that evaluated variables such as teachers’ emotional intelligence and students’ learning engagement in EFL classes. The descriptive analysis method was used to analyze data, while Pearson Product Moment with SPSS 22.0 for Windows was used for bivariate analysis. The research findings suggest that the emotional intelligence level of teachers is medium from the student's point of view with an average score of 10.07, while from the principal's assessment, it is high scoring an average of 12.2. There was a moderate level of students’ learning engagement, with a mean score of 12.46. Hypothesis analysis also found that there is a positive and significant relationship between teacher emotional intelligence and student learning engagement with a fairly strong correlation level. It can be concluded that teachers need to increase their emotional intelligence so that student learning engagement in EFL classes increases.
The Effectiveness of Using Best Friend Song by Rex Orange County in Enhancing Second Grade Students Asking and Giving Opinion Herman, Alfan Alfian; Gumelar, Wahyu Satya; Hidayat, Hamdan
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.4896-4907

Abstract

This study aims to examine the effectiveness of using the song "Best Friend" by Rex Orange County in improving students' speaking skills, particularly in asking and giving opinions. The method used is a quantitative approach with a one-group pretest-posttest type quasi-experimental design. The research sample consisted of 24 eleventh-grade students from SMA Istiqomah Bandung, selected through purposive sampling technique. The research instrument in the form of an oral test was administered before and after the treatment of learning with song media. The results of the data analysis show a significant increase in the average student scores, from 64.17 on the pretest to 85.04 on the posttest. The paired sample t-test produced a significance value of p < 0.001, indicating that the use of the song was effective in improving students' speaking abilities in the context of asking and giving opinions. Thus, popular songs can be used as an enjoyable and contextual alternative learning medium to enhance students' oral competence in English language learning at the secondary school level.
The Analysis of the contextual meaning Expression of the word ‘Cry’ from the Children’s book written by Enid Blyton Paulina Novarita; Wahyu Satya Gumelar; Syifa Sonia
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6550

Abstract

This study aims to analyze the contextual meaning of the word "cry" found in the texts of children's books by Enid Blyton and to explore how this word is translated into Indonesian. Using a qualitative descriptive approach, this research employs semantic analysis to understand the variations in meaning and emotional nuances contained in the use of the word "cry" across different narrative contexts. The qualitative semantic method allows the researcher to delve into the meanings of words within social and cultural contexts, as well as how these meanings can shift depending on the situation and the emotions of the characters. Data were collected from four purposively selected stories, and analysis was conducted on ten sentences containing the word "cry." The findings reveal that "cry" is a polysemous word that conveys a range of meanings, including expressions of joy, fear, and mockery, all of which are influenced by the narrative context. This study emphasizes the importance of understanding contextual meaning in literary analysis and translation, as well as the challenges faced in preserving emotional nuances when translating polysemous words.
The relationship between teaching style and students' writing ability: The mediating role of feedback practice Rahmah, Leny Saili; Gumelar, Wahyu Satya; Khadijah, Syakira Nurul
Journal of Research in Instructional Vol. 5 No. 2 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i2.748

Abstract

This study explores the relationship between teaching style and students’ writing ability, focusing on the mediating role of feedback practice among tenth-grade EFL students at MA Bandung. Recognizing that effective writing instruction relies not only on the instructional methods used but also on how feedback is delivered, the research addresses ongoing challenges caused by inconsistent pedagogical and feedback practices in the classroom. A quantitative approach with a correlational  design was employed, involving 38 students who completed questionnaires on teaching style and feedback practice and participated in a standardized writing assessment. Data were analyzed using multiple regression and mediation tests to assess both direct and indirect effects. The findings reveal a significant positive relationship between teaching style and feedback practice, and between teaching style and writing ability. However, feedback practice did not significantly mediate the relationship between teaching style and students' writing performance. These results suggest that while effective teaching promotes better feedback environments, feedback alone may not enhance writing outcomes unless it is clearly communicated and well-integrated into instruction. The study underscores the importance of adopting teaching style and feedback practice and enhancing the quality not just the quantity of feedback in EFL writing instruction.
The Use of Application Letter Resources on Improving Writing Competence Students at SMA Istiqamah Bandung Khadafi, Muhammad Hilvan; Gumelar, Wahyu Satya
Jurnal Simki Pedagogia Vol 7 No 2 (2024): Volume 7 Nomor 2 Tahun 2024
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jsp.v7i2.311

Abstract

Writing is a means of expressing thoughts and emotions. Writing is a serves as a way for individuals to communicate with their surroundings, especially for students in senior high school. Writing is employed in all learning activities. One of the activities students engage in is writing descriptive texts. Students are required to communicate effectively in English, orally and in writing. Proficiency in writing is essential before students can speak English fluently. It is expected that students can write effectively and accurately, as writing is crucial for their success in learning English. This study aims to enhance students writing skills through the use of application letters. By engaging with application letters, students are guided to assess their writing competencies and improve their skills, particularly among third-grade students in XII IPA 2 senior high school. This research employed a qualitative approach involving observation, questionnaires, and interviews. The study included 28 third-grade students from XII IPA 2 senior high school as participants. The findings indicate that the use of application letters has effectively enhanced students' writing competencies. It is recommended that students gain confidence in expressing their ideas in written form and utilize application letters to overcome writing difficulties and find solutions.
The Influence of Cognitive Strategies Towards Student Ability In Determine The Main Idea In Descriptive Text Gumelar, Wahyu Satya; Khoerunnisa, Nadia Cinta
Jurnal Simki Pedagogia Vol 7 No 1 (2024): Volume 7 Nomor 1 Tahun 2024
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jsp.v7i1.686

Abstract

This research aims to identify the influence of cognitive strategies toward student ability in determining the main idea in descriptive text. This research uses quantitative research methods, using the preexperiment method with the design of the one group pretest posttest. The researchers uses tests as a data collection technique, then pretest and posttest as research instruments. Participants in this research were 52 class XI students of SMK 2 LPPM RI Majalaya. Research data shows that cognitive strategies help students in determine the main idea in descriptive text. Students can demonstrate better reading comprehension skills. This data is supported by the pretest results which have a mean value of 52.02 and posttest results which have a mean value of 87.92. Furthermore, the results of hypothesis test using paired sample t-test method show that there is a significant influence of the use of cognitive strategies toward students ability to determine the main idea in descriptive text with the Sig value. < 0.05 or 0.001 < 0.05. Based on the research results, cognitive strategies influence students ability in determine the main idea in descriptive text.
The Phonics Method to Increase English Pronunciation for Young Learners Gumelar, Wahyu Satya; Lestari, Tyara Sucia
Jurnal Simki Pedagogia Vol 7 No 2 (2024): Volume 7 Nomor 2 Tahun 2024
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jsp.v7i2.687

Abstract

The purpose of this study was to solve the problem of fifth-grade students at SDN Ciwidey Kota that still low in pronunciation skills. Their English pronunciations are still considered inadequate, as seen by an average score of 52.85. This study design is Classroom Action Research (CAR). The data gathering approaches employed included an oral test, which is read aloud simple descriptive text, interviews with students and teachers, and field notes. In this study, the phonics method was employed to improve students' pronunciation skills through classroom activities. This study was carried out in two phases. The first cycle showed no significant improvements, however there was some improvement with an average score of 62.92. Cycle two was consequently required, and it showed remarkable improvement with an average score of 80.17. In short, the findings of this study suggest that the phonics method can improve students' English pronunciation skills and boost students' confidence in pronouncing a word in English. Then, during the learning process, a more effective strategy for students' pronunciation was discovered by applying the phonics method.
Co-Authors Ade Tutty R. Rosa Afifi, Ruhana Agus Ruswandi Ajeng Yunica Hanifa Amini, Dea Alawiah Anita Kresnawaty Apriani, Nur Shintia Bangkit Cindy Selvia Somantri Putri Diah Khadijah Ermaya, Annisa Salsabila Fadilah, Laila Putri Fitri Wulandari, Sri Gaffar, Muhammad Andriana Gigin Ginanjar Hamdan Hidayat Herman, Alfan Alfian Huswatun Hasanah Khadafi, Muhammad Hilvan Khadijah, Syakira Nurul Khodijatul Kubro Khoerunnisa, Nadia Cinta Larassaty Alifah Lestari, Tyara Sucia Nida Aisya Suryadi Nur Ainun Okke Rosmala Dewi Paulina Novarita Puspitasari, Rina Puspitasari Rahmah, leny Saili Rifqi Rayhani Rina, Neng Riska Amalia Riva Ola Purwantari Rosa, Ade Tuty Rokhayati Ruswandi, Riki Saili Rahmah, Leny Salsa Saroya Saroya, Salsa Setiawan, Rachmat Siti Nasriatul Hamidah Sucia Lestari, Tyara Syafitri, Nesyza Nurdiyani Syaiful Mujab Syifa Sonia Utami, Mulatsih Sri Venny Tawaffani Muslimah Yuswara, Iyus