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All Journal ELS Journal On Interdisciplinary Studies in Humanities Jurnal Psikologi Pendidikan dan Konseling JEELS (Journal of English Education and Linguistics Studies)
La Sunra La Sunra
Universitas Negeri Makassar
Arts Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Enhancing Students Vocabulary Mastery by Using Differentiated Instruction in SMAN 7 Soppeng Nurmalayanti Amar; La Sunra La Sunra; Nur Aeni
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.45028

Abstract

Vocabulary mastery is a key challenge for EFL students in Indonesia, particularly at the senior high school level. This study aims to investigate the effectiveness of Differentiated Instruction (DI) in improving students' vocabulary mastery and engagement in English learning at SMAN 7 Soppeng. Employing a mixed-method explanatory sequential design, the research involved both quantitative and qualitative data collection. The quantitative phase used a quasi-experimental method with pre- and post-tests, while the qualitative phase employed semi-structured interviews to explore students' perceptions. This study was grounded in Tomlinson’s theory (2001) of Differentiated Instruction, which emphasizes tailoring instruction based on students’ readiness, interests, and learning profiles. In addition, Fredricks et al.’s (2004) theory of student engagement was used to examine behavioral, emotional, and cognitive aspects of learners’ involvement. The findings revealed that DI significantly enhanced students’ vocabulary acquisition and promoted higher levels of engagement. These results suggest that implementing DI is a beneficial instructional strategy to address diverse learning needs and foster active participation in vocabulary learning.
Exploring Students’ Preferences Between Print and Digital English Learning Materials at MTsN Makassar Dian Fera Pratiwi Sultan; Syarifuddin Dollah; La Sunra La Sunra
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 4 (2025): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i4.48029

Abstract

This study aims to  investigates the preferences of junior high school students concerning printed versus digital English learning resources at MTsN Makassar. The research included 120 students from Grade IX who completed a structured questionnaire, along with 10 individuals in semi-structured interviews. In the process of data analysis, we employed descriptive and inferential statistical techniques for quantitative data, while qualitative responses underwent thematic evaluation. The research shows that scholars have a distinct liking for electronic learning content (M = 4.04, SD = 0.7) as opposed to their printed resources (M = 3.19, SD = 0.8). Students noted that characteristics like accessibility, interactivity, and engagement serve as important advantages of digital resources, while printed materials were credited with enhancing concentration and readability. Independent samples t-tests revealed no significant differences based on gender (p > .05); however, students with access to digital devices at home exhibited a significantly higher preference for digital formats (p = .040). The thematic analysis revealed three primary themes: (1) the engagement with digital media and the enjoyment it provides, (2) the motivation derived from easy access and constructive feedback, and (3) the essential task of aligning resource allocation with emerging challenges. Studies suggest that applying mixed learning techniques, combining internet-based and physical resources, can facilitate inclusiveness, amplify student interest, and improve the thoroughness of educational experiences in English Language Teaching (ELT).
The influence of social support and hope on academic grit among students at Universitas Negeri Makassar Nurfadilah Ramdani La Sunra; M. Ahkam Alwi; La Sunra La Sunra
Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling VOLUME 12 NUMBER 1 JUNE 2026
Publisher : Program Studi bimbingan Konseling PPs UNM Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jppk.v12i1.87260

Abstract

This study aims to examine the effects of social support and hope on academic grit among university students. The study involved 425 active students at Universitas Negeri Makassar aged 18–23 years, selected using a multistage cluster random sampling technique. Data were collected using the Academic Grit Scale, the Social Support Scale, and the Adult Dispositional Hope Scale, and were analyzed using multiple linear regression. The results indicate that social support and hope significantly influence academic grit, accounting for 44,3% of the variance (R2 = 0,443; p = 0,000). These findings suggest that higher levels of social support and hope are associated with greater academic grit among students. This study highlights the importance of strengthening both external and internal factors in fostering academic grit and may serve as a basis for developing psychological intervention programs for university students.
AI-enhanced problem-based learning framework: Integrating ChatGPT as adaptive scaffolding to advance critical thinking and personalized learning La Sunra La Sunra; Suci Amaliah; Fitri Radhiyani
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 2 (2026): JEELS November 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i2.7039

Abstract

As educational institutions increasingly adopt artificial intelligence technologies, understanding how generative AI can be integrated into student-centered pedagogical frameworks has become an important area of contemporary educational research. This study examines an AI-Enhanced Problem-Based Learning (AI-PBL) Framework that integrates ChatGPT as adaptive scaffolding to improve critical thinking and support personalized learning. Using an explanatory sequential mixed-methods design, the study involved 120 eighth-grade students from four junior high schools in Ujung Pandang District, Makassar City, Indonesia. Quantitative data were collected through pre- and post-tests of critical thinking, while qualitative data came from classroom observations, ChatGPT interaction logs, and interviews. The overall critical thinking score increased from 60.3 (SD = 9.7) to 73.5 (SD = 10.4), t(119) = 9.64, p < .001, d = 1.00, with notable gains in analysis, inference, and bias detection. Qualitative analysis showed four patterns: ChatGPT supported idea exploration, strengthened verification habits, enhanced reflection and metacognitive monitoring, and did not lead to passive dependence. These findings indicate that generative AI can function as a learning partner when it is embedded in structured PBL and guided by teachers. The study offers practical evidence for integrating ChatGPT in secondary classrooms without reducing student agency.
Co-Authors Alwi, Muhammmad Ahkam Andi Muhammad Fitrah Dian Fera Pratiwi Sultan Fitri Radhiyani Nur Aeni Nurfadilah Ramdani La Sunra Nurmalayanti Amar Suci Amaliah Syarifuddin Dollah