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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Tell : Teaching of English Language and Literature Journal WACANA DIDAKTIKA Journal of Language, Literature, and Teaching GUYUB: Journal of Community Engagement The Ellite of Unira TEFLICS ABDINA: Jurnal Sosial Dan Pengabdian Kepada Masyarakat DIDAKTIKA Public Service: Jurnal Ilmu Sosial dan Pendidikan
Linta Wafdan Hidayah, Linta Wafdan
Universitas Islam Madura
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Physics Social Sciences Other

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Optimising Biology Learning Outcomes of Grade X Students at MAN 1 Pamekasan through the Implementation of the Problem-Based Learning (PBL) Model Firnanda, Ida; Rosidah, Mabrurotul; Haikal, Moch; Hidayah, Linta Wafdan; Prasutri, Destha Ramadanty
DIDAKTIKA : Jurnal Penelitian Tindakan Kelas Vol. 3 No. 2 (2025): October 2025
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/jptk.v3i2.119

Abstract

Low cognitive learning outcomes among students in Madrasah Aliyah continue to be a challenge for meaningful learning in biology. This study aimed to enhance the cognitive learning outcomes of Grade X students at MAN 1 Pamekasan by applying the Problem-Based Learning (PBL) model. This classroom action research employed the Kemmis and McTaggart model and was conducted in two cycles in one Grade X class at MAN 1 Pamekasan; each cycle consisted of planning, action, observation, and reflection stages. The research instruments were essay and short-answer tests covering cognitive domains C1 to C4. The results showed an increase in the students’ mean score from 72.8 in Cycle I to 81.7 in Cycle II. The percentage of learning mastery increased from 82.6% to 87.0%. A paired-sample t-test indicated a statistically significant improvement (t(22) = 2.64, p = 0.008) with a medium effect size (d = 0.549). These findings indicate that the PBL model is effective for improving students’ cognitive learning outcomes in Biology learning in madrasah aliyah.
Reading Strategies in EFL Classrooms: Overcoming Obstacles in Drawing Conclusion and Prediction Linta Wafdan Hidayah; Putri Alifatul Maulida; Selvi Rahmawati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.8621

Abstract

Drawing conclusions and predicting outcomes are essential inferential reading skills for English as a Foreign Language (EFL) learners. However, many students experience difficulties in applying these strategies due to low self-confidence, reliance on explicit information, and limited experience with inferential reading tasks. This study investigates the challenges faced by EFL students in drawing conclusions and making predictions during reading comprehension activities. A qualitative case study design was employed involving 30 second-semester university students enrolled in an Inferential Reading course at Universitas Islam Madura. Data were collected through classroom observations, semi-structured interviews, and inferential reading tasks, and were analyzed thematically using triangulation to ensure credibility. The findings reveal that students tend to avoid inferential reasoning because of fear of making mistakes, insufficient instructional modeling, and limited vocabulary knowledge. As a result, students rely heavily on literal comprehension and demonstrate passive engagement with texts. This study suggests that explicit instruction in inferential strategies, supportive classroom environments, collaborative reading activities, and formative assessments focusing on reasoning processes can enhance students’ confidence and inferential reading abilities. These findings provide pedagogical implications for improving reading instruction in EFL classrooms.
Co-Authors Abdur Rouf, Abdur Afrianti, Tri Dessy Ahmad Al-Farisi, Nizar Ainullah Ainullah Alisa Qotrunada Badrut Tamam Badrut Tamam Bahruddin, Dinar Vincy Yunitaka Beny Hamdani Dinar Vincy Yunitaka Bahrudin el indahnia kamariyah, el indahnia Firnanda, Ida Fitrah Yuliawati Fitriyah Fitriyah Haikal, Moch. Hidayatin Fadhilah Ina Daril Hanna, Ina Daril Jaftiyatur Rohainiyah Jaftiyatur Rohaniyah Jaftiyatur Rohaniyah Jaftiyatur Rohaniyah, Jaftiyatur Listyowati, Rini Muhammad Safdar Bhatti Mulyadi Mulyadi Nora Fitriyah Prasutri, Destha Ramadanty Putri Alifatul Maulida Qotrunada, Alisa Rahmawati Ardila Rosidah, Mabrurotul Samsi Rijal Selvi Rahmawati Yulianti, Sri Ratih Yusrotul Hasanah