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All Journal Jurnal Kajian Ilmu Pendidikan, Bahasa dan Komunikasi Jurnal Pendidikan dan Sastra Inggris
Maryono Maryono
Universitas Sains Al-Qur’an Wonosobo
Education

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Korelasi Identik Sikap Percaya Diri,Kecerdasan Emosional dan Kedisiplinan Belajar terhadap Prestasi Belajar Bahasa Inggris Siswa MAN 1 Wonosobo Felik Ahmad Mustofa; Maryono Maryono; Faisal Kamal
Jurnal Kajian Ilmu Pendidikan, Bahasa dan Komunikasi Vol. 1 No. 3 (2025): Agustus : Jurnal Kajian Ilmu Pendidikan, Bahasa dan Komunikasi
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jkaipbaku.v1i3.142

Abstract

This study aims to determine the influence of several psychological factors and learning behavior on the English learning achievement of Madrasah students in Wonosobo Regency. In detail, the objectives of this study include: (1) to determine the influence of self-confidence on the English learning achievement of Madrasah students in Wonosobo; (2) to determine the influence of emotional intelligence on the English learning achievement of Madrasah students in Wonosobo Regency; (3) to determine the influence of learning discipline on the English learning achievement of Madrasah students in Wonosobo Regency; and (4) to determine the influence of self-confidence, emotional intelligence, and learning discipline together on the English learning achievement of Madrasah students in Wonosobo. The type of research used is quantitative with an explanatory research approach. The population of this study was all 161 class X students at MAN 1 Wonosobo. The research sample was determined as many as 164 students using simple random sampling techniques, so that each student has an equal opportunity to become a respondent. Data collection techniques were carried out through documentation and questionnaires. To test the first, second, and third hypotheses, product-moment correlation analysis was used, while for the fourth hypothesis, multiple linear regression analysis was used. The results of the study indicate that: (1) there is a positive and significant influence of self-confidence on English language learning achievement of students at MAN 1 Wonosobo in the 2024/2025 academic year; (2) there is a positive and significant influence of emotional intelligence on learning achievement; (3) there is a positive and significant influence of learning discipline on learning achievement; and (4) there is a simultaneous positive and significant influence between self-confidence, emotional intelligence, and learning discipline on students' English language learning achievement.
Refleksi Hari Pendidikan Nasional 2025 : Sekolah Rakyat dan Kurikulum Deep Learning Maryono Maryono; Robingun Suyud El Syam; Salis Irvan Fuadi
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 2 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i2.5173

Abstract

The article aims to describe the reflection of National Education Day 2025 regarding the People's School and the Deep Learning Curriculum, where previous researchers have not been specific to this aspect. This research is a qualitative setting with descriptive analysis and relates it to theory. The findings show that National Education Day 2025 is a moment of deep reflection on the nature of education as a process of humanization of humans. Education is not just academic, but is a cultural means to educate the life of the nation and form an enlightened civilization. The "People's School" policy needs to be reviewed. Although the goal is noble, namely to provide access to education for children from poor families, in practice it opens up the potential to perpetuate dualism and discrimination in education. The Deep Learning curriculum is claimed to be able to answer the challenges of the 21st century through three approaches: deep understanding, mindful learning and joyful learning. The urgency of rote learning as the basis for long-term memory needs to be considered to complement the three approaches. We offer authentic assessment using various relevant methods and instruments, considering the elimination of the Minimum Completion Criteria (KKM) which is considered not an authentic value (pulley). The value pulley gives an inaccurate picture of student abilities, also reduces student learning motivation and triggers dishonesty.
Co-Authors El Syam, Robingun Suyud Faisal Kamal Felik Ahmad Mustofa Salis Irvan Fuadi