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All Journal JURNAL PENDIDIKAN TAMBUSAI Jurnal Pendidikan dan Sastra Inggris
Widya Maharani
Universitas Islam Negeri Sumatera Utara
Education Social Sciences

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Pengaruh Kajian Aksiologi Ilmu Guna Mengembangkan Potensi Mahasiswa Mardinal Tarigan; Widya Maharani; Sofiyani Nasution; Ariqqah Raihana; Rosa Anjani
Jurnal Pendidikan Tambusai Vol. 7 No. 2 (2023): Agustus 2023
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Abstract

Penelitian ini bertujuan untuk menginvestigasi pengaruh kajian aksiologi ilmu dalam mengembangkan potensi mahasiswa. Aksiologi ilmu adalah cabang filsafat yang berkaitan dengan nilai-nilai dan tujuan ilmu pengetahuan. Studi ini dilakukan untuk melihat apakah penerapan konsep dan prinsip aksiologi ilmu dapat mempengaruhi perkembangan dan pertumbuhan potensi mahasiswa. Metode penelitian yang digunakan adalah metode penelitian kualitatif dapat digunakan untuk mendalami pengaruh kajian aksiologi ilmu dalam mengembangkan potensi mahasiswa melalui pendekatan yang lebih mendalam dan deskriptif. Adapun teknik pengumpulan data yang kami gunakan dalam penelitian ini seperti observasi partisipan, atau analisis dokumen serta dibantu oleh dokumen pendukung seperti jurnal-jurnal dan buku yang ada di perpustakaan maupun media online. Hasil penelitian menunjukkan adanya pengaruh yang signifikan dari kajian aksiologi ilmu terhadap pengembangan potensi mahasiswa. Mereka menunjukkan peningkatan yang lebih besar dalam hal pengembangan intelektual, sikap moral, dan pemahaman nilai-nilai dalam konteks ilmu pengetahuan. Mereka juga menunjukkan peningkatan dalam kemampuan kritis, kreativitas, dan pemecahan masalah.
Working Memory Capacity and Language Processing Efficiency in EFL Learners Raifa Naswa Khodijah; Widya Maharani; Shafira Hasan Hasibuan; Yani Lubis
Jurnal Pendidikan dan Sastra Inggris Vol. 4 No. 3 (2024): Desember:Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v4i3.2074

Abstract

This study aims to explore how working memory capacity influences language processing efficiency among English as a Foreign Language (EFL) learners. Using a qualitative approach, data were collected through language processing tasks and semi-structured interviews that examined participants’ cognitive experiences while engaging with complex linguistic input. Interpretative Phenomenological Analysis (IPA) revealed several key patterns. Learners with higher working memory capacity were able to retain information longer, process complex sentences more efficiently, and employ strategies such as chunking and contextual prediction. In contrast, learners with lower capacity experienced higher cognitive load, frequent information loss, and reliance on linear processing that hindered their ability to construct global meaning. Subjective factors such as anxiety also influenced processing efficiency, particularly for those with lower capacity. These findings indicate that language processing efficiency is shaped by an interplay of cognitive resources, processing strategies, and subjective experiences. The pedagogical implications highlight the need for instructional approaches that account for cognitive differences, enabling instruction to be more responsive to learners’ individual needs.
The Effectiveness of Peer Correction in Minimizing Grammatical Errors Siti Ismahani; Nurul Hidayah Lubis; Widya Maharani; Rizki Tiara Ayunda; Huda Hizkia Ahmad Siregar
Jurnal Pendidikan dan Sastra Inggris Vol. 4 No. 3 (2024): Desember:Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v4i3.3431

Abstract

Grammatical accuracy remains a persistent challenge for learners in English as a Foreign Language (EFL) classrooms, particularly in academic writing contexts. Despite having adequate vocabulary and basic grammatical knowledge, many university students continue to produce recurring grammatical errors that weaken clarity and effectiveness in written communication. Traditional teacher-centered correction, although valuable, often fails to lead to sustained improvement, as students may not fully internalize the feedback provided. This study explores peer correction as an alternative and collaborative approach to minimizing grammatical errors in EFL academic descriptive writing. Peer correction encourages learners to actively engage with texts, negotiate meaning, and reflect critically on grammatical forms through interaction with classmates. By involving students in cycles of reviewing and revising each other’s work, this research aims to examine how peer correction influences learners’ grammatical awareness, accuracy, and confidence. Situated in a university EFL context, the study focuses on learners who are beyond beginner level but still experience persistent grammatical difficulties. The findings are expected to contribute to a deeper understanding of peer interaction as a pedagogical strategy that supports grammatical development, learner autonomy, and collaborative learning in academic writing classrooms.
Co-Authors Ariqqah Raihana Huda Hizkia Ahmad Siregar Mardinal Tarigan Nurul Hidayah Lubis Raifa Naswa Khodijah Rizki Tiara Ayunda Rosa Anjani Shafira Hasan Hasibuan Siti Ismahani Sofiyani Nasution Yani Lubis