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All Journal JURNAL PENDIDIKAN TAMBUSAI Jurnal Ilmiah Multidisiplin (JUKIM) Jurnal Pendidikan dan Sastra Inggris
Rosa Anjani
Universitas Islam Negeri Sumatera Utara
Computer Science & IT Economics, Econometrics & Finance 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.
The Role of Attention and Memory in EFL Listening Comprehension: A Psycholinguistic Analysis Cindy Alia Ramadhany; Rosa Anjani; Erna Fitriani Daulay; Yani Lubis
Jurnal Ilmiah Multidisiplin Vol. 5 No. 01 (2026): Januari: Jurnal Ilmiah Multidisiplin
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/jukim.v5i01.2514

Abstract

This study investigates the role of attention and memory in EFL listening comprehension from a psycholinguistic perspective. Listening comprehension requires rapid processing of spoken input under time pressure, which places heavy demands on learners’ cognitive resources. This research employed a quantitative correlational design involving undergraduate EFL learners. Data were collected using an attention task, a listening-based working memory task, and a standardized EFL listening comprehension test. Statistical analysis revealed significant positive relationships between attention, working memory, and listening comprehension. The results show that learners with stronger attentional control achieved better listening outcomes, while working memory emerged as the strongest predictor of listening performance. The findings also indicate a close interaction between attention and memory, suggesting that focused attention supports effective memory encoding during listening. These results confirm that listening difficulties are not solely caused by limited linguistic knowledge but also by cognitive constraints. The study contributes to psycholinguistic research by highlighting the importance of general cognitive mechanisms in second language listening. Pedagogically, the findings suggest that EFL listening instruction should consider cognitive load and learners’ processing capacity to support more effective comprehension.
Analyzing Grammatical Error Patterns in English Foreign Language Students Dela Wahyuni; Afzylianur Harahap; Dea Saharani; Rosa Anjani; Siti Ismahani
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.v4i3.3374

Abstract

 study explores grammatical errors found in descriptive essays written by five English major students at a university in Medan using a qualitative approach. The students produced texts freely, and their writing was analyzed to identify recurring error patterns and the factors that triggered them. Results show that the most common errors relate to verb agreement, tense use, sentence structure, and linking words, mostly influenced by Indonesian language interference and limited exposure to English writing. These mistakes also reflect low self-monitoring habits during the writing process. Rather than indicating failure, errors demonstrate developmental progress and the learners’ attempt to construct meaning in a second language. The study suggests contextual grammar teaching supported by writing practice, authentic input, and constructive feedback. With consistent guidance, students are expected to gradually build grammatical accuracy in academic writing.
Co-Authors Afzylianur Harahap Ariqqah Raihana Cindy Alia Ramadhany Dea Saharani Dela Wahyuni Erna Fitriani Daulay Mardinal Tarigan Siti Ismahani Sofiyani Nasution Widya Maharani Yani Lubis