Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Ilmiah Pendidikan dan Pembelajaran Indonesian Journal Of Educational Research and Review
Machdalena Vianty
Universitas Sriwijaya, Palembang, Indonesia
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Learning Transition from Covid-19 Pandemic to Post Pandemic Era: EFL University Students’ Perspective Sisimetrika Katleyana; Soni Mirizon; Machdalena Vianty
Indonesian Journal Of Educational Research and Review Vol. 6 No. 2: July 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v6i2.64696

Abstract

Following a more than two-year closure due to the COVID-19 pandemic, schools are gradually reopening. The pandemic significantly changed the learning spectrum and school systems when compared to pre-pandemic times. Each student's journey is different, though, due to the personal circumstances that require adjustment to a new environment, each student's transition from online to offline learning is unique. Several studies have been conducted to examine the transition from offline to online, but the transition from online to offline has gotten less attention. Research on students' experiences of transitioning from online learning to offline was conducted to 4 selected students based on several considerations. Narrative experiences which focused on the perspectives of university students in transitioning their online to offline learning was a subject of this research therefore a qualitative design was used. Bridges transition model was adopted as the framework of this study. After conducting semi-structured interviews, the information obtained from the interview transcripts was divided into various coding systems in order to examine the insights. It was discovered that everyone who participated felt differently about the switch to offline learning. In the end, some people perceived the change negatively while others did not. Due to the various challenges, they encountered in both online and offline learning, participants had varying opinions of the learning transition. 
Implementation of Differentiated Learning by Leading Teachers Andini Nurul Khotimah; Machdalena Vianty; Eryansyah
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 9 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v9i3.87030

Abstract

The implementation of differentiated learning by driving teachers is one of the strategic efforts in realizing education that is student-centered in accordance with policy Merdeka Belajar. Each student has differences in terms of abilities, interests, learning styles, and learning needs. Differentiated learning is a learning approach that can accommodate students' learning needs. In differentiated learning, there are four aspects such as content, process, product, and learning environment. This study aims to determine the application of differentiated learning, challenges in implementing differentiated learning, and strategies to overcome challenges in implementing differentiated learning by English Teachers of Public High Schools. The selected sample was two English Teachers of Public High Schools in Palembang. In this study, semi-structured interviews were used to collect data. This research is a qualitative study. Furthermore, thematic analysis was used to analyze the data. Based on the results of the study, it shows that English Teachers of Public High Schools in Palembang use cognitive and non-cognitive diagnostic assessments to determine students' readiness, interests, and learning styles before implementing differentiated learning after which they use differentiated learning content, process, and product in the teaching and learning process. The implications of this study can contribute to improving the quality of learning by emphasizing that differentiation is not just an additional strategy, but a primary approach in creating inclusive and student-centered learning.
Co-Authors Andini Nurul Khotimah ERYANSYAH, ERYANSYAH Sisimetrika Katleyana Soni Mirizon