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All Journal International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE) Proceeding of International Conference on Multidisciplinary Research Education Policy and Development (EPD)
Heny Solekhah
Sabilurrasyad Islamic Boarding School
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Education Engineering Public Health Social Sciences Other

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Indonesian Secondary School Students’ Happiness at the Beginning of Covid-19 Pandemic Heny Solekhah
International Journal of Theory and Application in Elementary and Secondary School Education Vol. 3 No. 1 (2021): April
Publisher : Faculty of Teacher Training and Education, Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ijtaese.v3i1.401

Abstract

Happiness is a subjective assessment of individual wellbeing. Adolescents, especially secondary school students living in Islamic Boarding School, experience dramatic changes from learning at their dormitory with face-to-face teaching method to distance learning at home with minimum activities outside their houses. The survey was conducted on 111 respondents of students who had to return home due to the outbreaks of covid-19 pandemic for two months. The research found that the dramatic changes made them had difficulty to adapt new activities at home for a long time while studying independently through distance learning. Only a third of the sample felt happy during the online learning while the majority felt negative emotions such as boredom, unhappiness, and loneliness. The adolescents’ life satisfaction and community engagement significantly correlated with happiness although the size effects were medium. Female students also had lower happiness variables than males. To maintain their happiness, during the pandemic, most of them prefer activities that mostly trigger a sedentary lifestyle.
Exploring Charades: The Benefits and Challenges of Gamifying English Learning Ainol Mardhiah; Heny Solekhah; Helmiyadi
Proceeding of International Conference on Multidisciplinary Research Vol. 6 No. 1 (2024): ICMR
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/picmr.v6i1.1177

Abstract

This study investigates Charades as a gamified learning tool in English language teaching. It explores how this game improves vocabulary, listening, speaking, and writing skills at various educational levels. The study examines the benefits and challenges of Charades, emphasizing its ability to generate dynamic and engaging learning experiences. Despite its popularity, there has been little scholarly investigation into its specialized use as a gamification tool. This study addresses this need by performing a semi-systematic literature review to investigate the benefits and challenges of Charades. The findings show Charades' effectiveness in improving language skills, such as vocabulary retention and communication abilities. However, time limits and unexpected disturbances in the classroom setting are mentioned as obstacles. This study provides further implications to maximize the positive effects of Charades while overcoming these limitations in educational settings. This study underlines the need for additional empirical research and educational practices to properly exploit Charades' benefits while reducing its challenges for an enhanced and engaged learning experience.
Student’s Engagement and Perception of Gamification in Mathematics Heny Solekhah; Imam Darul Kutni; Ario Bagus Pamungkas
Education Policy and Development Vol. 1 No. 2 (2023): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v1i2.1779

Abstract

Many Indonesian students consider mathematics as an uninteresting learning subject that confuses them. An innovative approach to teach mathematics is needed to increase their engagement. In this case study, gamification which has been known as an activity to increase the student’s enthusiasm was introduced in learning algebra. An observation with 20 female eighth graders was done in the classroom with and without the gamification activity to see the students’ reactions and emotions in playing the game. Two focus group discussions with eight students were conducted by purposeful sampling based on their various levels of activeness, and, competence in mathematics, as well as their scores of the game to grasp their perceptions of gamification in mathematics, followed by an individual interview with the math teacher. The findings were analyzed through the lenses of symbolic interactionism in which the students’ acts and perceptions were constructively interpreted and confirmed with the teacher’s opinion. The literature was also included to strengthen the result. The research found that gamification in mathematics could highly engage the students, especially when the teacher offered a reward. However, the student’s perception was highly influenced by their performance in the game. Despite the lack of mechanical skill, the winners were satisfied; the unsuccessful players had different opinions: some of them wanted to play again to increase their scores whereas the rest of them did not suit the game. Thus, to motivate the students, designing gamified activities in mathematics needed to consider individual preferences.
Co-Authors Ainol Mardhiah Ario Bagus Pamungkas Helmiyadi Imam Darul Kutni