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All Journal Tamansiswa International Journal in Education and Science (TIJES) Jurnal Pemberdayaan Masyarakat
Ria Arista Asih
Universitas Muhammadiyah Malang, Indonesia
Chemistry Education Neuroscience Social Sciences Other

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The Implementation of Differentiated Learning on Early Islamic Kindergarten in Lamongan, Indonesia Uswatun Chasanah; Mohammad Syaifuddin; Ria Arista Asih
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 2 (2025): April 2025
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v6i2.20204

Abstract

This research aims to explore the planning, implementation, and assessment of differentiated learning for early Islamic kindergartens in Lamongan, Indonesia. The research method used is qualitative descriptive, with data collection through interviews, observations, and documentation. The results show that the planning of differentiated learning involves collaboration between the school principal and teachers, taking into account the interests, talents, and developmental levels of the children. The implementation of differentiated learning has been proven effective in increasing children's engagement and motivation, utilizing various teaching methods tailored to each child's learning style. Assessments are conducted continuously using anecdotal records, checklists, and work that reflect an authentic assessment approach. These findings suggest that differentiated learning not only motivates children's learning but also fosters an inclusive learning environment that supports the holistic development of young children. This research is expected to serve as a reference for the development of differentiated learning models in the context of early childhood education.
The Role of Metacognitive and Socio-Affective Strategies in Shaping Communicative Competence among EFL University Students Juwita Boneka Sinaga; Ribut Wahyu Eriyanti; Ria Arista Asih; Akhsanul In'am; Masduki Masduki; Suryo Hartanto; Jenny Rose O Tumacder
Jurnal Pemberdayaan Masyarakat Vol 4, No 1 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i1.388

Abstract

In the context of English as a Foreign Language (EFL) education, communicative competence remains a crucial goal for higher education students. However, the roles of learning strategies—particularly metacognitive and socio-affective strategies in shaping communicative competence are still underexplored. This study aims to examine the predictive relationship between students’ use of metacognitive and socio-affective strategies and their overall communicative competence. Employing a quantitative approach with multiple regression analysis, data were collected from 120 EFL university students using standardized questionnaires. The findings revealed that socio-affective strategies significantly predicted students’ communicative competence, while metacognitive strategies did not demonstrate a significant effect. The results suggest that emotional regulation, interpersonal interaction, and social support are essential components in enhancing students’ ability to communicate effectively in English. This research contributes to applied linguistics and EFL pedagogy by emphasizing the importance of socio-affective dimensions in language learning and advocating for strategy-based instruction in classrooms. In terms of practical contribution, the study offers insights for language educators and curriculum developers to design more holistic and student-centered teaching strategies that promote not only linguistic knowledge but also emotional engagement and communicative confidence among students.
Co-Authors Akhsanul In'am Jenny Rose O Tumacder Juwita Boneka Sinaga Masduki Masduki Mohammad Syaifuddin Ribut Wahyu Eriyanti Suryo Hartanto Uswatun Chasanah