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All Journal Al Ishlah Jurnal Pendidikan Mandalika Mathematics and Educations Journal
Fajar Erlangga
Universitas Negeri Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Other

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Enhancing Students' Writing Skills through Writing Techniques and Mastery of Different Discourse Markers Suryadi Suryadi; Fajar Erlangga
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6231

Abstract

Effective writing instruction requires innovative techniques to improve coherence and fluency, particularly among second-language learners. Reflective Learning Portfolio (RLP) emphasizes reflective practice in learning, while Dialogue Journal Writing (DJW) fosters community, enhances interactions, and builds self-awareness. Despite their individual merits, the integrated effect of these reflective techniques alongside discourse markers on students' writing proficiency remains understudied. This research employed a quantitative, quasi-experimental methodology with a non-equivalent control group using a two-way factorial design. From a total cohort of 1000 students at a State Islamic Senior High School in Serang Regency, Indonesia, a random sample of 200 participants was selected. Students were grouped based on treatment (RLP and DJW) and proficiency levels in discourse marker usage (high, medium, low). Findings revealed three key outcomes: (1) significant differences in writing skills between students instructed with RLP and those using DJW; (2) notable variations in writing proficiency correlated with students’ ability to use discourse markers, categorized as high, medium, and low proficiency; and (3) a significant interaction effect between writing techniques and discourse marker proficiency, suggesting the combined influence substantially impacts writing skills. This study uniquely integrates reflective writing techniques and discourse marker training, highlighting their combined role in enhancing structural coherence and promoting metacognitive growth in student writing. It demonstrates the value of explicitly teaching discourse markers within reflective instructional contexts, providing valuable insights into effective pedagogical strategies for second language writing instruction.
Learning Interest as a Predictor of Mathematics Achievement among Indonesian Junior High School Students Erlando Doni Sirait; Dwi Dani Apriyani; Vickry Ramdhan; Fajar Erlangga
Mandalika Mathematics and Educations Journal Vol 8 No 1 (2026): Edisi Maret
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i1.11389

Abstract

Programme for International Student Assessment (PISA) reported that many countries, including Indonesia, have not yet reached the expected levels of mathematics proficiency, highlighting the importance of examining internal factors such as students’ learning interest. This study aims to examine students’ learning interest and how it relates to and predicts their mathematics achievement. This quantitative correlational study involved 65 randomly selected seventh-grade students from SMPN 160 East Jakarta, Indonesia. Learning interest was measured using a validated 20-item questionnaire, and mathematics achievement was obtained from mid-semester test scores. Data were analyzed using descriptive statistics, Spearman’s correlation, and rank-based and multiple regression analyses in SPSS 27. The results showed that students generally had moderate levels of learning interest (M = 3.65) and mathematics achievement (M = 78.94). Learning interest was positively related to mathematics achievement (r = 0.64) and significantly predicted students’ mathematics performance (R² = 0.52), with persistence (p = 0.03) and attention (p = 0.04) being the strongest predictors. In conclusion, students’ persistence and attention are key factors in mathematics achievement, indicating that sustained focus and perseverance play a central role in improving mathematics performance.
Co-Authors Dwi Dani Apriyani Erlando Doni Sirait Ramdhan, Vickry suryadi, suryadi