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All Journal Journal of Educational Research and Evaluation Journal of Educational Studies
Henny Sanulita
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Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Using English and Indonesian in Increasing Students' Understanding and Knowledge in Science Lessons Henny Sanulita
Journal of Education Reseach and Evaluation Vol 8 No 1 (2024): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v8i1.70636

Abstract

The Indonesian Ministry of Education has introduced the basis for teaching Science and Mathematics in English. However, the learning outcomes obtained by students in science learning are still superior when using Indonesian compared to English. Even though English dominates all learning sources. This is an urgent matter to research because there is a gap between theory, expectations, and facts in the field. The aim is to analyze the impact of language on student achievement in science subjects by correlating two tests with different languages (English and Indonesian) on one measurement scale. The research method uses a survey. The research subjects were junior high schools, numbering 1000 people. Data collection techniques use test instruments and analysis techniques use the Test Analysis Program (TAP). Results and Findings show that changes in language policy, the Indonesian Examinations Institute, and the Indonesian Examinations Council use bilingual examinations for the learning process and assess subjects for all levels much better. It was found that student achievement on the Indonesian version of the test was still better than the English version of the test. The implications for the learning process in schools are fully using Indonesian in implementing the material taught compared to using English.
Obstacle Factors and Difficulty Factors for Students in Higher Education in Completing Final Assignments Wahyudin Rahman; Loso Judijanto; Henny Sanulita
Journal of Education Reseach and Evaluation Vol 8 No 1 (2024): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v8i1.71067

Abstract

Procrastination often occurs in students in higher education. Facts in higher education in 2021-2022 from 27 students were found, and 22.22% of students had not taken part in a proposal seminar and had not completed a final assignment or thesis, 40.74% of students had attended a proposal seminar but had not completed a final assignment or thesis, and 37.03% of students had have attended a proposal seminar and have completed a final assignment or thesis. This problem is urgent to research because there is a gap between theory, expectations and reality on the ground. This research aims to analyze the factors that cause procrastination in students when completing their theses in higher education. The research method is mixed methods. The subjects were 50 students. Data collection techniques use questionnaires, interviews and direct observation of students. Analysis technique by collecting data, reducing and drawing conclusions. Data is depicted in diagrams, and the results of interviews and observations are interpreted. The results and research findings show that students working on their thesis have many difficulties caused by internal factors, namely self-control, self-efficacy, and lack of motivation. In the process of completing a final assignment or thesis, students are required to learn to motivate themselves, control themselves, and develop high self-efficacy so that students can focus more on completing their thesis.
Preservice Teachers' Module Design Quality: Integrating PjBL, Differentiation, and Deep Learning Principles in Indonesian Language Education Agus Wartiningsih; Khairullah Khairullah; Henny Sanulita; Sonya Ade Putri
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.3813

Abstract

This study analyzes the design quality of Indonesian language teaching modules developed by preservice teachers, examining their integration of Project-Based Learning (PjBL), differentiated instruction, and deep learning principles as operationalized in the Merdeka Curriculum. While PjBL and differentiation are researched separately, limited evidence exists on how preservice teachers integrate these frameworks coherently in module design. Data were collected from 72 teaching modules created by fourth-semester students of the Indonesian Language Education Study Program, Faculty of Teacher Training and Education, Tanjungpura University. Using quantitative descriptive analysis with an observation checklist, four dimensions were evaluated: module structural completeness, PjBL syntax implementation, differentiation integration, and deep learning principles. Results showed that preservice teachers demonstrated strong technical competence: module completeness averaged 95.2%, PjBL syntax 86.3%, and deep learning principles 94.9%. However, differentiation integration was substantially lower at 62.6%, indicating a notable gap between technical and strategic pedagogical competencies. While preservice teachers successfully implemented structural and syntactic requirements, they showed less proficiency in designing differentiated activities that respond to students' varying readiness levels and interests within PjBL stages. These findings suggest that preservice teacher preparation programs require intensified focus on translating differentiation theory into design practice. The study contributes evidence-based understanding of preservice teacher module design competencies and offers recommendations for teacher education curricula aligned with the Merdeka Curriculum.
Enhancing Reading Literacy Through Project Based Learning with Webtoon and Storyboard Media in Grade VII A SMP Negeri 16 Pontianak: Meningkatkan Literasi Membaca Melalui Pembelajaran Berbasis Proyek dengan Media Webtoon dan Storyboard di Kelas VII A SMP Negeri 16 Pontianak Septy Nurillah; Seselia Seli; Henny Sanulita; Khairullah
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.3966

Abstract

Low reading interest remains a significant challenge in Indonesian education, as reflected by Indonesia’s PISA 2022 score of 359, well below the OECD average. This classroom action research (CAR) aimed to improve the reading literacy skills of Grade VII A students at SMP Negeri 16 Pontianak through the implementation of Project Based Learning (PjBL) model assisted by webtoon and storyboard media. The study employed a two-cycle action research design based on the Kemmis and McTaggart model, encompassing the stages of planning, acting, observing, and reflecting. Subjects were 32 students in Grade VII A. Data were collected through reading literacy post-tests, reading interest questionnaires, and observation sheets (APKG 1 and APKG 2). Findings revealed that PjBL with webtoon and storyboard media significantly improved students’ reading literacy achievement. The mean score increased from 47.19 (pre-cycle) to 76.88 (Cycle I) and 86.56 (Cycle II). Classical completeness rose from 9.40% to 62.50% and finally to 81.25%, surpassing the 80% target. Students’ reading interest also improved from the sufficient category (mean 2.81) in Cycle I to the very good category (mean 3.50) in Cycle II. These results demonstrate that webtoon and storyboard within PjBL effectively addresses low reading frequency and limited reading discussion among middle school students.
Co-Authors Agus Wartiningsih Khairullah Khairullah Khairullah Loso Judijanto Septy Nurillah Seselia Seli Sonya Ade Putri Wahyudin Rahman