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All Journal JURNAL PENDIDIKAN DAN KEGURUAN Jurnal Pengabdian Kolaborasi dan Inovasi IPTEKS Journal on Education and Teacher Professionalism Algebra Jurnal Intelek Dan Cendikiawan Nusantara Jurnal Intelek Insan Cendikia Jurnal Sosiologi Pendidikan Kolaboratif Jurnal Manajemen dan Pemasaran
Selnistia Hidayani
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Religion Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Challenges of Non-English Teachers and Students’ Views on English Learning at SDN Cilaja 2 Eti Nurcholisah; Chintia Mutiasari; Ghina Nurjannah; Risya Kamila; Selnistia Hidayani
Jurnal Intelek Insan Cendikia Vol. 2 No. 6 (2025): JUNI 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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This study examines the challenges non-English teachers face and students' views on English learning at SDN Cilaja 2, an elementary school in a rural area of Banten Province, Indonesia. Using a qualitative descriptive method, data were collected through semi-structured interviews with three non-English teachers, and questionnaires were distributed to 52 students in grades IV and V. The results showed that the teachers experienced limitations in English language mastery, pedagogical competence, and availability of learning resources. Despite this, they try to engage students through basic strategies such as songs, games, and visual media. On the other hand, students are highly interested in English lessons, especially when learning activities are interactive and fun. However, many students find it challenging to understand the material and feel confused due to the limited teaching methods and the absence of exceptional teachers. The gap between students' motivation and their ability to understand lessons underscores the importance of the presence of competent English teachers and a better teaching approach in rural schools. This study concludes that effective English learning at the primary school level requires student motivation, teacher readiness, and a supportive learning environment. Therefore, it is recommended that the government place professional English teachers in primary schools and provide pedagogical training for non-specialist teachers to improve the quality of English language learning.
The Effect of Multiple Choice and Essay Assessments Based on Everyday Contexts on English Learning Outcomes of Students in Grade VII of Junior High School Amalia Zulfan Hadi; Nasiha Amirotul Khoiriyah; Mika Avialisha Tama; Selnistia Hidayani
Jurnal Intelek Insan Cendikia Vol. 2 No. 6 (2025): JUNI 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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This study investigates the implementation and outcomes of context-based multiple-choice and essay assessments in English learning among seventh-grade junior high school students as young learners. Using a descriptive quantitative method, 16 students at SMP Islam Nur Al Qalam were tested using questions related to daily life topics (e.g., self-introduction, daily routines). Results showed that 75% scored in the “Good” to “Excellent” range on the multiple-choice test, and 50% did so on the essay section. These findings suggest that contextual assessments enhance students’ understanding and expression, supporting the Contextual Teaching and Learning theory. The study concludes that this assessment approach is effective and appropriate for evaluating English outcomes in young learners. Therefore, contextual assessments are considered effective and age-appropriate tools for evaluating English learning outcomes among young learners in junior high school.
The Influence of the Demonstration Method Used by Teacher on The Reading Ability (Qualitative Research at 5th Grade Students at SDN BANJARSARI Siti Nopita; Putri Pujiyawati; Siti Agnia Hadean; Selnistia Hidayani
Jurnal Intelek Insan Cendikia Vol. 2 No. 6 (2025): JUNI 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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This study aims to examine the influence of the demonstration method on the English reading ability of 5th-grade students at SDN Banjarsari 02.  The background of this research is the low English reading ability of students, despite the teacher having tried various methods. The demonstration method was chosen because it is believed to enhance student understanding and participation. This qualitative descriptive study involved 36 fifth-grade students. Data were collected through observation, a reading comprehension test (5 multiple-choice questions), questionnaires, and semi-structured interviews. The results showed that the demonstration method effectively improved students' understanding of explicit information in the text, but difficulties remained in understanding implicit information and details. Students rated the demonstration method as enjoyable and motivating, although some doubted its effectiveness in improving reading ability. Challenges encountered included student focus and the classroom environment. In conclusion, the demonstration method is beneficial but needs to be complemented by other strategies to improve inferential understanding and address learning environment constraints.
The Challenges of Cooperative Learning for Young Learners at the Junior High School Level NAILA, NAJMI; Zea Jelika Dewanda; Nova Agus Mulia; Iis Hajijah; Selnistia Hidayani
Jurnal Intelek Insan Cendikia Vol. 2 No. 6 (2025): JUNI 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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This study aims to investigate the challenges experienced by junior high school students in engaging with Cooperative Learning (CL) during English lessons. Using a descriptive qualitative approach with a participatory design, the researchers directly implemented CL in the classroom and observed student interactions. Data were collected from 20 seventh-grade students through open-ended questionnaires, group interviews, and classroom observations. The findings reveal that students generally have a positive perception of group learning, particularly in terms of motivation, comfort, and peer collaboration. However, several obstacles were identified, including unequal task distribution, difficulties in communication, inactive group members, and limited understanding of the material during group discussions. These challenges suggest that although CL offers emotional and social benefits, its implementation requires structured guidance and support to ensure equal participation and effective learning. The study implies that fostering active engagement and balanced collaboration among students is essential for maximizing the benefits of Cooperative Learning in junior high school contexts.
LITERATURE REVIEW ON THE ROLE OF TEACHERS IN INCREASING STUDENT LEARNING MOTIVATION IN SCHOOLS Aulia Khairunisa; Ines Munajah; Agis Maulana; Selnistia Hidayani
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 2 No. 5 (2025): Oktober - November 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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Education is a process that is carried out consciously and directed to improve the ability of students to become faithful, virtuous, intelligent, and skilled individuals. In the learning process, teachers have a very crucial role as facilitators, motivators, and supervisors in learning activities. One of the important elements that affect a student's learning success is the drive to learn. This study aims to analyze the contribution of teachers in increasing students' motivation to learn in schools through a review of the literature from a number of academic sources, including relevant national and international journals. This study uses a qualitative approach with a literature study method, where the researcher analyzes findings from previous research related to strategies, approaches, and elements that affect students' learning motivation. The results of the study indicate that the role of educators is crucial in fostering students' motivation to learn through the use of innovative teaching methods, good emotional approaches, giving appreciation and encouragement, and creating a comfortable and conducive learning atmosphere. Teachers not only act as material deliverers, but also as figures who can build good interpersonal relationships with students so as to foster confidence, responsibility, and motivation to continue learning. In addition, the role of teachers in providing positive feedback and guiding students to achieve learning goals greatly contributes to increasing their internal motivation. The results of this study conclude that teachers play an important role in creating meaningful learning experiences and encouraging students to achieve maximum achievements. This literature is expected to be a reference for educators and prospective teachers in understanding the significance of the role of teachers in encouraging student learning motivation and in designing creative learning strategies that focus on the needs of students
IMPLEMENTASI PENDIDIKAN KARAKTER MELALUI PENDEKATAN PEMBELAJARAN KOLABORATIF DALAM UPAYA MENGEMBANGKAN KOMPETENSI SOSIAL DAN MORAL SISWA DI SEKOLAH MENENGAH Awaliyah Nasuha; Siti Amas Sapinah; Selnistia Hidayani
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 2 No. 6 (2025): Desember 2025 - Januari 2026
Publisher : PT. Intelek Cendikiawan Nusantara

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Penelitian ini bertujuan untuk menganalisis implementasi pendidikan karakter melalui pendekatan pembelajaran kolaboratif dalam upaya mengembangkan kompetensi sosial dan moral siswa di sekolah menengah. Pendidikan karakter menjadi kebutuhan penting dalam membentuk generasi berakhlak dan berintegritas, sementara pembelajaran kolaboratif dipandang efektif dalam menumbuhkan interaksi sosial, kerja sama, dan empati antar peserta didik. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus di salah satu sekolah menengah. Data diperoleh melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa pembelajaran kolaboratif mampu memfasilitasi nilai-nilai karakter seperti tanggung jawab, toleransi, disiplin, dan kerja sama. Selain itu, pendekatan ini terbukti efektif dalam meningkatkan kompetensi sosial siswa, seperti kemampuan berkomunikasi, kolaborasi, dan pemecahan masalah kelompok, serta memperkuat kompetensi moral melalui pembiasaan sikap menghargai, kejujuran, dan pengambilan keputusan etis. Penelitian ini juga menemukan sejumlah faktor pendukung seperti peran guru dan budaya sekolah, serta hambatan berupa kurangnya kesiapan siswa dan keterbatasan waktu pembelajaran. Temuan ini menegaskan bahwa pembelajaran kolaboratif dapat menjadi strategi yang relevan dan efektif dalam memperkuat pendidikan karakter di sekolah menengah
ANALISIS PERAN GURU DALAM MENGOPTIMALKAN MOTIVASI BELAJAR SISWA SELAMA PROSES PEMBELAJARAN DARING DI SEKOLAH MENENGAH Lira Awanda; Faizatun Nisa Al-Karimah; Selnistia Hidayani
Jurnal Intelek Insan Cendikia Vol. 2 No. 12 (2025): Desember 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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Peralihan menuju pembelajaran daring pada berbagai jenjang pendidikan meningkatkan urgensi peran strategis guru dalam menjaga motivasi belajar siswa. Artikel ini menganalisis bagaimana guru mengoptimalkan motivasi belajar siswa selama proses pembelajaran daring, yang menjadi tantangan besar dalam era pendidikan digital. Dengan menggunakan metode deskriptif kualitatif, penelitian ini menjelaskan berbagai upaya yang dilakukan guru, termasuk peningkatan komunikasi, penerapan metode pembelajaran interaktif, pemberian umpan balik tepat waktu, serta penciptaan lingkungan belajar virtual yang mendukung. Namun, penelitian juga menemukan sejumlah kendala seperti keterbatasan literasi digital, ketidakkonsistenan partisipasi siswa, akses internet yang tidak stabil, serta kurangnya dukungan orang tua. Hasil penelitian menunjukkan bahwa keberhasilan strategi guru dalam meningkatkan motivasi belajar sangat dipengaruhi oleh kesiapan teknologi, pola komunikasi, dan kemampuan guru membangun keterlibatan siswa. Studi ini menekankan pentingnya pendekatan pembelajaran adaptif, kompetensi pedagogis digital, serta kolaborasi berkelanjutan antara guru, siswa, dan orang tua untuk memastikan efektivitas pembelajaran daring
MENINGKATKAN PARTISIPASI SISWA PADA PEMBELAJARAN HYBRID: STRATEGI MANAJEMEN KELAS DAN PENERIMAAN TEKNOLOGI DI ERA DIGITAL Hikmah Islamiyati; Muhamad Ferdiyanto; Selnistia Hidayani
Jurnal Intelek Insan Cendikia Vol. 2 No. 12 (2025): Desember 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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Pembelajaran hybrid menggabungkan keunggulan pembelajaran tatap muka dan daring, namun tantangan utama yang dihadapi adalah rendahnya partisipasi aktif siswa. Artikel ini menggunakan metode studi literatur untuk mengkaji berbagai teori yang mendasari pembelajaran hybrid, termasuk teori kognitif, motivasi, manajemen kelas, dan adaptasi teknologi. Hasil kajian menunjukkan bahwa strategi manajemen kelas yang efektif sangat berperan dalam meningkatkan partisipasi siswa, sementara penerimaan teknologi oleh guru dan siswa menjadi faktor pendukung keberhasilan pembelajaran hybrid. Meskipun telah banyak penelitian mengenai pembelajaran hybrid, terdapat gap yang signifikan dalam kajian mendalam tentang bagaimana strategi manajemen kelas yang tepat dapat mendorong partisipasi aktif siswa, serta bagaimana penerimaan teknologi secara simultan oleh guru dan siswa memengaruhi proses tersebut. Oleh karena itu, penelitian ini menyoroti pentingnya pengembangan dan implementasi strategi manajemen kelas serta peningkatan penerimaan teknologi untuk mendukung keberhasilan pembelajaran hybrid yang partisipatif.
Co-Authors ABDUL MUIN Agis Maulana Ahmad Revan Ahmad Zaenal Abidin Ainaya Rahayu Alfi Fithrotul 'Aini Alwan Maulana Amalia Zulfan Hadi Amaliyah, Neli Ani Nursehah Aulia Khairunisa Awaliyah Nasuha Chintia Mutiasari Dini Fitriani, Dini Eti Nurcholisah Faizatun Nisa Al-Karimah Fidela Anindya Ghina Nurjannah Hikmah Islamiyati Iis Hajijah Ines Munajah Lira Awanda Maulidya, Anggi Mika Avialisha Tama Mufid, Muhammad Munif Muhamad Ferdiyanto Muhammmad Adib Al-Muyassaro Naila, Najmi Nasiha Amirotul Khoiriyah Nova Agus Mulia nurul kholifah Purnama Rika Perdana Putri Pujiyawati Risya Kamila Rohman Saeful Amri Salma Qurrotuain Saputra, Fajar Wisnu Yogi Siti Agnia Hadean Siti Amas Sapinah Siti Arifah Siti Nopita Yeyen Rohayati Zea Jelika Dewanda