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All Journal Jurnal Pendidikan Bahasa Inggris Undiksha Bulletin of Electrical Engineering and Informatics English Review: Journal of English Education JOIN (Jurnal Online Informatika) Indonesian Journal of Learning and Instruction Indonesian EFL Journal Jurnal Abdi Inovatif : Pengabdian kepada Masyarakat Journal of Innovation and Sustainable Empowerment Journey: Journal of English Language and Pedagogy Fon: Jurnal Pendidikan Bahasa dan Sastra Indonesia English Review: Journal of English Education Indonesian Journal of Learning and Instruction
Thamrin, Nani Ronsani
Department Of English Education, Universitas Kuningan, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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AN ECOLOGICAL PERSPECTIVE ON ACADEMIC WRITING ANXIETY AMONG INDONESIAN POSTGRADUATE STUDENTS: A META SYNTHETIC ANALYSIS Harun Al Rasyid; Iis Lismaya; Dadang Solihat; Nani Ronsani Thamrin; Wulan Rahmatunnisa; Fahrus Zaman Fadhly; Vina Agustiana
Indonesian Journal of Learning and Instruction Vol. 8 No. 2 (2025)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

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Abstract

Students' difficulties in understanding the abstract concept of cells, along with low learning motivation and critical thinking skills, prompted this study. The aim was to examine the implementation of metaphor-based visual learning media on cell material and its effects on the critical thinking skills and learning motivation of 8th-grade students at SMP Negeri 6 Majalengka. The study was conducted from February to April 2025 using a Research and Development (R&D) method with the ADDIE model. A sample of 52 eighth-grade students was selected through proportional random sampling. The media was developed in the form of a video titled "The Cell as a Unique School of Life", integrating everyday life analogies through visual metaphors. Data were collected through expert validation, student and teacher questionnaires, pre- and post-tests on critical thinking skills, and learning motivation questionnaires. Results showed that the media was highly valid (average score of 90.75%), practical to use (teacher response: 93.77%, student response: 87.54%), and significantly improved students’ critical thinking skills (mean rank of experimental group: 33.72; control group: 19.27). Learning motivation also increased, with extrinsic motivation at 92.30% and intrinsic motivation at 90.29%. Pearson correlation analysis indicated that the media had a stronger influence on learning motivation (r = 0.744) than on critical thinking skills (r = 0.609). Metaphor-based visual media effectively helps students understand abstract cell concepts, enhances critical thinking skills, and boosts learning motivation. This approach is recommended for science teachers as a meaningful, contextual learning strategy aligned with the Merdeka Curriculum.
Enhancing Reading Skills through Visualizing Strategies: A Fresh Approach for English Education Students at Kuningan University Nani Ronsani Thamrin; Erlan Darmawan; Dede Irawan
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 13 No. 1 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i1.91002

Abstract

Reading comprehension remains a challenge for many English as a Foreign Language (EFL) students, particularly in engaging with and understanding texts effectively. Traditional teaching methods often fail to encourage active participation and critical thinking, resulting in low motivation and limited comprehension skills. To address this gap, this study investigates the implementation of visualizing strategies to enhance reading comprehension skills among English Education students at Universitas Kuningan. Visualizing strategies encourage students to create mental images of the text, fostering deeper engagement and understanding of the material. The research employed a qualitative approach within a collaborative action research (CAR) framework, involving 14 students as participants. Data collection methods included classroom observations, student reflections, and pre-and post-test assessments of reading comprehension. The findings indicate that integrating visualizing strategies into reading instruction significantly improved students' comprehension of folktale texts. Students demonstrated enhanced abilities to identify main ideas, draw cultural connections, and confidently articulate their understanding through discussions and retelling activities. The pre-test average score of 59.4 increased to 85.7 in the post-test, with all students exceeding the Minimum Mastery Criterion (MMC) of 75. Participants also reported increased motivation and enjoyment, attributing their progress to the strategy's interactive and engaging nature. This study recommends a broader application of visualizing strategies in English language education to support comprehension and engagement across diverse text genres. Further research is suggested to explore its adaptability and impact in different educational contexts..
Co-Authors Aah Sumiah Aditiya Aji Permana Alfiani Azzahra Aulia - Maulidiyah Aulia Maulidiyah Baran Wargika Binti Farihah Dadang Solihat dede Irawan Dewi Sukma Nurhana Disa Afifah Endang Darsih Endang Darsih Erlan Darmawan Erwin Oktoma Fadia Nur Fazriah Fahrus Zaman Fadhly Harun Al Rasyid Iis Lismaya Jaruki Andriansyah Maulana Mia Maulianingsih Mona Rizkia Pebriani Muhammad Aprianto Budie Nugroho Muhammad Pakhriz Alif Nur Suci Fitriyani Rahman, Titik Khawa Abdul Rina Risnawati Risna Budiarti Rohmalia Silvia Agustin Syifa Aulia Tasya Putri Nur Annisa Tiara Astuti Trisha Fitri Pramaysella Vina Agustiana Wida Sopia Marwa Wulan Rahmatunisa Wulan Rahmatunnisa