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Kezhiandra, Gabby
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Computer Science & IT Education Languange, Linguistic, Communication & Media Neuroscience Nursing Public Health Social Sciences Other

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The Role of Student Activities in Supporting the Development of Children in Orphanages Chua, Jovellysia Trecy; Lee, Sherlene; Tjendra, Melda; Tania, Jessica; Suhendra, Jonathan Jordan; Natalia, Lisa; Putri, Ayesha Nashwa Ferya; Morales, Abel; Fitriyah, Olla; Indah, Friderika; Darwan, Arya Putra Lievi; Febrianti, Della; Suyani, Suyani; Christine, Alice Yolanda; Ritonga, Muhammad Iuan Furqon; Habibah, Zahwa Rheina; Kezhiandra, Gabby
Journal of Education Technology Information Social Sciences and Health Vol 3, No 2 (2024): September 2024
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jetish.v3i2.3528

Abstract

This study examines the role of student activities in supporting the development of children in orphanages. Using a qualitative approach with a case study design, the research involved in-depth interviews, participant observation, and document analysis, focusing on academic, emotional, and social aspects. Through brief visits, students conducted various activities such as education, ice-breaking, and the development of a mini-library. The findings show that student activities can enhance children's learning motivation, cognitive skills, and self-confidence. Additionally, these activities also strengthen empathy and social communication skills. Despite the significant positive impact, the limited duration of the visits poses a challenge in creating long-term changes. Therefore, this study recommends increasing the frequency of activities, developing long-distance mentoring programs, and collaborating with local educational institutions. These suggestions are expected to enhance the effectiveness of student programs in supporting the development of orphanage children and promoting social awareness among students.
Implementing Pearson’s assessment framework in English language instruction: Insights from an Indonesian private high school Zaki, Leil Badrah; Kezhiandra, Gabby; Akbar, Malik; Pratiwi, Theodesia Lady
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24603

Abstract

Structured assessment regimes are instrumental in influencing classroom teaching and learning. For example, an international curriculum, such as Pearson, provides structured assessment cornerstones for teaching and learning. Yet, despite Indonesian secondary schools widely adopting it, existing literature predominantly focuses on curriculum design and alignment, while the substantial issue of classroom-level impact resulting from standardized assessment demands still remains underexplored. The present paper seeks to uncover the extent to which Pearson's structured assessment requirements are realized in the classroom and how they impact teaching and learning. The qualitative case study research method was utilized through classroom observations and interviews concerning two foreign English teachers in a private secondary school in Batam, Indonesia. Results show that the Pearson assessment system, comprising mechanisms like the prohibition of homework, assessment by means of rubrics, and instant feedback, has brought in student engagement and reduced stress through steadiness and transparency in assessment. Nevertheless, strict timetables for exams and standard formats that are imposed on the teachers out of the core systems have led to a reduction of teachers' pedagogical freedom and an increase in their administrative workload. The systemic pressures, such as real-time assessment demands and rigid accountability structures, pose significant challenges, particularly in resource-constrained environments with diverse learner readiness. The study contributes to theoretical debates on standardized assessment by showing how tightly aligned frameworks compress pedagogical flexibility while demanding high instructional precision. The findings emphasize the need for more adaptable assessment frameworks that balance accountability and teacher autonomy as well as continuous student engagement.
Co-Authors Akbar, Malik Christine, Alice Yolanda Chua, Jovellysia Trecy Darwan, Arya Putra Lievi Febrianti, Della Fitriyah, Olla Habibah, Zahwa Rheina Indah, Friderika Lee, Sherlene Lisa Natalia, Lisa Morales, Abel Pratiwi, Theodesia Lady Putri, Ayesha Nashwa Ferya Ritonga, Muhammad Iuan Furqon Suhendra, Jonathan Jordan Suyani Suyani, Suyani Tania, Jessica Tjendra, Melda Zaki, Leil Badrah