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All Journal International Journal of English Education and Linguistics (IJoEEL) Orien: Cakrawala Ilmiah Mahasiswa
Kamila, Bintana Cahya
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Humanities Education Languange, Linguistic, Communication & Media Other

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Efektivitas teori psikologi gestalt pada pembelajaran usia remaja Kamila, Bintana Cahya; Lestari, Denia Septi Dwi; Raniadi, Divani
Orien: Cakrawala Ilmiah Mahasiswa Vol 3, No 2 (2023)
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/ocim.v3i2.8750

Abstract

gestalt psychology is a psychology that studies all scenes or phenomena that are oriented towards the whole and unity of each data. This psychology has a variety of objects for its application, both individuals from infancy to the elderly. Each age grouping of individuals has its own unique characteristics to be applied with gestalt psychology. For example, individuals in adolescence. Adolescence is a time when an individual experiences significant physical and mental growth. Therefore, this paper aims to discuss the definition, characteristics of adolescents, and its application as evidence of the effectiveness of gestalt psychology theory in adolescent learning.
Student’s Perceptions of Differentiated Learning in EFL Classroom Kamila, Bintana Cahya; Rakhmawati, Rakhmawati; Kurniawati, Bachrijah
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.12649

Abstract

This study investigates students’ perceptions of differentiated learning in an English as a Foreign Language (EFL) classroom, emphasizing four key dimensions: acceptance of differentiated learning, instructional strategies, learning environment, and learning outcomes. The research was conducted with 35 students from class XI-E at SMAN 10 Surabaya, who responded to a questionnaire designed to measure their experiences and attitudes toward differentiated instruction. The findings reveal that students generally expressed positive responses to the implementation of differentiated learning. They agreed that the classroom environment and teaching approaches were supportive of their individual preferences and meeting the learning outcomes, particularly when activities were tailored to visual, auditory, and kinesthetic (VAK) learning styles. This indicates that differentiated learning has the potential to foster inclusivity by addressing diverse needs within the same classroom. Although all four dimensions received average to high scores, instructional strategies were rated somewhat lower compared to other aspects, highlighting the necessity for further refinement in the delivery of differentiated methods. The results suggest that, while differentiated learning can create a more engaging and meaningful experience for students, its success depends on the teacher advanced skills in implementing the method and development while also the active involvement of the student itself. Overall, the study underscores differentiated learning as a promising approach in enhancing EFL learning.
Co-Authors Kurniawati, Bachrijah Lestari, Denia Septi Dwi Rakhmawati Rakhmawati Raniadi, Divani