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p-Index From 2021 - 2026
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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Indonesia Jurnal Arbitrer
Alda, Rivika
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Education Languange, Linguistic, Communication & Media

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New and conventional media to senior high school student’s reading motivation Alda, Rivika; Lopez, Jessa Rose; Alburan, Kent Vincent
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.28544

Abstract

Motivation has long been established as an important factor that affects reading among students. With the advent of technology, reading motivation has become more nuanced as new reading media alongside conventional media surfaced. The study explored the relationship between senior high school students’ new and conventional media preferences and their reading motivation. A descriptive correlational research design was employed to analyze the data and determine correlations between variables. Results revealed that students generally have a stronger preference for books (physical books, school books, and pocketbooks) as reading media. Students also have a stronger preference for reading academic texts in print formats. In terms of the amount of time spent on reading electronic and print texts, students generally spend longer time reading electronic texts. The results also showed higher intrinsic motivation to read than extrinsic motivation among students. Finally, significant positive relationships were found between most intrinsic motivation scales and students’ new media preferences. Few significant positive relationships were found between extrinsic motivation scales and students’ new media preferences. Implications of these findings highlighted the need to utilize both conventional and new media and consider students’ preferences vis-à-vis classroom reading tasks.
Reading Level Distribution in School Districts: Implications for Curriculum Enhancements Bacus, Remedios; Alda, Rivika; Balo, Vincent Theodore; Arandia, Nestor
Jurnal Arbitrer Vol. 12 No. 3 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.3.350-367.2025

Abstract

Reading is a core component of standardized tests and a cornerstone of academic success, prompting schools in the basic education to invest in reading programs for elementary learners. This study investigates the reading levels of Grades 4 to 6 students, analyzes reading performance trends across grade levels and school districts, and proposes curriculum enhancements in school districts in Cebu City, Philippines. Utilizing a cross-sectional study design, reading proficiency data were analyzed using frequency distribution and chi-square tests. Results indicate an overall improvement in reading levels, with a higher percentage of students moving from Frustration to Instructional reading levels, particularly in the North District. However, ongoing difficulties exist in the South District, where many higher-grade students remain at the Frustration level. Gender analysis reveals that females tend to demonstrate higher reading levels compared to males, with the difference becoming more pronounced from Grade 5 onward. Targeted curriculum enhancements like reading intervention programs in Grade 4 may support struggling readers, while teachers may benefit from professional development on culturally responsive reading strategies to improve reading instruction and promote literacy outcomes across district schools.
Students' Note-Taking Patterns and Practices in Science Classes: A Narrative Inquiry Piloton-Narca , Manilyn; Alda, Rivika
Jurnal Pendidikan Indonesia Vol 14 No 3 (2025): September
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v14i3.85414

Abstract

Note-taking is a common practice seen in every learning environment. Although common, note-taking is an important foundational skill that empowers students to actively engage in their learning process. This study aims to explore the experiences and practices of note-taking patterns of junior high school students, specifically in science classes. This is a descriptive qualitative study using a narrative inquiry approach involving 20 junior high school science students selected through purposive sampling. Data were collected through semi-structured interviews, document analysis, and interviews. Data analysis used the Braun and Clarke thematic analysis method. Through document and thematic analysis, the findings revealed four main themes: approaches to note-taking, perceptions of note-taking use, effectiveness and impact of note-taking, and improvements in note-taking practices to enhance learning. The findings indicate that students have regular note-taking habits and implement best practices for effective note-taking. It is concluded that note-taking in science classes increases student engagement and comprehension, thus supporting their academic success. Therefore, educators should encourage effective note-taking habits among students and equip them with skills that not only improve learning outcomes but also promote retention and lifelong learning.
Co-Authors Alburan, Kent Vincent Arandia, Nestor Bacus, Remedios Balo, Vincent Theodore Lopez, Jessa Rose Piloton-Narca , Manilyn