Article Per Year (5 Year)
p-Index From 2020 - 2025
0.702
P-Index
This Author published in this journals
All Journal Jurnal Indonesia Sosial Sains Eduvest - Journal of Universal Studies
Rajaguk-guk, Sastri Br
Unknown Affiliation
Aerospace Engineering Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Energy Environmental Science Health Professions Immunology & microbiology Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Neuroscience Physics Social Sciences

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Cognitive and affective roles in language and literature learning at the secondary school level (a literature study) Lustiyantie, Ninuk; Chaeruman, Uwes Anis; Rajaguk-guk, Sastri Br
Eduvest - Journal of Universal Studies Vol. 5 No. 5 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i5.49940

Abstract

Cognitive and affective factors play a crucial role in language learning, influencing the acquisition process and outcomes for learners. The cognitive aspect, such as working memory and metalinguistic awareness, is particularly important in processing and understanding language structures. Additionally, the cognitive load theory suggests that when learners are overwhelmed with information, their language processing abilities are reduced, highlighting the importance of a well-structured learning environment. The research methodology employed in this article is a literature review, involving steps such as topic identification, source gathering, source analysis, classification of findings, synthesis, report writing, and evaluation. The cognitive role in language learning includes various processes, including working memory, cognitive flexibility, attention, metacognition, and cognitive load management. Understanding these cognitive mechanisms is crucial for developing effective language learning strategies and interventions. Furthermore, factors such as self-esteem, language ego, cultural background, emotional involvement, and teacher-student relationships also significantly influence language learning. Therefore, educators must create supportive and engaging learning environments that recognize and respond to students' emotional needs, ultimately facilitating more effective language learning experiences for secondary school students.
Empowering Mothers as an Alternative to Learning Reading and Interpreting Meaning in Me Tribe Students of Elementary School Age Rajaguk-guk, Sastri Br; Rafli, Zainal; Murtadho, Fathiaty
Eduvest - Journal of Universal Studies Vol. 5 No. 4 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i4.49941

Abstract

This study examines the empowerment strategies of Mee tribe mothers in Papua in teaching reading to primary school-aged children. The study uses the literature review method to analyse the challenges Mee students face in learning to read and identify effective approaches to improve their literacy skills. The results show that Mee students face various barriers, including limited access to education and language differences. Effective learning strategies include the use of syllable card media, game-based methods and the utilisation of educational technology. The involvement of parents, especially mothers, was found to be very important in supporting the development of children's reading skills. Creating a supportive learning environment at home and empowering mothers as educators can be an effective alternative in improving the reading skills of Mee children. This study recommends the development of a special training programme for Mee mothers, the provision of culturally appropriate learning resources, increased access to educational technology and collaboration between various stakeholders in developing a sustainable literacy programme. The implementation of these recommendations is expected to improve the reading skills of primary school-aged Mee students and empower mothers as important partners in their children's learning process.
The Role of Non-Indigenous Papuan Teachers in Understanding Literacy in Cultural Diversity for Identity, Power and Social Justice of Indigenous Papuan Students in Senior High School Rajaguk-guk, Sastri Br; Mayumi, Ilza; Muliastuti, Liliana
Eduvest - Journal of Universal Studies Vol. 5 No. 7 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i7.51632

Abstract

Papua, with its cultural and linguistic diversity, faces unique challenges in the field of education, particularly at the senior high school level. This study aims to analyze the role of non-Papuan teachers or migrant teachers in understanding literacy, cultural diversity, and its impact on the identity, power dynamics, and social justice of local Papuan students. The findings indicate that the obstacles faced by teachers include a lack of understanding of local culture, language differences, and minimal institutional support. As a result, many local Papuan students feel alienated, less motivated, and marginalized in the learning process.  Migrant teachers have the potential to play a crucial role in creating an inclusive educational environment by employing culturally responsive pedagogical approaches. Collaborating with local communities and developing curricula that reflect local values can enhance the sense of belonging and engagement among local students. With strengthened ongoing professional training, teachers can be more effective in addressing cultural diversity and promoting social justice in the classroom. This research recommends the development of culturally-based curricula, intensive teacher training, and the use of technology as tools to bridge cultural gaps. These steps are expected to create a more inclusive education system, empower local Papuan students, and improve the quality of education in the region.
A Holistic Evaluation Model Review Of Language: Integration Of Knowledge, Attitude, And Skills In Technology-Based Summative And Formative Assessment Suseno, Muchlas; Setiadi, Syamsi; Rajaguk-guk, Sastri Br
Jurnal Indonesia Sosial Sains Vol. 6 No. 7 (2025): Jurnal Indonesia Sosial Sains
Publisher : CV. Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/jiss.v6i7.1819

Abstract

Modern language education demands assessments that not only measure linguistic abilities, but also cognitive, affective, and psychomotor aspects in a holistic manner. With the advancement of educational technology, technology-based assessment offers the potential to integrate knowledge, attitudes, and skills into a more comprehensive evaluation framework. This paper employs a literature review method to analyze recent developments in the application of formative and summative assessments in language education, with a focus on the holistic integration of these three domains. The results of the literature review indicate that although many studies have discussed the use of technology in assessment, few address the holistic measurement of attitudes and skills alongside knowledge. This research contributes new insights by proposing a technology-based holistic evaluation model that can be applied within language learning contexts.
Co-Authors Chaeruman, Uwes Anis Fathiaty Murtadho Liliana Muliastuti Lustiyantie, Ninuk Mayumi, Ilza Muchlas Suseno Samsi Setiadi Zainal Rafli, Zainal