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All Journal Jurnal Dimensi JCP (Jurnal Cahaya Pendidikan) Fakultas Keguruan dan Ilmu Pendidikan
Pratiwi, Septiani Indah
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Arts Humanities Economics, Econometrics & Finance Education Environmental Science Mathematics Other

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The effectiveness of photomindset learning media based on discovery learning to enhance EFL student's critical thinking Manurung, Sulastri; Yuri, Melani Putri; Yudani, Nadia Putri; Sembiring, Elisma; Pratiwi, Septiani Indah; Ghaisani, Fadhilah
CAHAYA PENDIDIKAN Vol 11, No 1 (2025): JCP (Jurnal Cahaya Pendidikan) Fakultas Keguruan dan Ilmu Pendidikan
Publisher : Universitas Riau Kepulauan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/chypend.v11i1.6751

Abstract

Students’ low English proficiency and critical thinking often stem from traditional language learning methods that do not encourage performance, creativity, or analytical abilities. Teachers play a vital role in cultivating these skills through meaningful and interactive learning experiences. This study investigated the effectiveness of using photomindset learning media based on a discovery learning method to enhance English as a Foreign Language (EFL) students' critical thinking skills. Employing a quantitative approach with a one-group pre-test post-test design, this study involved 33 first-grade students from a Junior High School in Batam, Indonesia, through purposive sampling. The research instrument was a test consisted 30 multiple-choice questions and one essay covering reading and writing section, validated by expert judgment, Pearson Product-moment and tested for reliability using Cronbach’s Alpha. A Paired-sample T-test revealed a significant difference between pre-test and post-test scores (a sig. (2-tailed) = 0.000 < 0.05). The finding demonstrates that using photomindset learning media based on discovery learning effectively enhances students’ critical thinking skills. This study contributes valuable insights into EFL teaching by demonstrating how integrating discovery learning with visual media can foster students’ analytical and problem-solving abilities. Future research should explore its impact on other English skills and involve a larger sample with a control group for broader comparisons.
EXPLORATORY STUDY ON THE IMPACT OF MICROTEACHING COURSE ON MENTAL HEALTH OF SIXTH-SEMESTER STUDENTS IN THE ENGLISH EDUCATION PROGRAM AT UNIVERSITY OF RIAU KEPULAUAN Pratiwi, Septiani Indah; Sari, Nur Ramidah; Maharani, Deswita Aulia; Mustapa, Zainal; Rahmawati, Alivia; Ramadanti, Tiara; Afrinal, Hendri; Wibowo, Agung Edy; Ratnasari, Sri Langgeng; Zulkifli, Zulkifli
JURNAL DIMENSI Vol 14, No 3 (2025): JURNAL DIMENSI (NOVEMBER 2025)
Publisher : Universitas Riau Kepulauan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/dms.v14i3.8179

Abstract

This study aims to determine the impact of the microteaching course on the mental health of sixth-semester students in the English Education program at University of Riau Kepulauan. Microteaching is a required course for future teachers to prepare them to teach using simulation methods on a small scale before students engage in teaching practice in real classroom settings. The study used a quantitative approach with an explanatory design. Thirty sixth-semester students who have completed the microteaching course participated in this study. Data were collected through the Behavioral Health Measure (BHM) questionnaire, which measures three indicators, such as well-being, psychological symptoms, and life functioning. The results of the study showed that the students' mental health was in the good category, with an average score of 71,17%. 33,3% of students had excellent mental health, and only 3,4% experienced moderate stress. The psychological symptoms indicators showed the highest score (2,88), followed by well-being (2,83) and life functioning (2,75). These findings indicate that the microteaching course does not have a significant negative impact on students' mental health. Students were able to manage the anxiety and pressure that arose during the learning process well. This study also highlights the importance of ongoing psychological monitoring and institutional support throughout performance-based academic learning processes.
Co-Authors Afrinal, Hendri Ghaisani, Fadhilah Maharani, Deswita Aulia Mustapa, Zainal Rahmawati, Alivia Ramadanti, Tiara Sari, Nur Ramidah Sembiring, Elisma Sri Langgeng Ratnasari Sulastri Manurung, Sulastri Wibowo, Agung Edy Yudani, Nadia Putri Yuri, Melani Putri Zulkifli Zulkifli