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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Science And Education Journal (SNEJ) Jurnal Ilmiah Literasi Indonesia
lenny solo
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Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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PENGARUH KOMPETENSI KEPRIBADIAN GURU TERHADAP MINAT BELAJAR SISWA KELAS VIII DI SMP NEGERI 1 SERANG BARU: PENGARUH KOMPETENSI KEPRIBADIAN GURU TERHADAP MINAT BELAJAR SISWA KELAS VIII DI SMP NEGERI 1 SERANG BARU ginting, retno putri sari; eka putri; lenny solo
Science and Education Journal Vol 3 No 3 (2025): Science and Education Journal ( SNEJ )
Publisher : Yayasan Pendidikan Cahaya Budaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64626/snej.v3i3.486

Abstract

Penelitian ini dilatarbelakangi oleh pentingnya peran guru tidak hanya sebagai penyampai materi, tetapi juga sebagai teladan yang berpengaruh terhadap minat belajar siswa. Kompetensi kepribadian guru yang mencakup sikap disiplin, tanggung jawab, kejujuran, empati, dan kemampuan membangun hubungan positif diduga memiliki peran penting dalam meningkatkan keterlibatan siswa dalam proses pembelajaran. Penelitian ini bertujuan untuk menganalisis pengaruh kompetensi kepribadian guru terhadap minat belajar siswa kelas VIII di SMP Negeri 1 Serang Baru. Metode penelitian menggunakan pendekatan kuantitatif dengan jenis penelitian asosiatif kausal. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII sebanyak 241 orang, sedangkan sampel berjumlah 150 siswa yang ditentukan menggunakan rumus Slovin dengan teknik purposive sampling. Pengumpulan data dilakukan menggunakan instrumen angket berbasis skala Likert yang telah diuji validitas dan reliabilitasnya. Analisis data menggunakan regresi linier sederhana dengan bantuan program SPSS. Hasil penelitian menunjukkan bahwa kompetensi kepribadian guru berpengaruh signifikan terhadap minat belajar siswa dengan nilai signifikansi < 0,05. Nilai koefisien determinasi (R²) menunjukkan bahwa kompetensi kepribadian guru mampu menjelaskan sebagian besar variasi dalam minat belajar siswa, sedangkan sisanya dipengaruhi oleh faktor lain. Dengan demikian, semakin baik kompetensi kepribadian guru, semakin tinggi pula minat belajar siswa. Hasil penelitian ini diharapkan dapat menjadi masukan bagi guru dan sekolah dalam meningkatkan kualitas pembelajaran melalui penguatan aspek kepribadian guru.
The Use of Visual Presentation in Teaching English Vocabulary to Students with Special Needs at PKBM Zaien Education Centre Riamin Elfrida; Lenny Solo; Syamsi Edi
Jurnal Ilmiah Literasi Indonesia Vol. 1 No. 2 (2025): DESEMBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/3zpwtq47

Abstract

This study is entitled "The Use of Visual Presentations in Teaching English Vocabulary to Special Needs Students at PKBM Zaien Education Centre." This research aims to determine the effectiveness of using visual media, such as flashcards and educational videos, in enhancing the English vocabulary skills of students with special needs, particularly in learning colors and facial features. This study employed a quasi-experimental approach with the Visual-Auditory-Kinaesthetic (VAK) learning method involving 15 students. The learning media used included videos and flashcards with themes of basic colors (blue, red, green, yellow) and facial parts (eyes, nose, mouth, ears). Assessments were conducted through three tests measuring students' ability to recognize and pronounce the taught vocabulary. The results showed a significant improvement in students' vocabulary skills after using visual media. In the second cycle, 12 out of 15 students achieved passing scores (Minimum Mastery Criteria ≥ 9), an increase compared to the first cycle, where only 6 students passed. This indicates that the use of visual presentations can help special needs students better understand and remember English vocabulary. Therefore, the use of visual media is highly recommended in teaching English to special needs students to enhance learning effectiveness, inclusivity, and responsiveness to individual student needs.  
The Impact of Augmented Reality (AR) Applications in English Language Learning for Children with Autism: A Systematic Literature Review Lenny Solo; Ifan Iskandar; Ratna Dewanti
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7918

Abstract

This study aims to explore the use of Augmented Reality (AR) in English language learning for children with autism spectrum disorder (ASD) through a systematic literature review. The main objective of this research is to assess how AR can enhance the English language skills of children with ASD, evaluate its effectiveness in increasing student motivation and engagement in learning, and identify the challenges encountered in its implementation. The population studied consists of research that discusses the use of AR in educational contexts for children with ASD, while the research sample includes articles published within the last five years that are relevant to this topic. The methodology employed is a systematic literature review, with data collected through a search of relevant articles from various academic databases, including Google Scholar, PubMed, ScienceDirect, and JSTOR. The collected data were then analyzed using a thematic analysis approach to identify emerging patterns related to the use of AR in English language learning, its benefits, the challenges encountered, and its impact on language skills and social interaction in children with ASD. The findings reveal that AR applications have significant potential to improve the English language skills of children with ASD, particularly in speaking, listening, and vocabulary. Furthermore, AR is also effective in increasing student motivation and engagement by providing an enjoyable and interactive learning experience. However, the challenges identified include hardware limitations, children's difficulty in adapting to new technologies, and the need for teacher training to maximize the effectiveness of AR use. Therefore, the successful implementation of AR in education for children with ASD heavily depends on infrastructure readiness and appropriate training.
Co-Authors Eka Putri ginting, retno putri sari Ifan Iskandar Ratna Dewanti Riamin Elfrida Syamsi Edi