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All Journal Indonesian Journal on Learning and Advanced Education (IJOLAE) Jurnal Pendidikan Progresif
Widyastuti, Puspa
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Education

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Journal : Jurnal Pendidikan Progresif

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Bilingual Learning Program in Math and Science Subject for Junior High School: An Evaluation using CIPP Model Mentari, Rafinda Putri; Jaedun, Amat; Widyastuti, Puspa; Safitri, Rina
Jurnal Pendidikan Progresif Vol 14, No 1 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract: Bilingual Learning Program in Math and Science Subject for Junior High School: An Evaluation using CIPP Model. Objective: The current research was to reveal the implementation of bilingual learning programs at private junior high schools in D.I. Yogyakarta in terms of context, input, process, product. Methods: A descriptive quantitative approach was implemented to 52 students that was chosen by purposive sampling. Data collection used questionnaires, observations and interviews that was analyzed in terms of content validity, construct validity, reliability, and percentage of success. Findings: The context component is in accordance with the school's vision, mission, goals and curriculum, the input component of Budi Mulia Dua Middle School with a percentage of 74% is in the good category, Mutiara Persada Middle School with a percentage of 62% is in the good category, Growing Middle School with a percentage of 78% is in the good category, Component process Budi Mulia Dua Middle School with a percentage of 70% in the good category, Mutiara Persada Middle School with a percentage of 77.5% in the good category, Growing Middle School with a percentage of 79% in the good category. The product component shows that the results of the bilingual class are higher than the national class. Conclusion: Evaluation of the CIPP model bilingual learning program has gone well. This can be seen from the results of the context, input, process and product components. Kata kunci: bilingual learning program, CIPP evaluation model, junior high school students.DOI: http://dx.doi.org/10.23960/jpp.v14.i1.202410
Investigating Teachers’ Efficacy Beliefs in Managing English for Specific Purposes (ESP) Classroom Afrezah, Novela Nur; Priyana, Joko; Widyastuti, Puspa; Syahfutra, Wandy
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Investigating Teachers’ Efficacy Beliefs in Managing English for Specific Purposes (ESP) Classroom. Teachers must have high self-efficacy beliefs to provide teaching methods or strategies properly. Objective: This research aims to measure ESP teachers' efficacy beliefs and identify the effect of teachers’ efficacy on ESP teaching performances. Method: This study used mixed-method research as a research design. The subjects were teachers who have experience in teaching ESP. The teachers came from several vocational high schools and higher education institutions. The researcher used the purposive sampling technique to determine the sample of this research. The quantitative data were obtained through a questionnaire to 30 teachers from several vocational high schools in Riau, and the researcher invited five teachers to join an interview session. Furthermore, thematic analysis was used to analyze the data by familiarizing with the data, categorizing the data through coding, and then organizing those codes into themes reflecting the subjects’ responses. Based on the data obtained, all participants exhibited high and medium levels of self-efficacy. Five aspects were involved in the questionnaire: efficacy for English, efficacy for curriculum implementation, efficacy for instructional strategies, efficacy for classroom management, and efficacy for student engagement. Findings: Among these aspects, efficacy for instructional strategy was the highest. Teachers with high self-efficacy excel in classroom management, create motivating environments, and adapt their strategies to meet student needs, leading to better academic outcomes. Proficiency in English also plays a crucial role in effective ESP teaching.  High teacher self-efficacy boosts motivation to deliver effective lessons, even with limited preparation time. The research emphasizes the reciprocal relationship between teacher efficacy and student performance, showing that confident teachers foster better learning environments. Keywords: classroom management, ESP teacher’s self-efficacy, ESP. DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202476
Co-Authors Afrezah, Novela Nur Amat Jaedun Daryono, Rihab Wit Joko Priyana Mentari, Rafinda Putri Rina Safitri Samad, Noorazman Bin Abd Samsul Hadi Syahfutra, Wandy