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All Journal FOSTER: Journal of English Language Teaching Journal of Higher Education and Academic Advancement
Zahrotin , Anis
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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THE INFLUENCE OF THE PBL LEARNING MODEL ON PROBLEM-SOLVING SKILLS IS REVIEWED FROM THE LEARNING STYLE OF STUDENTS ON THE EARTH STRUCTURE MATERIAL IN GRADE VIII JUNIOR HIGH SCHOOL Remantoro, Rizal; Zahrotin , Anis; Anfa , Qurrotul
Journal of Higher Education and Academic Advancement Vol. 1 No. 7 (2024): Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i7.761

Abstract

This study aims to determine the differences in the influence of problem-based learning (PBL) models on problem-solving skills in terms of students' learning styles carried out in class VIII of SMPN 1 Geneng. The method used in this study is quantitative. The sampling technique in this study is random sampling which will later be taken two classes as experimental classes and control classes. The sample of this study was class VIIIG and class VIIIH with 32 students in class VIIIG as experimental samples and 33 students in class VIIIH as control classes with a population of 268 class VIII students. The study used several instruments collected through problem-solving skills questionnaires, learning style questionnaire sheets, observation sheets, teacher interview sheets, and problem-solving skills test instruments before and after the test. In this study the data collection technique used was ANOVA with the results of this study indicate that the problem-based learning (PBL) model affects students' problem-solving abilities. Students' problem-solving skills are influenced by their learning styles. The test results showed a Sig value level of 0.80> 0.05, this indicates that H0 is rejected and Ha is accepted. So it can be concluded that the learning model (PBL) has a different influence on problem-solving skills in terms of students' learning styles on the material on earth structure in class VIII of SMPN 1 Geneng.
Pre-Service Teacher’s Perceptions of Disainary for Learning English Scientific Vocabulary: A Qualitative Study Rohmani, Lucky Amatur Rohmani; Awwalia , Luthfi; Zahrotin , Anis
FOSTER: Journal of English Language Teaching Vol. 7 No. 1 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i1.331

Abstract

The globalization of science has reinforced English as the dominant language of scientific communication, requiring pre-service science teachers to acquire sufficient mastery of English scientific terminology for academic and professional success. However, many pre-service teachers in Indonesia face persistent challenges, including limited vocabulary, low confidence, and insufficient access to effective learning media. To address these issues, digital tools such as Disainary, a multimodal web-based dictionary designed for scientific terms, have been introduced as innovative learning resources. This study aims to explore pre-service science teachers’ perceptions and experiences of using Disainary in vocabulary learning. Employing a descriptive qualitative design, data were collected through semi-structured interviews and classroom observations with 30 participants across several universities in Indonesia. This used purposive sampling technique to employ the participants. The findings indicate three major themes: (1) vocabulary acquisition through repetition and multimodality, (2) increased motivation and engagement, and (3) challenges and limitations. Participants highlighted that Disainary facilitated repeated encounters with scientific terms through definitions, contextual examples, and pronunciation features, which enhanced comprehension and retention. Moreover, the tool’s accessibility and scientific contextualization motivated learners to engage with vocabulary more actively. Despite these benefits, participants emphasized the need for expanded lexical coverage, additional exercises, and the visual elements to optimize learning. The study concludes that Disainary holds strong potential as a digital learning tool to bridge the gap between English vocabulary acquisition and science literacy in teacher education. Implications suggest that integrating multimodal digital tools can not only enhance pre-service teachers’ language proficiency but also prepare them for effective knowledge transmission in globalized science classrooms.
Co-Authors Anfa, Qurrotul Awwalia , Luthfi Remantoro, Rizal Rohmani, Lucky Amatur Rohmani