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All Journal J-SES : Journal of Science, Education, and Studies JEELL (Journal of English Education, Linguistics and Literature)
Nurohmat Nurohmat
Institut Media Digital Emtek
Education Languange, Linguistic, Communication & Media Mathematics Other

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THE INFLUENCE OF THE INDEPENDENT LEARNING CURRICULUM ON STUDENTS’ ENGLISH LEARNING ACHIEVEMENT Nurohmat Nurohmat; Dian; Sisca T. Gurning
JEELL (Journal of English Education, Linguistics and Literature) Vol. 12 No. 1 (2025): JEELL Volume 12 Number 1 February 2025
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v1201/21

Abstract

The aim of this study is to examine the impact of Indonesia's Independent Learning Curriculum (Merdeka Curriculum) on the English learning achievement of vocational school students in West Jakarta. A quantitative research approach, including standardized English proficiency tests and surveys, was employed to assess the differences in achievement. The results show that students under the Independent Learning Curriculum achieved significantly higher scores in English proficiency, particularly in speaking and writing, compared to those following the previous 2013 curriculum. The improved outcomes are attributed to the curriculum's flexibility, focus on 21st-century skills, and integration of technology. However, successful implementation depends on factors such as teacher quality, school facilities, and stakeholder involvement. This study contributes to the ongoing discourse on curriculum reform and its effects on student learning outcomes in vocational education in Indonesia.
STUDENTS’ ATTITUDES TOWARD ENGLISH AND THEIR ACHIEVEMENT IN SENIOR HIGH SCHOOL - A CORRELATION STUDY Nurohmat Nurohmat; Rewindinar; Dian
JEELL (Journal of English Education, Linguistics and Literature) Vol. 13 No. 1 (2026): JEELL Volume 13 Number 1 February 2026
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v13i1.124

Abstract

This study aims to analyze the relationship between students' attitudes toward English learning and their English achievement at the senior high school level. A quantitative correlational approach was employed, with a sample of 86 high school students in Jakarta selected via simple random sampling. Data were collected using a validated 20-item Likert-scale attitude questionnaire, measuring affective, cognitive, and conative components, and documentation of academic scores from semester report cards. Pearson correlation analysis revealed a significant positive relationship (r = 0.724, p = 0.001) between students' attitudes and their academic achievement. The findings suggest that positive attitudes, encompassing interest, motivation, and self-confidence, play a crucial role in enhancing English learning outcomes by potentially lowering the affective filter and increasing engagement. This study provides practical implications for pedagogical strategies, curriculum design, and school policy, emphasizing the need to foster positive affective domains in English language teaching to enhance learning quality in the Indonesian senior high school context.  
- DAMPAK PEMBELAJARAN DARING TERHADAP BEBAN GURU: TINJAUAN FISIK, MENTAL, DAN FINANSIAL PASCA PANDEMI Nurohmat Nurohmat; Dian
J-SES : Journal of Science, Education and Studies Vol 5 No 2 (2026): Vol 5 No 2 (2026): Jurnal J-SES Vol 5 No 2
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/jses.v5i2.31866

Abstract

The COVID-19 pandemic has fundamentally transformed the education system, including in Indonesia. Although the health emergency has ended, online learning remains an integral part of the national education system. This study aims to analyze whether post-pandemic online learning still increases teacher burdens in three dimensions: physical, mental, and financial. The research employed a quantitative method using a Guttman scale questionnaire distributed online to 20 teachers at a private vocational high school in West Jakarta. Data were analyzed using descriptive statistics. The results showed that the average teacher burden was 0.730 on a scale of 0-1, categorized as a high burden. As many as 85% of teachers experienced increased mental and financial burdens, while only 35% experienced increased physical burden. Teachers with less than 5 years of work experience were more vulnerable to mental burden, while senior teachers were more affected financially. This study concludes that post-pandemic online learning still has a significant impact on teacher well-being.*
Co-Authors Dian Rewindinar Sisca T. Gurning