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All Journal Al Ishlah Jurnal Pendidikan Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora
Suryadi Suryadi
Universitas Pamulang
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Implementation of STEM Project-Based Learning and Critical Thinking on Student Creativity in English Learning: A Mixed Methods Study Endang Iryani; Suryadi Suryadi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6993

Abstract

Education in the 21st century requires not only content mastery but also the development of higher-order thinking skills to address complex global challenges. This study investigates the effects of STEM Project-Based Learning (PjBL) and students’ critical thinking on creativity in English language learning. Employing a mixed methods approach with an explanatory sequential design, the study first gathered quantitative data through surveys and tests, followed by qualitative data from interviews and classroom observations. The participants consisted of 200 Grade X students from two senior high schools in Serang City, selected through purposive sampling. The quantitative findings revealed that both STEM PjBL and critical thinking significantly influence student creativity, with strong positive correlations (r = 0.867 and r = 0.889) and moderate effect sizes (Cohen’s d = 0.516 and 0.505). The qualitative data supported these findings, highlighting students’ increased engagement, collaboration, and reflective thinking during project implementation. These results suggest that integrating STEM-based projects in English learning can effectively foster critical and creative thinking skills, offering a promising interdisciplinary approach to language education. The study contributes to current literature by demonstrating the combined impact of PjBL and critical thinking in a language learning context, an area often overlooked in prior research. The findings hold practical implications for curriculum designers and educators seeking to promote 21st-century competencies through integrated, student-centered instruction.
Pelatihan Pemanfaatan Media Sosial secara Positif untuk Pembelajaran Menulis Bahasa Inggris: A Training Program on the Positive Use of Social Media for English Writing Instruction Suryadi Suryadi; Jhon Pahamzah; Reksa Saputra; Pandi Wijaya
DARMADIKSANI Vol 6 No 1 (2026): Edisi Maret
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/darmadiksani.v6i1.9514

Abstract

Kemampuan menulis bahasa Inggris masih menjadi salah satu keterampilan berbahasa yang relatif lemah di kalangan siswa dan pemanfaatan media sosial sebagai sarana pembelajaran bahasa Inggris masih kurang. Tujuan pengabdian kepada masyarakat ini adalah untuk meningkatkan kemampuan menulis bahasa Inggris siswa dengan pemanfaatan media sosial secara positif. Kegiatan ini dilaksanakan pada tanggal 23 Oktober 2025, di SMA Plus 30 Juz Moderate di kabupaten Serang, Banten. Peserta terdiri dari 25 siswa SMA Plus 30 Juz Moderate dan 5 guru Bahasa Inggris sebagai pendamping. Metode yang digunakan meliputi pelatihan, pendampingan, dan praktik langsung. Terdapat peningkatan kemampuan menulis bahasa Inggris siswa, hal ini dibuktikan dengan hasil pre-test dan post-test di mana skor pre-test sebesar 61,15 dan skor post-test 85,75. Hasil post-test yang dilaksanakan setelah rangkaian kegiatan pelatihan menunjukkan adanya peningkatan kemampuan menulis bahasa Inggris peserta. Pelatihan pemanfaatan media sosial secara positif untuk pembelajaran menulis bahasa Inggris untuk dilanjutkan dan dikembangkan secara berkelanjutan. Media sosial terbukti efektif meningkatkan motivasi, kepercayaan diri, serta keterampilan menulis siswa.
Co-Authors endang Iryani Jhon Pahamzah Pandi Wijaya Reksa Saputra