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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar English Teaching and Linguistics Journal (ETLiJ)
Muthia Sandra Riphasa
Universitas Riau
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Pendekatan REALISME DALAM PEMBELAJARAN ABAD 21 : Pendekatan Filosofis terhadap Pembelajaran Berbasis Realitas Marnita Marta; Muthia Sandra Riphasa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36721

Abstract

This study examines the development and application of realism in twenty-first-century education through a systematic review of ten articles published between 2020 and 2025. The main problem addressed in this study is the absence of a comprehensive mapping of how realism is integrated into modern educational demands, particularly those involving technology, evidence-based teaching, and contemporary curriculum design. Using a thematic literature review approach, this study analyzes the philosophical foundations, instructional implementation, curriculum relevance, and methodological perspectives presented in the selected studies. The findings demonstrate that realism emphasizes empirical facts, direct observation, and the linkage of concepts to real-world contexts, where concrete experiences enhance students’ conceptual understanding (Hafidhi et al., 2024; Arianti et al., 2024). In curriculum development, realism ensures that learning content aligns with societal needs and objective realities (Adyputri & Ismail, 2025), while in evidence-based teaching, it strengthens instructional decision-making through the use of data and empirical observations (Brooks & Carter, 2023; Smith, 2021). Furthermore, the philosophical and methodological contributions of Archer (2020) and Lourie and McPhail (2024) highlight the continued relevance of realism as an analytical framework in educational research. Overall, this study concludes that realism provides a vital foundation for promoting authentic, contextual, and empirical learning that aligns with twenty-first-century competencies, while also offering direction for further research and the development of educational practices grounded in objective reality.
Learning Style Preferences Among Indonesian EFL University Students: A Learning Style Survey Analysis Muthia Sandra Riphasa; Marnita Marnita; Afdhal Dzikri; Agung Prasetya; Nurul Hidayati
English Teaching and Linguistics Journal (ETLiJ) Vol 7, No 2 (2026): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v7i2.30904

Abstract

This study investigated the multidimensional learning style preferences of Indonesian EFL university students using the Learning Style Survey (LSS). A quantitative descriptive survey design was employed involving 35 university students enrolled in English as a Foreign Language (EFL) courses and selected through convenience sampling. Data were collected using a questionnaire consisting of 46 items representing eleven learning style dimensions, namely Visual, Auditory, Kinesthetic, Extroverted, Introverted, Closure-Oriented, Open, Deductive, Inductive, Impulsive, and Reflective learning styles. Prior to data collection, the instrument was tested for validity and reliability, resulting in 37 valid items and high internal consistency (Cronbach’s Alpha = 0.908). The collected data were analyzed using descriptive statistics to determine the mean scores and standard deviations of each learning style dimension. The findings revealed that Reflective learning style emerged as the most preferred dimension, followed by Closure-Oriented and Visual learning styles. In contrast, Open (Perceiving) learning style showed the lowest level of preference among the participants. These findings indicate that Indonesian EFL university students tend to prefer learning environments that encourage reflection, provide clear instructional structures, and incorporate visual support during the learning process. This study contributes to the existing literature by providing empirical evidence of multidimensional learning style preferences beyond the traditional visual, auditory, and kinesthetic framework. The findings suggest that English language teachers should design instructional activities that integrate reflective learning opportunities, structured classroom procedures, visual support, and balanced deductive and inductive teaching approaches to accommodate diverse learner preferences and enhance students' learning experiences.
Co-Authors Afdhal Dzikri Agung Prasetya Marnita Marnita Marnita Marta Nurul Hidayati