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All Journal Young Journal of Social Sciences and Humanities Journal Innovative Practices in Education (JIPE)
Nova Evelin Saragih
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Humanities Education Social Sciences

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Dampak Layanan Infrastruktur Digital Terhadap Efektivitas Pembelajaran: Bukti Dari Sekolah Menengah Pertama Di Pematangsiantar Grace Angel Florense Purba Siboro; Nova Evelin Saragih; Dewani Oktobeni Sidabutar; Juli Herawati Padang; Widya Vani Sitepu; Mika Debora Napitupulu; Sarni Pebrianti Manurung; Ady Frenly Simanullang
Young Journal of Social Sciences and Humanities Vol. 2 No. 1 (2026): Young Journal of Social Sciences and Humanities
Publisher : Yayasan Bayt Shufiya Nusantara

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Abstract

This study explores the impact of digital technology on the effectiveness of the teaching and learning process through an examination of infrastructure services in a secondary school. For this purpose, field observations and a literature review were employed. The main findings indicate that the available digital technology infrastructure—including hardware (45 computer/laptop units with a 1:3 ratio, projectors in 36% of classrooms, and 60% of students owning personal devices), internet network (50 Mbps Wi-Fi covering 40% of classrooms), free digital platforms (Google Classroom, YouTube Edu, e-books, and simulations), as well as technical support (2 IT staff, maintenance every 6 months, official policies, and teacher training twice a year)—has supported positive outcomes in learning digitalization efforts. Descriptive and theoretical analysis shows that digitalization initiatives yield positive impacts, including enhanced accessibility, interactivity, motivation, and learning outcomes. However, potential negative impacts exist, such as digital divides, distractions, and unequal access due to suboptimal infrastructure. The study's conclusion emphasizes the importance of digital infrastructure service capacity and user readiness as key success factors. Recommendations include equitable infrastructure development (improving network coverage and device availability), additional technical resources, and ongoing teacher training to optimize the effectiveness and efficiency of teaching and learning in school environments.
Developing Seventh Grade Students' Understanding of Possessive Pronouns through Contextual Learning Nova Evelin Saragih; Selviana Napitupulu
Journal Innovative Practices in Education (JIPE) Vol. 1 No. 1 (2025): December
Publisher : CV PUTRA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipe.v1i1.1360

Abstract

Grammar mastery plays a crucial role in developing students’ English proficiency; however, grammar instruction in junior high schools is often perceived as abstract and disengaging. Many students experience difficulties in understanding possessive pronouns due to traditional rule-based teaching methods that lack contextual relevance and meaningful application. This study aimed to improve seventh-grade students’ understanding of possessive pronouns through the implementation of the Contextual Learning Approach (CLA) at SMP Negeri 2 Pematangsiantar. This research employed a qualitative Classroom Action Research (CAR) design conducted in two cycles involving 32 students of class VII-5. The data were collected using tests, observation sheets, field notes, interviews, and documentation. The implementation of contextual learning activities emphasized real-life situations, such as identifying ownership through classroom objects and personal belongings, to help students construct grammatical understanding meaningfully. The findings revealed a significant improvement in students’ grammar mastery and classroom engagement. The students’ mean score increased from 60.06 in the pre-test to 83.25 in the final test, while the percentage of students achieving the minimum mastery criterion (70) improved from 37.5% to 90.6%. Qualitative findings indicated increased motivation, participation, confidence, and collaboration among students during the learning process. In conclusion, the Contextual Learning Approach effectively enhanced students’ understanding of possessive pronouns by linking grammatical concepts to real-life contexts. The study implies that contextual-based grammar instruction can create more meaningful, interactive, and student-centered learning environments, and it is recommended for teaching other grammatical topics in junior high school.
Co-Authors Ady Frenly Simanullang Dewani Oktobeni Sidabutar Grace Angel Florense Purba Siboro Juli Herawati Padang Mika Debora Napitupulu Sarni Pebrianti Manurung SELVIANA NAPITUPULU Widya Vani Sitepu