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Cetta: Jurnal Ilmu Pendidikan
Published by Jayapangus Press
ISSN : -     EISSN : 26150891     DOI : -
Core Subject : Education,
Education
Cetta: Jurnal Ilmu Pendidikan is an scientific journal published by Jayapangus Press, aims at providing scientific insights regarding various educational situations or interactions, of all level and types of education. The foci of the journal are: 1) Review of educational curriculum, 2) Review of learning materials, 3) Teaching media and teaching aids, 4) Teaching methods and strategies, 5) Teacher’s competencies, 6) Studies on learner’s and teacher’s development, 7) Educational institution management studies, 8) Characters, gender, and educational evaluation.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 583 Documents
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Exploring EFL Students’ Attitudes of Artificial Intelligence (AI) as a Tool for Writing English Thesis Proposals in Higher Education Winarti, Hesti; Kholid, M. Ridho; Zakiyah, Zakiyah
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 2 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i2.4076

Abstract

This study explores EFL students' attitudes towards the use of Artificial Intelligence (AI) in writing English thesis proposals in higher education. The rapid advancement of AI technology has encouraged many university students to use AI-based tools to improve the quality of their academic writing. Using a descriptive qualitative approach, this study examined students' perceptions, experiences, and challenges. Data were collected through a questionnaire involving 35 English Education students at UIN Raden Intan Lampung as well as semi-structured interviews with 10 selected participants. The results showed that most students had a positive attitude towards AI due to its ability to improve writing efficiency, grammatical accuracy, and text organization. AI also helps in generating ideas, structuring arguments, and providing quick feedback, thus reducing anxiety in writing. However, there are concerns about over-reliance on AI that may stifle critical thinking and creativity. In addition, students were aware of the ethical challenges of using AI, especially regarding originality and the risk of plagiarism. Some students also customized AI results to better suit academic standards, which show that they did not fully rely on AI without re-evaluating. This study concludes that AI can be an effective support tool in thesis proposal writing if used wisely. Therefore, this study emphasizes the need for AI literacy in higher education to help students understand the limitations and ethical implications of its use. With the right approach, AI can be an effective support tool in developing students' academic abilities.
Implementasi dan Tantangan Kebijakan Kurikulum Merdeka Belajar Kampus Merdeka di Perguruan Tinggi Indonesia Khotimah, Khusnul; Susanti, Ari Indra
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 2 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i2.4085

Abstract

The Ministry of Education, Culture, Research, and Technology has established a new policy, namely Merdeka Belajar Kampus Merdeka Curriculum (MBKM). However, the implementation of Merdeka Belajar Kampus Merdeka (MBKM) is not always smooth across higher education institutions. This article aims to explore how this curriculum is implemented and what challenges are encountered in its implementation. The researcher uses a narrative review by outlining findings from 12 related studies sourced from Google Scholar, Researchgate, and Semantic Scholar. The research findings indicate that the implementation of the Merdeka Belajar Kampus Merdeka (MBKM) in higher education is influenced by curriculum flexibility, faculty participation, collaboration with the industrial sector and educational partners, as well as student participation. The challenges faced include curriculum adjustment, course conversion, online mentoring, limited infrastructure, collaboration with partners, limited funding, regulations, and a lack of information and support. In conclusion, the implementation of the Merdeka Belajar Kampus Merdeka (MBKM) curriculum in higher education in Indonesia has the potential to improve the quality of higher education. However, further efforts are needed to overcome the various existing challenges.
Faktor-Faktor Motivasi dalam Discovery Learning Studi Kualitatif Pada Pembelajar Bahasa Arab Masruroh, Anifa; Hizmatul Himmah, Ro’fat
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 2 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i2.4087

Abstract

The Arabic language learning at MTs N 5 Banyuwangi still employs conventional methods that are less engaging, leading to low student motivation in learning. This study aims to analyze various motivational factors that contribute to students' success in learning Arabic. The main focus of this research is the implementation of the discovery learning approach to understand how intrinsic and extrinsic motivation can support the learning process. This study utilizes a qualitative method to achieve the established objectives. Data collection was conducted through in-depth interviews to gain a more detailed understanding of students' experiences and motivation in learning Arabic. The research findings indicate that the implementation of discovery learning can enhance students' intrinsic and extrinsic motivation by providing a more active, exploratory, and enjoyable learning experience. However, some challenges were identified, such as limited vocabulary and difficulties in independently understanding concepts. Factors supporting students' success include learning interest, a conducive learning environment, teacher creativity, and the use of interactive media. The conclusion of this study suggests that discovery learning is an effective strategy for improving motivation and Arabic learning outcomes. This method encourages students to be more active and independent in exploring learning materials. However, its effectiveness highly depends on optimal teacher guidance and a supportive learning environment, including peer support and the use of interactive learning media.
The Effect of Verbal Plus Picture and Verbal only Information on Immediate Retention of Maritime Vocabulary Budiman, Jeihn Novita Christanty; Ganap, Nindy Nource
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 2 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i2.4091

Abstract

English proficiency is a crucial skill for maritime professionals, as effective communication plays a significant role in ensuring safety and operational efficiency. However, acquiring and retaining maritime-specific vocabulary remains a challenge for many cadets. This study investigates the effectiveness of verbal-plus-picture and verbal-only instructional methods in enhancing the immediate retention of maritime English vocabulary. Additionally, it examines whether gender and prior English course experience influence vocabulary retention outcomes. Employing an experimental post-test research design, this study involved 200 cadets from Politeknik Pelayaran Sulawesi Utara, who were randomly assigned into two groups. The experimental group received instruction through a combination of verbal and pictorial learning approaches, while the control group received verbal-only instruction. A post-test was administered immediately after the intervention to measure vocabulary retention. Independent samples t-tests were conducted to compare the mean scores between the two groups, and multiple linear regression analysis was applied to evaluate the impact of gender and prior English course experience on vocabulary retention. The results indicate that cadets who received verbal-plus-picture instruction demonstrated significantly higher vocabulary retention compared to those in the verbal-only group (p-Value < 0.001). The mean post-test score for the experimental group was 67.65, while the control group scored 56.45, confirming the effectiveness of multimodal learning in maritime English education. However, gender and prior English course experience were found to have no statistically significant impact on vocabulary retention (p-Value = 0.500 and p-Value = 0.258, respectively). These findings support the Dual Coding Theory (DCT), which posits that integrating verbal and visual stimuli enhances learning and recall. The study highlights the importance of incorporating multimodal instructional strategies into maritime English training programs to optimize vocabulary acquisition.
Gamifying of English Learning with Educandy at MTs. Muhammadiyah 13 Solokuro Lamongan Arifatin, Fais Wahidatul; Mafruudloh, Naajihah; Masruroh, Masruroh
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 2 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i2.4098

Abstract

This study explores the potential of gamification through Educandy in enhancing English language learning outcomes among junior high school students at MTs. Muhammadiyah 13. Employing a Research and Development (R&D) framework using the ADDIE model, this study integrates both quantitative and qualitative analyses to measure effectiveness. Findings reveal a significant increase in student motivation and vocabulary retention, positioning Educandy as a viable tool for technology-integrated education. This study conducted at MTs. Muhammadiyah 13, Solokuro, Lamongan. The research subjects comprised seventh and eight-grade students during the 2024/2025 academic year, there are 40 respondents in these classes. The results indicate that the gamified learning media received high validation scores from experts, confirming its feasibility for classroom use. This study concludes that gamification using Educandy effectively improves English learning outcomes and motivation, especially for having vocabularies improvement. However, challenges such as limited access to technology and the need for teacher training must be addressed to ensure broader implementation. Future research should explore the long-term impact of gamification on learning retention and its application to other English skills, such as speaking and listening.
Development of Students' Religious Character Through Intimate Friendship Husniah, Laila; Hamdanah, Hamdanah; Surawan, Surawan
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 2 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i2.4052

Abstract

Intimate friendship can have a significant impact on a person's religious character, both positively and negatively, depending on the dynamics of the relationship. Therefore, this study aims to determine the development of students' religious character through intimate friendship. The method used is qualitative with 10 students in grade XI, namely 5 students of BRL 1 and 5 students of XI BRL 2, using a phenomenological approach. Data collection was carried out through observation, interviews, and documentation. The results of the observation show the development of students' religious character through intimate friendship, that close friendship and mutual trust between students can play a role in helping the development of their religious character. Friends who support each other in terms of religious values ​​will help shape students' personalities to be better in terms of religion. The results of the study show that the development of students' religious character through intimate friendship at SMKN 2 Palangka Raya can be encouraged through intimate friendship. In the school environment, close friendship between students not only strengthens social ties, but also influences the formation of religious character. In addition, through close friendships, students feel more comfortable and confident in expressing their feelings, be it happiness, anxiety, or challenges faced in everyday life. In this supportive environment, they can more freely discuss various issues, including moral dilemmas, religious understanding, or even challenges in practicing Islamic values ​​in real life. Through open discussions and sharing experiences, students not only gain new perspectives, but also feel supported in their spiritual journey. For example, when a student has difficulty maintaining consistency in worship, his close friends can provide motivation or reminders in a more personal and empathetic way.
Challenges and Adaptations Pre-Service Efl Teachers’ Perceptions on Implementing The Merdeka Curriculum In Teaching English Hanum, Latifah; Dalimunte, Ahmad Amin
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 2 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i2.4065

Abstract

This study examines the challenges and adaptations encountered by pre-service English as a Foreign Language (EFL) teachers in implementing the Merdeka Curriculum. A qualitative case study approach was used to collect data from 89 final-year english education students at the state islamic university of north Sumatra who had completed teaching internships. The aim of the study was to explore the difficulties faced by these pre-service teachers in applying the new curriculum and the adaptation strategies they used to overcome them. The findings indicate that, although the pre-service teachers demonstrated a strong understanding of the curriculum's principles especially in integrating the Pancasila Student Profile into their teaching they faced significant challenges. These challenges included difficulties in designing lesson plans, implementing student-centered teaching methods, and conducting authentic assessments. Support from schools, including adequate facilities, guidance from senior teachers, and professional development, was crucial in helping them address these challenges. Additionally, adaptation strategies such as attending workshops, collaborating with peers, and independently seeking additional resources proved effective in enhancing their capacity to implement the curriculum. This study emphasizes the importance of ongoing collaboration among educational institutions, schools, and pre-service teachers. Continuous training, mentoring, and resource support are essential to ensure the successful implementation of the Merdeka Curriculum and better prepare future educators for curriculum innovations.
Penguatan Verbal Dan Nonverbal Dalam Pembelajaran Bahasa Indonesia Di MTs Al-Azhar Rokan Hilir Halimah, Siti; Yuliawan, Tri
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 2 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i2.4082

Abstract

The decline in mutual education has always been a topic of discussion from various parties. Teachers have a very big responsibility in efforts to guide students towards their desired educational goals. There are several basic teaching skills that teachers must master, namely Skills in using verbal reinforcement and nonverbal reinforcement. Based on the results of observations made at MTs Al-Azhar Rokan Hilir to Indonesian language teachers who were teaching, researchers found symptoms, namely that the provision of verbal and non-verbal reinforcement by Indonesian language teachers had not been implemented optimally. This study aims to (1) describe the form of verbal reinforcement in Indonesian language learning for students of class VII MTs Al-Azhar Rokan Hilir. (2) describe the form of nonverbal reinforcement in Indonesian language learning for students of class VII MTs Al-Azhar Rokan Hilir. The approach to this research uses a qualitative descriptive approach, the data source is the class VII Indonesian language teacher. The data collection techniques used are observation techniques, interview techniques and questionnaire techniques. Data analysis techniques use data reduction, data presentation, and drawing conclusions. The results of the research show that, (1) the class VII Indonesian language teacher has implemented verbal reinforcement in Indonesian language learning in the form of words of praise, words of appreciation and words of approval. (2) the class VII Indonesian language teacher has implemented non-verbal reinforcement in Indonesian language learning in the form of strengthening gestures, strengthening approaches, strengthening with touch, strengthening with fun activities, and strengthening in the form of symbols or objects. The reinforcement given is quite varied, but the diction needs to be developed again.
Strategi Kompetensi Manajerial Kepala Sekolah Dalam Mewujudkan Sekolah Ramah Anak di Sekolah Dasar Haryanti, Sri; Narimo, Sabar; Fuadi, Djalal; Minsih, Minsih
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 2 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i2.4125

Abstract

This study aims to describe the managerial competence strategies of school principals in realizing child-friendly schools at SD Muhammadiyah Program Unggulan Jatipuro. The focus of this research is to explore how the principal utilizes managerial competence to create a safe, comfortable environment that supports the holistic development of children. The research method used is a qualitative approach with data collection techniques through in-depth interviews, direct observation, and documentation. The data obtained were analyzed using thematic analysis. The results of the study show that the principal has implemented effective managerial strategies in creating a child-friendly school. Some of the efforts made include ongoing teacher training, improvement in the management of school facilities, and the implementation of an anti-bullying policy. However, there are challenges faced, such as the limited number of teachers with special skills to handle children with special needs, limited facilities, and a constrained budget. The principal also faces challenges in consistently implementing the policies on the ground. The conclusion of this study is that, despite some challenges, the implementation of the principal’s managerial strategies has had a positive impact on creating a child-friendly school. The solutions proposed by the principal, such as strengthening teacher training, enhancing cooperation with external parties, and conducting more intensive program evaluations, are expected to strengthen the implementation of the child-friendly school program. This study contributes to the development of more inclusive educational policies that support the optimal growth and development of children.
Pemanfaatan Aplikasi Platform Merdeka Mengajar (PMM) sebagai Sarana Supervisi Akademik dalam Meningkatkan Kinerja Guru Lastini, Fitri; Narimo, Sabar; Fuadi, Djalal; Minsih, Minsih
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 2 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i2.4126

Abstract

The background of this study is the importance of effective academic supervision in improving teacher performance, especially in the digital era, which demands efficiency and effectiveness in the monitoring and professional development processes. The Merdeka Mengajar Platform (PMM) application is expected to be a solution in facilitating more measurable and efficient academic supervision, as well as providing faster feedback to teachers. This study aims to explore the use of PMM as an academic supervision tool by school principals to improve teacher performance at SDN 02 Jatiwarno. The research method used is qualitative, with data collection techniques through interviews, observations, and document analysis. The subjects of this study are the principal and teachers involved in the academic supervision program using PMM. The results of the study show that the use of PMM has a positive impact on teacher performance. The principal can monitor the development of teachers in real-time, provide faster feedback, and identify areas that require more attention. Additionally, teachers feel supported in their professional development through the training features provided within the application. However, there are challenges in terms of technology adaptation, particularly for teachers who are not familiar with using digital applications. In conclusion, PMM can improve the efficiency of academic supervision and teacher performance, but further training is needed to maximize the use of this application. This study recommends that continuous training be provided to enhance competence in using PMM for academic supervision.

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