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Klasikal: Journal of Education, Language Teaching and Science
Published by Universitas Bosowa
ISSN : 26569914     EISSN : 26568772     DOI : https://doi.org/10.52208/klasikal.v3i3
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Klasikal: Journal of Education, Language Teaching and Science [p-ISSN 2656-9914| e-ISSN 2656-8772] publishes a scientific paper on the results of the study and review of the literature in the sphere of education, language teaching and science in primary education, secondary education and higher education. Additionally, this journal also covers the issues of environmental education & environmental science.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 573 Documents
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THE RELATIONSHIP BETWEEN TEACHERS' DIGITAL LITERACY AND INSTRUCTIONAL INNOVATION Andi Hamsiah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 3 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i3.1910

Abstract

Digital transformation in primary education requires teachers not only to operate devices but also to have the digital literacy to select information, evaluate sources, design learning experiences, communicate and collaborate, and use technology safely and ethically. This article analyses the relationship between teachers' digital literacy and instructional innovation, with SDN 149 Amessangeng as an illustrative context for school development. The study employed a systematic literature review (SLR) guided by the transparency principles of PRISMA 2020. The review focused on publications from 2021 to 2025 addressing teachers' digital competence or literacy, technology integration, pedagogical innovation, instructional design, and digital transformation in education. The synthesised sources included peer-reviewed studies and reports from international organisations relevant to primary education and teacher professional development. The findings indicate a positive and mutually reinforcing relationship between teachers' digital literacy and instructional innovation. Teachers with stronger digital literacy tend to have greater capacity to select technologies aligned with learning objectives, diversify media and activities, implement digitally supported formative assessment, provide opportunities for personalisation, and develop collaborative, learner-centred instruction. However, digital literacy does not automatically produce innovation without supportive school leadership, adequate infrastructure, a collaborative culture, time for experimentation, and continuous professional development. For SDN 149 Amessangeng, the findings imply the need for pedagogically oriented digital literacy programs rather than application-centred training. The school is encouraged to develop teacher learning communities, shared repositories of instructional resources, needs-based mentoring, and evaluation of innovation based on student engagement and learning quality. The review confirms that teachers' digital literacy is an important foundation for relevant, inclusive, safe, and sustainable instructional innovation in primary schools
TEACHER READINESS TO IMPLEMENT ARTIFICIAL INTELLIGENCE-ASSISTED DEEP LEARNING AT SDN 221 BULU DUA Andi Hamsiah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 3 (2024): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v6i3.1911

Abstract

The rapid development of generative artificial intelligence (AI) and the strengthening of Indonesia's Deep Learning (Pembelajaran Mendalam) policy require elementary school teachers to demonstrate readiness that is not merely technical, but also pedagogical, ethical, reflective, and adaptive. This study aims to describe teachers' competency readiness to implement AI-assisted Deep Learning at SDN 221 Bulu Dua. A descriptive qualitative approach is employed, focusing on five dimensions of readiness: conceptual understanding of Deep Learning, pedagogical competence, AI literacy and competence, ethical-professional competence, and adaptive-collaborative readiness. Data are designed to be collected through semi-structured interviews, classroom observations, and analysis of instructional documents involving the school principal and classroom teachers. Data analysis follows the stages of data condensation, data display, conclusion drawing, and thematic verification. The findings indicate that teacher readiness is at a developing stage. Teachers understand the importance of mindful, meaningful, and joyful learning and show positive attitudes toward using AI to design teaching materials, trigger questions, differentiation strategies, and formative assessment. However, competence in designing activities that promote knowledge transfer, deep reflection, validation of AI outputs, data protection, and transparent AI use remains uneven. Major supporting factors include school leadership, a culture of sharing among teachers, access to devices, and willingness to learn, whereas barriers include limited structured training, differences in digital literacy, connectivity quality, and the absence of school-level operational guidelines for AI use. The study recommends practice-based professional development, teacher learning communities, AI ethics protocols, and instructional planning models that position AI as a support tool while retaining teachers as the primary pedagogical decision makers.
LANGUAGE EDUCATION IN THE AGE OF ARTIFICIAL INTELLIGENCE: LEARNING INNOVATIONS TO ENHANCE STUDENTS' DIGITAL LITERACY AND LANGUAGE COMPETENCE AT SD NEGERI 7 SALOTUNGO Andi Hamsiah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 3 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i3.1912

Abstract

The development of generative artificial intelligence has changed the ways in which information is produced, accessed, evaluated, and used in learning. These changes have direct implications for language education in primary schools because language competence is now closely intertwined with the ability to read digital information, formulate questions, check the accuracy of answers, and use technology safely and responsibly. This study aims to analyze artificial intelligence-assisted language learning innovations that are relevant to improving students' digital literacy and language competence at SD Negeri 7 Salotungo. The study employed a qualitative approach through an integrative literature review of scholarly articles, reports from international organizations, and education policy documents published during the 2021-2025 period. The analysis was conducted through theme identification, categorization of findings, comparison across sources, and pedagogical synthesis. The findings indicate that artificial intelligence can support reading instruction, vocabulary development, writing, speaking, and language reflection when it is positioned as a supporting tool governed by learning objectives and teacher mediation. Improving digital literacy should not be understood merely as the ability to operate devices; it also includes the ability to formulate information needs, evaluate the credibility of AI outputs, recognize bias and errors, protect privacy, understand authorship, and verify information. Based on this synthesis, the article proposes a six-stage contextual learning model for SD Negeri 7 Salotungo: orientation to learning goals and digital safety, exploration of texts or language problems, guided AI interaction, critical verification, production and revision of language work, and reflection and responsible publication. This model positions teachers as designers, filters, and guarantors of learning quality. Gradual, age-appropriate implementation that remains oriented toward authentic language activities is considered the most promising approach to strengthening language competence while simultaneously developing students' digital literacy.
THE EFFECTIVENESS OF SCHEDULED LIBRARY VISIT PROGRAMS IN FOSTERING THE INFORMATION LITERACY COMPETENCY OF SECOND GRADE ELEMENTARY SCHOOL STUDENTS Aldian Putranto Hadi; Akbar Al Masjid; Ana Fitrotun Nisa; Berliana Henu Cahyani
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i1.1615

Abstract

This study aims to evaluate the implementation and effectiveness of the structured Library Visit program at SD Islam Al Azhar 55 Yogyakarta, as a specific response to low student reading interest, with the goal of enhancing the information literacy competence of Grade 2 students. The school adopted this routine activity starting in 2018, in response to persistently low student reading interest despite the presence of previous literacy programs. Employing a descriptive qualitative approach, data were collected through triangulation techniques: observation, in-depth interviews, and documentation, involving 79 Grade 2 students, six class teachers, one curriculum coordinator, and the library head. The findings indicate that the program successfully transformed students' perceptions, making the library an engaging and enjoyable learning space. Furthermore, the program was significant in fostering the character of independent and proactive learners, strengthening student-staff relationships, and boosting reading enthusiasm through the exploration of diverse and freely accessible collections. Substantially, the program contributed to broadening horizons, improving academic performance, and a tangible increase in students' information literacy competence. Despite its success, the study identified challenges, including students' lack of responsibility in facility maintenance (e.g., misplaced books), the absence of a dedicated library manager, and the lack of a follow-up/post-visit evaluation mechanism, which underscores the necessity for consistent program oversight (Msila & Sethako, 2013). Keywords: Information literacy, Scheduled library visits, Reading interest, Elementary school student competence
POST-WORKSHOP ADOPTION OF THE MENDELEY APPLICATION: AN ANALYSIS OF PERCEIVED EASE OF USE AND PERCEIVED USEFULNESS FOR OPTIMIZING ACADEMIC CITATIONS Eko Saputra Nurdiansa; Rahmat Nasrullah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i1.1617

Abstract

The Mendeley reference manager is extensively utilized in higher education. Despite its accessibility and proven benefits in enhancing citation efficiency and accuracy, sustained use largely depends on users’ perceived acceptability. Prior studies indicate that Mendeley supports students’ academic writing; however, evidence on its long-term adoption following training and technical support remains limited. To address this gap, it is essential to examine users’ perceptions of digital reference tool acceptability following training and technical support. This study employed a descriptive qualitative design with 30 final-year English Education students. Data were collected using a 16-item questionnaire measuring Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) within the technology acceptance model. Results indicate strong approval across both constructs. In the PU aspect, efficiency was unanimously affirmed, with 100% acknowledging improved reference management and 97% noting faster bibliography generation. In the PEOU aspect, all participants agreed that Mendeley is easy to learn, and 96% highlighted the role of instructional support. However, analysis revealed a notable gap: despite 90% reporting high self-efficacy, 23% expressed neutrality regarding the absence of difficulties in basic features, suggesting that full autonomous proficiency has not yet been achieved and that additional sessions are needed to strengthen technical independence. Overall, the training and technical assistance provided through the Mendeley workshop offered a strong foundation, demonstrated by its functional value and ease of use.
APPLICATION OF DIRECT MODELING TECHNIQUE IN IMPROVING STUDENTS' ACADEMIC SELF-EFFICACY AT SMKN 6 MAKASSAR Anisa Julianti; Abdullah Pandang; Aswar Aswar
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 3 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i3.1643

Abstract

This study aims to determine: (1) the description of students' academic self-efficacy at SMKN 6 Makassar; (2) the description of the application of direct modeling techniques in improving students' academic self-efficacy; and (3) the effect of applying direct modeling techniques on improving students' academic self-efficacy at SMKN 6 Makassar. This study used a quantitative approach with a quasi-experimental design using a nonequivalent control group design. The research population was grade X students at SMKN 6 Makassar who had low academic self-efficacy, totaling 66 students. The research sample consisted of 18 students selected using proportional random sampling technique and divided into two groups: 9 students in the experimental group and 9 students in the control group. Data collection techniques used academic self-efficacy scale and observation. Data analysis techniques used descriptive statistics and inferential statistics with Mann-Whitney U test. The results showed that: (1) the level of students' academic self-efficacy before treatment was in the low category (100%) in both groups, while after treatment, the experimental group experienced a significant increase with 77.78% of students in the high category and 22.22% in the very high category, while the control group remained in the low category (100%); (2) the implementation of direct modeling techniques was carried out through six group counseling sessions covering the stages of attention, retention, reproduction, and motivation with very high student participation levels (80%-100%) in each session; and (3) there was a significant effect of applying direct modeling techniques on improving students' academic self-efficacy, evidenced by the Asymp. Sig value = 0.000 (p < 0.05) and Mean Rank of the experimental group (14.00) which was much higher than the control group (5.00).
THE EFFECT OF TED TALKS AS A TEACHING MEDIUM ON STUDENTS’ SPEAKING SKILLS (EXPERIMENTAL STUDY AT THE ELEVENTH GRADE OF SMAN 1 TIRTAYASA) Firda Ayu Wahyuni; Siti Aisah; Ika Handayani
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i1.1644

Abstract

This research aims to find out the effect of TED Talks as a teaching medium on students’ speaking skills (experimental study at the eleventh grade of SMAN 1 Tirtayasa). The researcher used a quantitative research method with a quasi-experimental. The research population consisted of XI grade students at SMAN 1 Tirtayasa, with a sample divided into an experimental group 30 students and a control group 30 students. Both groups took a pre-test, followed by treatment for the experimental class using TED Talks video, and finally a post-test for both classes. The research instruments used were pre-test and post-test speaking tests, supported by content validity and inter-rater reliability tests. After testing the validity and reliability of the instruments, the data were analyzed using normality test, homogeneity test, and hypothesis test (t-test). The results showed that the average pre-test score of the experimental class was 58.47, which increased to 79.73 after being taught using TED Talks videos, while the control class only increased from 46.73 to 55.77. The results of the independent samples t-test showed a significance value (Sig. 1-tailed) of 0.024 < 0.05, indicating that the alternative hypothesis was accepted and the null hypothesis was rejected. It can be concluded that the use of TED Talks YouTube videos has a significant effect on students' speaking skills. Therefore, English teachers are encouraged to use TED Talks as a teaching medium to improve students' speaking skills. Keywords: eleventh grade, speaking skill, teaching medium, TED talks, YouTube videos
ANALYSIS OF ABUSSIVE LANGUAGE BEHAVIOR AND ITS HANDLING (CASE STUDY OF STUDENTS AT SMPN 2 ANGGERAJA) Muh. SahrulYono; Akhmad Harum; Aswar Aswar
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i1.1656

Abstract

This study discusses Abusive Language behavior experienced by students at SMPN 2 Anggeraja. The main study of this study is to find out: 1) Overview of abusive language behavior in R students at SMPN 2 Anggeraja, 2) Factors causing abusive language behavior in R students at SMPN 2 Anggeraja, 4) Handling efforts carried out to overcome abusive language behavior in R students at SMPN 2 Anggeraja. This study uses a qualitative approach with a clinical case study method. The data collection techniques used are interviews, observations and documentation. Data analysis is carried out by applying interactive analysis techniques with three flows, namely data reduction, data presentation, and drawing conclusions. The results of the research obtained are: 1) The description of abusive language behavior of R students is characterized by swearing while swearing, joking but mocking, emotional expression, and disrespect to parents. 2) The factors that cause abusive language behavior are emotional control, seeking attention, feeling powered, joking with a mocking motive, peer influence, and imitating parents. 3) The impact of coarse language behavior is language development, being teased by friends, hurting other people's feelings, bad perception of others and decreased academic achievement. 4) Handling efforts are carried out by providing alternative assistance in the form of the application of self-management techniques which consist of 4 implementation steps, namely 1) Monitoring or self-observation, 2) Regulating the environment by recognizing triggering factors for abusive language behavior, 3) Self-evaluation stage, 4) Reinforcement and punishment stage. Keywords: Abusive Language; Self-Management; Behavior Change
APPLICATION OF MINDFULNESS TECHNIQUES TO IMPROVE SLOW LEARNER STUDENT LEARNING CONCENTRATION AT SMAN 19 MAKASSAR Maulida Rahmah; Sahril Buchori; M Amirullah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i1.1657

Abstract

This study examines the application of mindfulness techniques to increase the learning concentration of slow learner students at SMAN 19 Makassar. The objectives of this study are; (1) What is the description of the learning concentration behavior of slow learner students at SMAN 19 Makassar; (2) What is the description of the implementation of the Mindfulness Technique in improving the learning concentration behavior of slow learner students at SMAN 19 Makassar; (3) Whether the Mindfulness Technique has an effect in improving the learning concentration behavior of slow learner students at SMAN 19 Makassar. The approach used in this study uses a quantitative approach with the type of Single Subject Research (SSR) and uses an A-B-A design. The subjects in this study are ASN class XI students at SMA Negeri 19 Makassar. ASN subjects experience slow comprehension, difficulty responding to instructions, as well as being slow to memorize and process information, easily confused on abstract tasks, difficulty conveying ideas, and lack of consistency in completing tasks. In addition, ASN subjects are easily distracted and quickly lose focus while studying. The data collection technique in this study is using interviews, observations, and documentation. Data analysis uses descriptive analysis and visual analysis. The results of this study showed that the level of learning concentration of ASN subjects at Baseline A1 was at a low and stable level, with an average focus duration of only 8.24 minutes, thus indicating difficulties in maintaining attention and the need for intervention. The Mindfulness technique is then given in six sessions in stages, starting from strengthening concept understanding, basic exercises such as breath awareness and body scanning, to self-regulation exercises with simple instructions that are suitable for Slow Learner students. The results showed a significant increase in concentration during Phase B, with a peak duration of 13.09 minutes. Despite the decrease in Baseline A2, the average duration of concentration remained higher than Baseline A1, indicating a residual effect of the application of Mindfulness techniques.
THE APPLICATION OF LOGOTHERAPY TO IMPROVE THE PSYCOLOGICAL WELL-BEING OF STUDENTS AT SMPN 40 BULUKUMBA Resky Auliya; Abdul Saman; Zulfikri Zulfikri
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i1.1679

Abstract

This study aims to examine the application of logotherapy to improve student psychological well-being at SMPN 40 Bulukumba. Specifically, the objectives of this study are to identify student psychological well-being before and after the implementation of logotherapy, to describe the process of implementing logotherapy in enhancing psychological well-being, and to determine the effectiveness of logotherapy in improving student psychological well-being. This research employed a quantitative approach using a quasi-experimental design with a nonequivalent control group design. The research population consisted of 25 students identified as having low psychological well-being. A sample of 20 students was selected through proportional random sampling and divided into an experimental group and a control group. Data were collected through interviews, observations, and a psychological well-being questionnaire. Data analysis was conducted using parametric statistical testing, specifically an independent-samples t-test. The results indicated that prior to the intervention, student psychological well-being was categorized as low, characterized by low self-acceptance, lack of life purpose, and weak environmental mastery. After the intervention, the experimental group showed a significant improvement in psychological well-being, with p = 0.001 and alpha <= 0.05. These findings indicate that logotherapy is effective as both a preventive and a curative strategy for enhancing psychological well-being among junior high school students.

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