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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 INFLUENCE OF SOCIAL MEDIA ON STUDENTS’ COMMUNICATION STYLE IN HIGHER EDUCATION Syamsiarna Nappu; Maemuna Muhayyang; Faras Dwi Larasanti; Auliya Andira Putri; Resky Affat
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.v8i1.1737

Abstract

Social media has become one of the most influential environments in which university students read, write, speak, and negotiate identity. For students in English education programs, platforms such as Instagram, TikTok, and WhatsApp do not merely function as channels for entertainment or networking; they also shape lexical choices, discourse habits, and expectations about speed, brevity, and interpersonal tone. This study examines how social media influences the development and adoption of communication styles among students of the English Education Study Program and identifies the linguistic and behavioral changes that appear through sustained online engagement. The study employed a descriptive qualitative design. Twenty-eight students from the 2022 cohort were selected purposively from seven classes, while classroom observation and semi-structured interviews were used to generate the data. The data were analyzed through the interactive model of data reduction, data display, and conclusion drawing. The findings show that social media affects students’ communication in two closely connected domains. In spoken interaction, students frequently carry slang, trending expressions, and platform-based vocabulary into classroom talk because these forms feel concise, familiar, and socially relevant. In written communication, abbreviations and informal structures occasionally slip into academic texts, especially when students write quickly or move between online and academic spaces. At the same time, most participants demonstrate contextual awareness by editing their language in formal situations. The study concludes that social media does not simply damage students’ communication; rather, it creates a fluid communicative repertoire that requires stronger academic filtering, register awareness, and instructional guidance from lecturers.
MAPPING THE GLOBAL LANDSCAPE OF ENGLISH-LANGUAGE NURSING RESEARCH: A BIBLIOMETRIC ANALYSIS OF EMERGING TRENDS AND COLLABORATIVE NETWORKS Risman Wanci; Yassir Mallapiang; Nurul Inayah Aniskamah; Ika Sastrawati; Awalia Azis
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.v8i1.1740

Abstract

Despite the continued expansion of nursing scholarship, integrative analyses that simultaneously examine publication trajectories, thematic structures, productivity patterns, and international collaboration in English-language nursing research remain limited. A structured understanding of these dimensions is essential for clarifying how nursing knowledge is organized and globally disseminated. This study analyzes (1) the temporal evolution of publication output, (2) dominant research themes and conceptual structures, (3) author and institutional productivity patterns, and (4) international collaboration configurations at country and institutional levels. A bibliometric analysis was conducted on 105 Scopus-indexed journal articles published between 2015 and 2025. Biblioshiny and VOSviewer were used to assess annual production, citation dynamics, keyword co-occurrence, productivity indicators, and collaboration networks. Publication output demonstrates a fluctuating yet progressively upward trajectory, with sustained expansion in 2022–2025 and peak citation impact in 2019. Thematic mapping identifies a coherent knowledge structure centered on humanistic nursing, education and professional development, clinical and public health concerns, and methodological inquiry. Author productivity is distributed rather than individually concentrated, while institutional output is geographically dispersed, led by Aarhus Universitetshospital. International collaboration exhibits stratified and moderately fragmented networks, with the United States and China as dominant producers and selected countries functioning as collaborative hubs. By integrating structural, thematic, and collaborative dimensions, this study advances understanding of the configuration and global positioning of English-language nursing research, providing an empirical basis for strategic development and international research integration.
NAVIGATING PEDAGOGICAL COMPLEXITIES IN PROMOTING MEANINGFUL LEARNING UNDER THE MERDEKA BELAJAR CURRICULUM: EVIDENCE FROM AN UNDER-RESOURCED ELT CONTEXT Widya Rizky Pratiwi
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.v8i1.1742

Abstract

The implementation of the Merdeka Belajar Curriculum represents a significant shift in Indonesian education toward flexibility, student-centered learning, and the promotion of meaningful or deep learning. However, empirical evidence on how these principles are enacted in under-resourced English Language Teaching (ELT) contexts remains limited, particularly regarding the challenges faced by teachers and students. Addressing this gap is crucial to understanding the extent to which curriculum ideals can be realized in constrained educational settings. This study aims to explore the pedagogical complexities encountered in promoting meaningful learning under the Merdeka Belajar Curriculum in an under-resourced ELT context. A qualitative descriptive research design was employed, with data collected through classroom observations, semi-structured interviews, and document analysis involving an English teacher, school stakeholders, and students. Data were analyzed inductively using thematic analysis to identify recurring patterns of instructional challenges. The findings reveal that the implementation of meaningful learning is shaped by multiple interrelated complexities, including difficulties in applying differentiated and student-centered learning, limited technological infrastructure, students’ low linguistic competence, and insufficient motivation and engagement. These challenges highlight the gap between curriculum expectations and classroom realities, where teachers must continuously adapt their instructional practices under constrained conditions. This study contributes empirical insights into classroom-level challenges of the Merdeka Belajar Curriculum in under-resourced ELT contexts, emphasizing the critical role of teacher agency and contextual adaptation. The findings also suggest the need for more context-sensitive policies, improved infrastructure, and sustained professional support to ensure equitable and effective curriculum implementation.
EXPLORATION OF TEACHERS' PERCEPTIONS ON THE IMPLEMENTATION OF HUMANISTIC-BASED SCIENCE LEARNING ASSISTED BY INTERACTIVE TECHNOLOGY IN JUNIOR HIGH SCHOOLS Zose Wirawan
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.v8i1.1743

Abstract

This study aims to explore teachers' perceptions of the implementation of humanistic-based Natural Science (IPA) learning with the assistance of interactive technology at the Junior High School (SMP) level. The background of this study is based on the still dominant focus of Science learning on cognitive aspects and less attention to affective aspects and student character development. The humanistic approach is seen as a solution to create more meaningful learning by placing students as the center of learning, while interactive technology plays a role in increasing the attractiveness and effectiveness of learning. This study uses a qualitative approach with a descriptive type. The subjects of the study were junior high school science teachers selected by purposive sampling. Data collection techniques were carried out through interviews, observation, and documentation. Data analysis used interactive analysis techniques that include data reduction, data presentation, and drawing conclusions. The results of the study indicate that teachers' perceptions of the humanistic approach and the use of interactive technology are in the fairly good category. Teachers have understood the basic concepts of the humanistic approach and have begun to integrate it into Science learning. The use of interactive technology has been proven to increase student engagement and motivation. However, there are still obstacles in implementation, such as limited facilities, lack of training, and uneven teacher readiness. Therefore, support from various parties is needed to optimize the implementation of humanistic-based science learning assisted by interactive technology.
DEVELOPING TEACHER PROFESSIONAL COMPETENCE IN THE DIGITAL ERA (21ST CENTURY) Andi Sitti Zakiah; Ansar Ansar; Sri Hastuti
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.v8i1.1750

Abstract

This study aims to examine the development of teacher professional competencies in facing the 21st century digital era. This study aims to: (1) examine the concept of teacher professional competencies from the perspective of the digital era; (2) identify the challenges faced by teachers in developing professionalism in the digital era; (3) formulate effective strategies for developing teacher professional competencies in the digital era; and (4) develop an effective, contextual, and sustainable model for developing teacher professional competencies in Makassar City. This study uses a mixed methods approach with an explanatory sequential design. The population includes all Madrasah Tsanawiyah (MTs) teachers in Makassar City from 53 public and private madrasas, with a sample of 456 teachers selected by random sampling. Data were collected through TPACK and DigCompEdu questionnaires, in-depth interviews with 20 key informants, classroom observations, and document analysis. The rapid development of information and communication technology (ICT) requires teachers to continuously improve their competencies in order to be able to produce competent and globally competitive students. The results of the theoretical study indicate that teacher professional competencies in the digital era include mastery of TPACK (Technological Pedagogical Content Knowledge), digital literacy, and 21st-century competencies (4C). Key challenges include the digital divide, resistance to paradigm shifts, and limitations in ongoing training programs. Recommended strategies include strengthening digital literacy, integrating TPACK, developing innovative learning models, and digital-based Continuing Professional Development (CPD). These findings are expected to provide an empirical basis for policymakers in designing more effective teacher development programs. Keywords: Teacher professional competence , Digital era, TPACK, Digital literacy; Continuous professional development
DEVELOPMENT OF A DOMAIN-SPECIFIC CREATIVE THINKING SKILLS INSTRUMENT ON DYNAMIC FLUID TOPICS Ahmad Suryadi; Dina Irfaniyah; Amrizaldi Amrizaldi; Ahmad Swandi
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.v8i1.1751

Abstract

This study aimed to develop and examine the quality of a domain-specific instrument for creative thinking skills on dynamic fluid topics. The instrument was designed as an open-ended essay test based on four creative-thinking indicators: fluency, flexibility, originality, and elaboration. These indicators were contextualized in terms of the continuity principle, Bernoulli's law, and its applications. The development procedure included a literature review, construct specification, blueprint and rubric development, expert validation, revision, empirical try-out, and instrument quality analysis. Content validation involved six experts, while the empirical try-out involved 66 grade XI science students. The content validity analysis yielded an S-CVI/Ave of 0.991 and an S-CVI/UA of 0.946. All seven items were empirically valid, with item-total correlations ranging from 0.469 to 0.736. The internal consistency coefficient, measured using Cronbach's alpha, was 0.759. Inter-rater reliability for four essay items ranged from 0.688 to 0.844 (Cohen's kappa). Item difficulty analysis indicated four easy items, two moderate items, and one difficult item. These findings indicate that the developed instrument has adequate validity, reliability, scoring consistency, and item characteristics for assessing students' creative thinking skills in dynamic fluids, particularly in physics learning that emphasizes problem solving and scientific idea development.
HOW FORMATIVE LANGUAGE ASSESSMENTS SHAPE SELF-REGULATION: A LEARNING ANALYTICS APPROACH Nur Aeni
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.v8i1.1752

Abstract

This study investigates the correlation between learning analytics of students’ formative assessment results and their self-regulation in learning a new language. Employing an explanatory quantitative method, the research surveyed thirty-two students from the English Education Master Program Class A-24 at Universitas Negeri Makassar, who were selected through purposive sampling. Data were collected using a twenty-item questionnaire based on a five-point Likert scale measuring learning analytics of formative assessment results (LAFA) and student self-regulation in language learning (SR). Spearman’s rho correlation analysis revealed a strong and statistically significant positive correlation between the two variables (rs = 0.726, p < 0.001), indicating that students who perceived higher integration of learning analytics in formative assessment also tended to demonstrate stronger self-regulation in language learning. Reliability analysis confirmed the consistency of the instrument, with Cronbach’s alpha values of .868 for LAFA and .798 for SR. The findings suggest that embedding learning analytics in language classes can meaningfully support students in taking greater control of their own learning. Teachers are encouraged to use these tools to provide richer, data-informed feedback and to scaffold students toward becoming more autonomous and self-directed learners.
GAME BASED LEARNING MODEL ON MATHEMATICS LEARNING OUTCOMES OF GRADE 4 STUDENTS AT UPT SPF SD INPRES PAMPANG I CITY OF MAKASSAR Alfina Damayanti; Sukmawati Sukmawati; Hamdana Hadaming
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.v8i1.1755

Abstract

This study aims to determine the effect of the Game Based Learning model on the mathematics learning outcomes of 4th grade students of UPT SPF SD Inpres Pampang 1 Makassar City. The approach in this study is a quantitative approach with an experimental type. The research design used in this study is Quasi Experiment with a nonequivalent control group design type . The population in this study were all 4th grade students of UPT SPF SD Inpres Pampang I. The sample in this study was 28 students of class 4A and 31 students of class 4B selected by total sampling technique . The data in this study were collected using observation sheets, questionnaires and learning outcomes. Data analysis used descriptive and inferential analysis in the form of homogeneity tests, and statistical tests or t tests. The results of the descriptive analysis showed that the percentage of implementation of the learning process using the game based learning model , namely from the first meeting to the fifth meeting obtained an average of 83.6% with a very good category. The results of the inferential homogeneity test analysis obtained (0.146> 0.05) so that this indicates that the data variance between the experimental class and the control class is homogeneous. The results of the independent sample t-test statistical analysis obtained 7.767 > 2.002 and a significance value (2-tailed) obtained 0.000 < 0.05. This indicates that the effect of game-based learning on student learning outcomes in the experimental group is better than the control group. Supported by the average value of the post-test results of students in the experimental group is higher than in the control group.
THE APPLICATION OF COGNITIVE RESTRUCTURING TECHNIQUES TO IMPROVE SELF-PERCEIVED EMPLOYABILITY AMONG STUDENTS AT SMKN 1 WAJO Aisyah Nurul Qalbi; Sahril Buchori; 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.v8i1.1758

Abstract

This study examines the application of cognitive restructuring techniques through group counseling to improve Self-Perceived Employability among students at SMKN 1 Wajo. The objectives of this study were to: (1) identify the level of students' Self-Perceived Employability; (2) describe the implementation of cognitive restructuring techniques in improving Self-Perceived Employability; and (3) determine the effectiveness of cognitive restructuring techniques in enhancing Self-Perceived Employability. This study employed a quantitative approach using a quasi-experimental design with a pretest-posttest nonequivalent control group design. The population consisted of 46 eleventh-grade students at SMKN 1 Wajo who were identified as having low Self-Perceived Employability. The sampling technique used was proportional random sampling, resulting in a sample of 20 students divided into two groups: 10 students in the experimental group and 10 students in the control group. Data collection techniques included observation and the administration of a Self-Perceived Employability scale. Data analysis was conducted using parametric statistics through an independent sample t-test. The results showed that: (1) students' Self-Perceived Employability was initially at a low level, characterized by maladaptive thinking related to work readiness, low self-confidence, and social pressure; (2) the implementation of cognitive restructuring techniques was carried out through six stages, namely identification of irrational thoughts, challenging irrational thoughts, replacing irrational thoughts with rational thoughts, practicing rational thinking in real-life situations (coping thoughts), implementation of new behaviors, and self-reflection; and (3) after the intervention, the experimental group demonstrated a significant improvement in Self-Perceived Employability compared to the control group, with a significance value of 0.001 (alpha <= 0.05). The findings of this study demonstrate that cognitive restructuring techniques are effective in improving vocational high school students' Self-Perceived Employability.
THE APPLICATION OF A PROBLEM-BASED PROJECT-BASED LEARNING (PjBL) MODEL USING LOCAL CONTEXTUAL PROBLEMS TO ENHANCE STUDENT INDEPENDENCE IN THE TOPIC OF REGRESSION STATISTICS Debima Solli Ruruk Tipa; Mas’ud B; Nurmiati Nurmiati
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 2 (2026): Klasikal: Journal of Education, Language Teaching and Science (In Progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i2.1784

Abstract

This study aims to improve students’ learning independence in the topic of regression statistics through the application of Project-Based Learning (PjBL) based on local contextual problems. The research problem stems from real classroom conditions, namely that students tend to wait for the teacher’s instructions, lack confidence in determining variables, are not yet independent in processing data, and show an initial level of learning independence of 56%. The study employed a two-cycle Classroom Action Research (CAR) design comprising planning, action, observation, and reflection. The research subjects were 24 eleventh-grade students at High School X. Data were collected through a learning independence questionnaire, student activity observation sheets, PjBL implementation sheets, and students’ written reflections. Quantitative data were analyzed using the percentage of indicator achievement, while qualitative data were analyzed through reduction, categorization, interpretation, and triangulation of techniques. The research results showed a consistent increase in learning independence. Questionnaire scores increased from 78% in Cycle I to 89% in Cycle II; observations of independence increased from 77% to 89%; and PjBL implementation increased from 82% to 91%. This improvement occurred because the locally contextualized project provided students with the opportunity to formulate problems, determine variables, collect data, analyze regression, develop products, present results, and reflect on the learning process. These findings confirm that PjBL based on local contextual problems not only strengthens students’ understanding of regression statistics but also builds responsibility, self-control, initiative, discipline, and gradually reduces students’ dependence on teachers.

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