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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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IMPLEMENTATION OF EDUCAPLAY MEDIA TO IMPROVE STUDENTS’ LEARNING OUTCOMES IN DESCRIPTIVE TEXT FOR TENTH GRADE AT SMA NEGERI 2 MORO’O Yofita Gulo; Yaredi Waruwu; Adieli Laoli; Elwin Piarawan Zebua
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.v8i2.1866

Abstract

This study aimed to determine whether the use of Educaplay could improve students’ learning outcomes on descriptive text material in the tenth grade of SMA Negeri 2 Moro’o. The research employed a Classroom Action Research (CAR) method conducted in two cycles. Each cycle consisted of four systematic stages: planning, implementation, observation, and reflection. Based on the results of the data analysis, the findings revealed that the students’ average score in the pre-test was 40.50. After the implementation of Educaplay in Cycle I, the average score increased to 63.50. A more significant improvement was observed in Cycle II, where the students’ average score reached 85,50. These findings indicate a continuous and consistent improvement in students’ learning achievement following the implementation of Educaplay-based learning media. Based on the results of this study, it can be concluded that the use of Educaplay effectively improved students’ learning outcomes and served as a solution to the problem of low learning achievement that had been encountered during the teaching and learning process. Therefore, it is recommended that teachers continuously integrate Educaplay as an innovative learning medium in English language teaching in order to optimize students’ learning outcomes.
NAVIGATING DIGITAL IDENTITY: AN INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS OF YOUTH PARTICIPATION IN GLOBAL ENGLISH-SPEAKING ONLINE COMMUNITIES Engelina Salainti; Alan Hubert Frederick Sanger
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.v8i2.1872

Abstract

The rapid expansion of global, English-mediated online spaces such as GitHub and Discord has created new arenas in which young people from non-native English-speaking backgrounds construct and negotiate their identities. This study explores how five Indonesian undergraduate Information Technology (IT) students experience and make sense of their participation in these communities, and how that participation shapes their sense of digital identity. Using an Interpretative Phenomenological Analysis (IPA) design, semi-structured interviews were conducted with five participants who actively use GitHub and/or Discord for academic, professional, and recreational purposes. Data were analyzed following Smith et al (2021) iterative procedure of case-by-case immersion, initial noting, and the development of superordinate themes across cases. Four interrelated themes emerged: (1) entry pathways shaped by curiosity, academic necessity, and serendipity; (2) a bifurcated linguistic self-oscillating between a formal, English-mediated professional persona and a casual, locally-inflected persona; (3) an emotional rhythm of self-doubt and pride tied to moments of technical and communicative success or failure; and (4) the community itself as a scaffold that buffers linguistic anxiety through peer tolerance and translation tools. These findings are discussed in relation to Norton's (2013) constructs of investment and imagined communities and Darvin & Norton (2015)identity–capital–ideology model. The study argues that participation in global English-speaking digital communities’ functions as an informal, high-stakes site of language learning and identity investment that complements formal English instruction, and offers pedagogical implications for English Language Teaching (ELT) in technology-oriented higher education programs.
ANALYSIS OF PRE-SERVICE ELEMENTARY SCHOOL TEACHERS ABILITY IN DESIGNING PHYSICAL EDUCATION LESSON PLANS Widiastuti Widiastuti; Wiyun Philipus Tangkin; Indra Praja Kusumah; Yemima Agneta Prisilla
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.v8i2.1873

Abstract

This study aims to analyze the ability of Elementary Teacher Education students in designing Physical Education (PJOK) lesson plans for elementary schools. Employing a mixed-method approach with a sequential explanatory design, the study involved 35 students as subjects. Quantitative data were collected from rubric scores across five lesson plan components: Learning Outcomes, Time Management, Procedures & Strategies, Formative Assessment, and Learning Resources. Analyzed using descriptive statistics. Qualitative data were obtained through content analysis of six lesson plan documents: two high-scoring, two moderate-scoring, and two low-scoring. The results revealed an overall mean score of 83.09 (SD=7.53) with a range of 60–93, indicating a significant competence gap among students. The Learning Outcomes (2.83) and Procedures & Strategies (2.77) components demonstrated the highest achievement, while Learning Resources (2.06), Time Management (2.23), and Formative Assessment (2.57) emerged as the weakest areas. Qualitative analysis uncovered that the inability to formulate the "Degree" component within the ABCD framework creates a cascading effect, leading to inaccuracies in time allocation, ineffectiveness of formative assessment instruments, and irrelevance of selected learning resources. The study concludes by emphasizing the critical need to equip students with a comprehensive understanding of the ABCD framework, particularly the "Degree" and "Condition" aspects, within the Physical Education Learning Planning course.
EFL STUDENTS’ PERCEPTIONS ABOUT EAST AND DUOLINGO ENGLISH TEST (DET) PRACTICE DIFFICULTIES: A COMPARATIVE STUDY Dewi Roosnitasari; Maulina Maulina; Rahmat Nasrullah
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.v8i2.1882

Abstract

This study investigates EFL students’ perceptions of the difficulties experienced when taking the Assessing English Proficiency (EAST) and Duolingo English Test (DET) Practice. A qualitative approach was employed to explore students’ experiences and perceptions of the two assessments. Four EFL students participated in the study and were selected based on predetermined criteria. Data were collected through an open-ended questionnaire and supporting test score documents. The questionnaire consisted of questions concerning test difficulty, test format, preparation, psychological responses, comparison between the two tests, and test preferences. Thematic analysis was used to analyze the data employing the Braun and Clarke approach. The findings revealed seven main themes: EAST Test Difficulty, DET Practice Difficulty, Test Format and Instructions, Preparation and Prior Experience, Psychological Response, Comparative Perceived Difficulty, and Test Preference and Accessibility. The findings indicate that EAST was mainly perceived as difficult because of listening-related challenges, including one-time audio playback, unfamiliar accents, and limited time. In contrast, DET Practice was perceived as more difficult by the majority of participants due to speaking and writing demands, changing question formats, time pressure, and technical conditions. However, one participant perceived EAST as more difficult. The study concludes that perceived test difficulty is subjective and influenced by test characteristics, individual experience, preparation, psychological responses, and accessibility.
EQUAL OUTCOMES IN EFL WRITING: A COMPARATIVE STUDY OF ETHICAL AI SCAFFOLDING VERSUS HUMAN-CENTRIC COLLABORATIVE PEDAGOGY Andi Nur Alfiah Insani Amin; Ismail Sangkala; St. Asmayanti AM
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.v8i2.1883

Abstract

Using Generative AI in English language writing classes has sparked major concerns about academic honesty, since students often rely on it to write their papers for them. This quasi-experimental study compares the learning outcomes of 50 eleventh-grade students using ethically-regulated DeepSeek AI scaffolding (n=26) against those engaged in conventional peer collaboration (n=24). Guided by a Prompt Guidebook, the AI group utilized DeepSeek solely for brainstorming, vocabulary, and grammar, while the control group participated in Padlet-based discussions and peer review. Pre-test and post-test writing scores were analyzed using Wilcoxon and Mann-Whitney U tests. Results reveal that both instructional approaches yielded significant within-group improvements (p=0.000). Critically, between-group comparison showed no statistically significant difference in writing achievement (Mann-Whitney U = 295.500, p=0.748). This parity challenges the narrative of AI superiority, demonstrating that ethically-guided AI use produces outcomes equivalent to well-structured human collaboration. These findings constitute a pedagogical breakthrough: they affirm the resilience of teacher-led pedagogy, prove that AI can support learning without replacing cognitive effort, and underscore the imperative of ethical frameworks to preserve students' intellectual agency in AI-enhanced classrooms.
UNDERGRADUATE STUDENTS' PERCEPTIONS OF VIDEO PROJECTS IN GENERAL ENGLISH: LANGUAGE PROFICIENCY, TECHNOLOGY INTEGRATION, AND PEER COLLABORATION Engelina Salainti; Reymon Rotikan
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.v8i2.1891

Abstract

Video-based projects have increasingly been integrated into General English courses to combine language practice with digital-age skills. This study investigated undergraduate students' perceptions of a video project assignment in their General English course, focusing on three aspects: perceived improvement in English language proficiency, perceived integration of technological tools, and perceived collaboration among peers. A quantitative descriptive survey was conducted with 38 undergraduate students (20 male, 18 female) enrolled in a General English (Pre-Intermediate I) class at Universitas Klabat, using a structured questionnaire adapted from the three-aspect framework of Kulsiri (2018), which showed excellent internal consistency (overall Cronbach's alpha = .94). Data were analysed using descriptive statistics. The results suggest that all three aspects were perceived positively by students. Peer Collaboration had the highest mean score (M = 4.27, SD = 0.71, very high), followed by Technology Integration (M = 3.96, SD = 0.73, high) and Language Proficiency (M = 3.91, SD = 0.71, high). The findings suggest that video projects are particularly effective at boosting peer collaboration and substantially contributing to students’ perceived language development and digital skills. The results have practical implications for English lecturers when implementing video projects in General English courses, especially in reinforcing collaborative learning with language practice.
EDUKASI CARA KERJA OTAK DAN SISTEM SENSORIK Naftalen Koanda; Muh. Fitrah Ramadhan Umar; Mutiara S Sanaky; Aulia D Maysifa; Aura Adzakiyah; Nurul Istiyana; M Rehan S
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.v8i2.1904

Abstract

ABSTRAK Masa remaja merupakan periode perkembangan yang ditandai dengan berbagai perubahan fisik, kognitif, emosional, dan sosial. Kemampuan remaja dalam menerima, mengolah, dan merespons informasi sangat dipengaruhi oleh fungsi otak dan sistem sensorik. Oleh karena itu, diperlukan upaya edukasi untuk meningkatkan pemahaman remaja mengenai cara kerja otak dan sistem sensorik serta pentingnya menjaga kesehatan keduanya. Kegiatan penelitian ini bertujuan untuk meningkatkan pengetahuan siswa mengenai fungsi otak, sistem sensorik, dan perannya dalam kehidupan sehari-hari. Kegiatan dilaksanakan dalam bentuk psikoedukasi di SMA Negeri 24 Makassar dengan melibatkan 19 siswa sebagai peserta. Metode yang digunakan meliputi pre-test, penyampaian materi melalui ceramah, diskusi, tanya jawab, kuis, dan post-test. Analisis data dilakukan menggunakan uji Paired Sample t-test untuk mengetahui perbedaan tingkat pemahaman peserta sebelum dan sesudah mengikuti kegiatan. Hasil menunjukkan bahwa rata-rata nilai pre-test peserta sebesar 6,16 meningkat menjadi 8,63 pada post-test. Hasil uji statistik menunjukkan nilai signifikansi (p < 0,001), yang mengindikasikan adanya perbedaan yang signifikan antara nilai pre-test dan post-test. Temuan tersebut menunjukkan bahwa kegiatan psikoedukasi mengenai cara kerja otak dan sistem sensorik efektif dalam meningkatkan pemahaman peserta. Dengan demikian, kegiatan edukasi serupa perlu dilakukan secara berkelanjutan guna meningkatkan pengetahuan dan kesadaran remaja mengenai pentingnya menjaga kesehatan otak dan sistem sensorik untuk mendukung proses belajar, konsentrasi, serta aktivitas sehari-hari. Kata kunci: Cara kerja otak, sistem sensorik, siswa
IMPLEMENTATION OF THE TPACK LEARNING MODEL IN IMPROVING THE INDONESIAN LANGUAGE LEARNING OUTCOMES OF GRADE V STUDENTS AT UPT SDN 6 BINAMU, JENEPONTO DISTRICT Muh Alfin; M Agus; Ummu Khaltsum
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.v8i2.1913

Abstract

This study was motivated by low Indonesian language learning outcomes and the suboptimal use of technology in the learning process, which impacted students' active participation, motivation, and speaking skills. The study aimed to improve Indonesian language learning outcomes by implementing the Technological Pedagogical Content Knowledge (TPACK) learning model among fifth-grade students at UPT SDN 6 Binamu, Jeneponto Regency. This research used the Classroom Action Research (CAR) method based on the Kemmis and McTaggart model and was conducted over two cycles; each cycle included planning, action implementation, observation, and reflection. The research subjects consisted of 29 students from class VB. Data collection techniques included observation, testing, and documentation. The results indicated that implementing the TPACK learning model improved both speaking skills and Indonesian language learning outcomes. In Cycle I, students fell into the "Needs Guidance" (PB) category, and the 80% class mastery rate failed to meet the established minimum mastery criterion (KKTP) of 78. In Cycle II, learning outcomes improved to the "Good" (B) category, with 80% of students achieving the minimum KKTP score of 78, thereby meeting the class mastery requirement. Improvements in speaking skills were evident in pronunciation clarity, content accuracy, intonation, and voice volume. Thus, implementing the TPACK learning model can enhance students' learning outcomes and speaking skills.
EFFECTIVENESS OF AN AI-SUPPORTED PJBL-STEM MODEL IN ENHANCING STUDENTS' CRITICAL THINKING AND DIGITAL LITERACY SMKN 1 TONDANO Shelty Deity Meity Sumual; Dominikus Rojoki Manullang; Michella Christy Tania Supit; Sahat Renol HS
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.v8i2.1914

Abstract

THE IMPLEMENTATION OF THE TEAMS GAMES TOURNAMENT MODEL ASSISTED BY A BOARD GAME ON FOURTH-GRADE STUDENTS' CONCEPTUAL UNDERSTANDING OF NATURAL AND SOCIAL SCIENCES (IPAS) AT SD MUHAMMADIYAH 3 MAKASSAR Syam Irda Fartika Al-Fauzia; Dewi Hikmah Marisda; Rahmatia Thahir
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.v8i2.1915

Abstract

This study aims to determine the level of fourth-grade students' conceptual understanding of Natural and Social Sciences (IPAS) at SD Muhammadiyah 3 Makassar before and after the implementation of the Teams Games Tournament (TGT) model assisted by a Board Game, and to analyze differences in conceptual understanding after the treatment. The study employed a quantitative approach using a pre-experimental method with a one-group pretest-posttest design. The sample consisted of 20 fourth-grade students selected through saturated sampling. Data were collected using pretest and posttest measures as well as a learning implementation observation sheet. The data were analyzed using descriptive and inferential statistics with SPSS. The results showed that the mean pretest score of 55.50 increased to 79.00 on the posttest, representing an increase of 23.50 points. The number of students who achieved a score of 75 or above increased from 1 student (5%) to 13 students (65%). The Shapiro-Wilk test indicated that the pretest and posttest data were normally distributed, with significance values of 0.291 and 0.270, respectively. The Paired Samples t-Test yielded t = -21.476, df = 19, and Sig. (2-tailed) = 0.000 < 0.05. Therefore, there was a significant difference in students' conceptual understanding of IPAS before and after the implementation of the Board Game-assisted TGT model

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