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Dede Salim Nahdi
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Gedung Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Majalengka Jl. KH. Abdul Halim No. 103 Majalengka 45418
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Jurnal Educatio FKIP UNMA
Published by Universitas Majalengka
ISSN : 24599522     EISSN : 25486756     DOI : http://dx.doi.org/10.31949/educatio
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Education curriculum, instruction, learning, policy, preparation of teachers, Learning Media, Development Subject of Education, and Management of Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1,191 Documents
 116   117   118   119   120 
A Thematic Review of the Influences of Classroom Environment on Student’s Learning Outcomes in EFL Context Akib Jamil
Jurnal Educatio FKIP UNMA Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v11i4.13797

Abstract

The classroom environment has a significant impact on learning English as a foreign language (EFL), especially in higher education settings. This article aims to explore the ways in which classroom management style, teacher-student interaction dynamics, physical layout, emotional tone, and, finally yet importantly, institutional policies can all affect language-learning outcomes in EFL classrooms. By focusing on postsecondary education, the review closes a significant gap in the literature. Based on 51 peer-reviewed articles published between 2017 and 2025, a qualitative thematic review was conducted. Patterns essential to every study were found using the thematic analysis method developed by Braun and Clarke (2006). Only empirical research pertaining to EFL classroom settings that met strict acceptance standards was included in the review. Common themes were found in the physical environment, motivation, engagement, emotional safety, technology integration, and institutional support after a thematic coding framework was tested. The results show that frequent teacher-student interactions, flexible classroom layouts, high emotional support, and autonomy-supportive teaching techniques are associated with increased motivation, self-assurance, and active language use among EFL learners. On the other hand, stressful situations and strict, teacher-centred lessons result in lower accomplishments and disengagement. Language learning seems to be significantly influenced by the idea of emotional safety, or the ability to take chances without fear of repercussion. These findings suggest that classroom design and instructional techniques need to be reviewed by educators and educational institutions alike (Hasan et al., 2024a). Improving learning outcomes and encouraging long-term success for EFL learners requires creating pedagogically engaging classrooms, emotionally safe, and physically comfortable.
Pengaruh Layanan Bimbingan Kelompok Terhadap Kesadaran Diri Peserta Didik SMK Bina Nusa Mandiri Jakarta Asha Pramitha Ananda; Asni Asni
Jurnal Educatio FKIP UNMA Vol. 11 No. 3 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v11i3.13902

Abstract

Penelitian ini dilatarbelakangi oleh fenomena rendahnya kesadaran diri peserta didik yang ditunjukkan melalui perilaku seperti keterlambatan, membolos, menyontek, kurang motivasi belajar, hingga kesulitan mengelola emosi.Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis pengaruh layanan bimbingan kelompok terhadap kesadaran diri peserta didik di SMK Bina Nusa Mandiri Jakarta. Desain penelitian menggunakan pendekatan kuantitatif dengan metode pre-experimental dan one group pretest-posttest design. Populasi penelitian terdiri dari 244 siswa sedangkan sampel penelitian terdiri dari 10 siswa.Subjek penelitian adalah 10 peserta didik dan pengambilan subjek menggunakan teknik Purposive Sampling. Data dikumpulkan melalui angket kesadaran diri yang diberikan sebelum (pre-test) dan setelah (post-test) implementasi layanan bimbingan kelompok. Analisis data dilakukan menggunakan statistik inferensial untuk membandingkan skor kesadaran diri antara kondisi pre-test dan post-test dengan bantuan perangkat lunak SPSS versi 26. Data dikumpulkan menggunakan angket kesadaran diri yang diberikan sebelum (pre-test) dan sesudah (post-test) melalui intervensi bimbingan kelompok. Analisis data dilakukan dengan uji normalitas Shapiro-Wilk dan uji beda Paired Samples T-Test. Hasil uji normalitas Shapiro-Wilk menunjukkan bahwa data pretest dan posttest kesadaran diri berdistribusi normal, dengan nilai signifikansi masing-masing 0,097 dan 0,123 (p > 0,05). Selanjutnya, hasil uji Paired Samples T-Test menunjukkan nilai asymp. Sig. 0,000 (p < 0,05). Berdasarkan hasil analisis data, disimpulkan bahwa terdapat pengaruh signifikan layanan bimbingan kelompok terhadap kesadaran diri peserta didik SMK Bina Nusa Mandiri Jakarta. Hasil ini mendukung hipotesis penelitian bahwa bimbingan kelompok efektif dalam meningkatkan kesadaran diri siswa.
Instructional Adaptation and Institutional Constraints: Foreign Language Teachers' Responses to Linguistic Learning Difficulties Inner Guevara; David Montejo Ruiz
Jurnal Educatio FKIP UNMA Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v11i4.14320

Abstract

This descriptive mixed-methods case study examined methodological challenges faced by English and French teachers at Universidad Don Bosco when addressing students' linguistic learning difficulties. Twenty teachers participated between May and June 2025, completing a Likert-scale questionnaire and open-ended questions. Results revealed consistently high instructional adaptation: 95% modified teaching strategies, 90% employed multisensory approaches, and 90% provided individualized feedback. However, assessment practices showed greater variability, with only 65% reporting modifications to evaluation procedures. Thematic analysis identified four central dimensions: pedagogical differentiation, progressive scaffolding, collaborative learning tensions, and technological support. Despite these adaptations, findings revealed concrete barriers hindering sustainable inclusion: limited instructional time for differentiated strategies, heterogeneity in learning pace disrupting collaborative dynamics, and inconsistent institutional guidelines leaving teachers individually responsible for inclusive adjustments. These constraints reduce systematic application of inclusive methodologies. Discussion demonstrated alignment with Universal Design for Learning and Vygotskian scaffolding principles, while revealing assessment as a persistent bottleneck and collaborative learning as fraught with social-emotional challenges. The study concludes that fostering equitable language learning requires institutional measures including explicit adaptive assessment policies, protected pedagogical time for differentiated instruction, and sustained professional development. Findings underscore the necessity of coherent institutional frameworks supporting long-term inclusive practices in foreign language education beyond individual teacher initiative.
Integrating Psychological Configurations in Teacher Education: A Competency Framework for Pedagogy-Psychology Students Maryen Cabrera; Yaneisy Martínez; Camilo Díaz
Jurnal Educatio FKIP UNMA Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v11i4.14325

Abstract

Background: Contemporary educational contexts demand that Pedagogy-Psychology professionals possess integrated competencies beyond traditional skill-based training. Cuban undergraduate programs face challenges in aligning curriculum with complex socio-educational demands requiring holistic professional preparation. Objective: This study proposes and validates a competency-based framework for undergraduate Pedagogy-Psychology students in Cuba, addressing gaps in initial teacher education for psychology-pedagogy professionals. Methods: Employing a dialectical-materialist approach, this qualitative study utilized analysis-synthesis, inductive-deductive, and holistic-configurational methods to develop the competency framework. Expert consultation with 27 specialists from a scientific research project validated the framework's feasibility through structured evaluation criteria assessing theoretical conception, contextual correlation, and structural argumentation. Results: The framework comprises three specific professional competencies (psycho-pedagogical advisory, guidance, and didactic), four basic professional competencies (teamwork, conflict resolution, research, and digital), and one transversal competency (communicative). Expert validation demonstrated strong feasibility (85.19%) and contextual relevance (92.59%), confirming viability for transforming skill-based approaches. Conclusion: The validated framework advances competency-based education theory by specifying how professional competencies develop as complex psychological configurations integrating motivational, cognitive, and personal resources. It provides actionable guidance for Cuban curriculum redesign while offering international applicability for developing countries pursuing teacher education reform.
First-Year EFL Students' Attitudes Toward Higher Education Reform in Morocco: Confidence, Concerns, and the Theory of Planned Behavior Ilias Boumassaoudi; Fouad Zahouani
Jurnal Educatio FKIP UNMA Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v11i4.14695

Abstract

Higher education systems globally are undergoing transformative reforms to align with evolving labor market demands and competency-based frameworks. Morocco's recent pedagogical reform, implemented in 2023, emphasizes skills development, digital literacy, and employability, yet student perspectives on these changes remain underexplored. This cross-sectional quantitative study examined first-year English as a Foreign Language students' attitudes toward the reform at the University of Al Quaraouiyine. Using a Theory of Planned Behavior framework, a 24-item Likert-scale questionnaire assessed 217 students across four dimensions: anxiety, confidence, liking, and perceived usefulness. Data were analyzed using descriptive statistics in SPSS. Students demonstrated generally positive attitudes (M = 3.97, SD = 0.58), characterized by high confidence (M = 4.15) and low anxiety (M = 4.12). However, 73.3% expressed concern regarding the removal of the Final Year Project, fearing diminished educational quality and reduced research-career preparation. Additionally, 32.7% remained neutral about the reform's job-market value, reflecting uncertainty about tangible employability outcomes. The findings indicate early reform acceptance among first-year students, yet highlight critical concerns requiring institutional attention. The removal of capstone research experiences threatens research socialization and academic depth, while job-market uncertainty undermines perceived reform legitimacy. Institutions must balance employability objectives with research opportunities, strengthen employer partnerships, and provide transparent graduate outcome tracking to sustain student confidence and engagement throughout the reform implementation process.
Teacher Resilience Strategies Between Theory and Practice in Tanzanian Secondary Schools Joseph Mpemba; Anthony Sichone; Abdulkarim Kiswanya
Jurnal Educatio FKIP UNMA Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v11i4.14699

Abstract

Teacher resilience is critical for educational quality, particularly in resource-constrained environments where educators face substantial systemic challenges. This study examined teachers' perceptions of effective resilience strategies in challenging educational contexts within secondary schools in Morogoro Municipality, Tanzania. Employing a pragmatic mixed-methods convergent parallel design, data were collected from 236 participants comprising 234 teachers (selected through simple random sampling) and 2 key informants (purposively sampled). Quantitative data were gathered using validated Likert-scale questionnaires, while qualitative insights emerged from semi-structured interviews. Data analysis involved descriptive and inferential statistics for quantitative data and thematic analysis for qualitative data, with subsequent integration of findings. The findings revealed significant skepticism toward organizational resilience strategies, with 67.9% of responses rating them as inadequate, contrasting with 55.5% rating practical pedagogical strategies as adequate. Teachers expressed particular doubt about creating positive school culture (39.8% disagreement) and fostering collegial relationships (30.3% disagreement), while valuing concrete approaches such as positive verbal reinforcement (60.2% agreement) and interactive learning (59.8% agreement). Qualitative data emphasized the importance of professional learning communities, mentorship networks, and self-care practices. The disconnect between theoretical frameworks and practical implementation suggests that resilience interventions must be contextually adapted, resource-conscious, and embedded within daily teaching practices. The study highlights critical policy gaps requiring comprehensive teacher support systems integrating professional development, mentorship, and wellness initiatives tailored to local contexts.
The Importance of Academic And Non-Academic Achievements In Improving The Quality of Education At Sd Negeri 1 Kranji Dila Badilah Hasan
Jurnal Educatio FKIP UNMA Vol. 12 No. 1 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i1.17818

Abstract

This study aims to describe the advantages of academic and non-academic achievements in improving the quality of education at SD Negeri 1 Kranji. The study used a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results showed that SD Negeri 1 Kranji had consistent achievements at the sub-district, district, and provincial levels, both in academic and non-academic fields, supported by effective school management through planning, organizing, implementing, and evaluating various student development programs. This success is supported by a structured coaching system, intensive teacher assistance, and cooperation between the school and parents. The achievements have a positive impact on improving the quality of education, shaping student character, and increasing public trust in the school.
Integrating MALL in Video Projects: An Innovative Approach in Methods of Language Teaching Marisa Lina; Juwita Artanti Kusumaningtyas
Jurnal Educatio FKIP UNMA Vol. 12 No. 1 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i1.17850

Abstract

The integration of technology in language education has become a necessity, yet pre-service teachers often struggle to bridge pedagogical theories with practical digital implementation. This research addresses the challenge of enhancing pedagogical skills through a mobile-assisted approach in the Methods of Language Teaching (MLT) course. The primary objective of this study was to investigate the implementation of Mobile-Assisted Language Learning (MALL) within a collaborative video project. This qualitative study involved 35 pre-service teachers at a state university in Central Java, Indonesia. Data were collected through participant observations of the video production process, analysis of the final digital artifacts, and open-ended questionnaires. The research results indicated that the use of MALL in video projects significantly enhanced students' digital pedagogical content knowledge and engagement. Students successfully transformed theoretical language teaching methods into engaging visual content using mobile applications. Furthermore, the findings revealed a marked reduction in speaking anxiety and an increase in creative collaboration. This study concludes that project-based MALL provides a flexible and effective framework for preparing future educators to navigate the digital demands of modern ELT classrooms.
The Effectiveness of A Gamified Vocabulary learning Media for Thai Junior High School Students Amy Divanio Arcella; Yusriati; Dewi Kesuma Nst
Jurnal Educatio FKIP UNMA Vol. 12 No. 1 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i1.17899

Abstract

This study aims to determine the effectiveness of gamification-based learning media in improving vocabulary mastery among junior high school students in Thailand and to examine whether there is a significant difference between students’ vocabulary achievement before and after the implementation of gamification. This research employed a quantitative experimental design using a pre-test and post-test approach. The population of this study consisted of 40 seventh-grade students at Nida Suksasat School, while the sample included 20 students selected for the experimental group. The data were collected through vocabulary tests administered before and after the treatment. The data were analyzed using descriptive statistics, normality testing (Shapiro-Wilk), and paired sample t-test. The results of the study showed that the mean score increased from 53.65 in the pre-test to 78.80 in the post-test. The normality test indicated that the data were normally distributed, with significance values greater than 0.05. Furthermore, the paired sample t-test revealed a significance value of less than 0.05, indicating that there is a statistically significant difference between pre-test and post-test scores. Based on these findings, it can be concluded that gamified vocabulary learning media is effective in improving students’ vocabulary mastery. The use of gamification elements such as points, badges, and leaderboards contributes to increased motivation, engagement, and active participation, resulting in better learning outcomes. Therefore, gamification can be considered an effective and innovative approach to vocabulary learning, especially in EFL contexts like Thailand.
Model LE-Probale melalui NEIMoL Islami Berbantuan Augmented Reality untuk Menumbuhkan Literasi Matematika bagi Murid Disabilitas Nila Ubaidah; Mochamad Abdul Basir; Maslan; Waode Husriawati; Jaka Wijaya Kusuma; Ananda Jullailatul Azizia
Jurnal Educatio FKIP UNMA Vol. 12 No. 1 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i1.17911

Abstract

Literasi matematika memiliki peran penting dalam kehidupan sehari-hari, khususnya dalam mengidentifikasi, bernalar, mengomunikasikan matematika, berstrategi dalam pemecahan masalah, dan merepresentasikan dalam kehidupan sehari-hari. Namun, bagi siswa tunagrahita, literasi matematika sering menjadi tantangan tersendiri untuk mereka. Oleh karena itu, diperlukan scaffolding berupa inovasi media pembelajaran yang mampu menyajikan konsep-konsep matematika secara visual dan interaktif untuk mendukung pemahaman mereka melalui scaffolding based on technology berupa NEIMoL. Penelitian ini bertujuan untuk mengembangkan media NEIMoL Islami berbantuan Augmented Reality yang memenuhi kriteria valid, praktis, dan efektif dalam meningkatkan literasi matematika siswa tunagrahita. Model pengembangan yang digunakan adalah model Plomp (1997), yang terdiri dari lima tahap: investigasi awal, desain, realisasi, uji coba dan revisi, serta implementasi. Data dikumpulkan melalui validasi ahli, observasi, wawancara, angket, dan tes literasi matematika. Instrumen yang digunakan meliputi lembar validasi ahli media dan ahli materi, angket respon guru dan siswa, serta tes pretest dan posttest. Subjek penelitian adalah siswa diasabilitas tunagrahita di Sekolah disabilitas. Hasil validasi menunjukkan bahwa media yang dikembangkan dinyatakan Sangat Valid dengan rata-rata skor 4,1 dari skala 5. Model ini juga dinilai praktis berdasarkan observasi aktivitas guru dan murid, dengan skor kepraktisan 3,7, serta memperoleh respons positif dari guru dan murid. Dari segi Efektivitas media dibuktikan melalui uji N-Gain yang memperoleh nilai sebesar 0,7175 dengan kategori peningkatan tinggi sehingga media dinyatakan efektif. Dengan demikian, dapat disimpulkan bahwa media NEIMoL Islami berbantuan Augmented Reality yang dikembangkan valid, praktis, dan efektif dalam meningkatkan literasi matematika siswa tunagrahita.

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