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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 1,227 Documents
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Exploring Kahoot's Potential to Foster Close Reading and Student Engagement Silvia Sari Setyowati; Atik Rokhayani
Jurnal Educatio FKIP UNMA Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i2.19217

Abstract

The integration of digital learning technologies has become increasingly important in English language education to improve students' reading comprehension and classroom engagement. However, many elementary school students continue to experience difficulties in maintaining attention and actively participating in reading activities, particularly when conventional instructional methods are applied. This study aimed to investigate the potential of Kahoot!-based learning in encouraging close reading and enhancing student engagement during descriptive text learning among sixth-grade elementary school students. A qualitative descriptive approach was employed involving 24 sixth-grade students at Elementary School. Data were collected through classroom observations, semi-structured interviews, and vocabulary reflection sheets. The data were analyzed using the interactive qualitative analysis model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing through triangulation. The findings revealed that Kahoot!-based learning increased students' behavioral, emotional, and cognitive engagement during reading activities. Students actively reread descriptive texts, identified textual evidence before answering questions, and participated enthusiastically throughout the learning process. Furthermore, vocabulary reflection activities enabled students to identify unfamiliar words independently and strengthened their vocabulary development. The study concludes that integrating Kahoot!-based close reading with vocabulary reflection creates a more engaging, interactive, and student-centered learning environment that supports reading comprehension, vocabulary acquisition, and digital literacy development in elementary English classrooms..
Analisis Penerapan Pendidikan Karakter Pencegahan Anti Bullying Di Sekolah Dasar Harmawati Harmawati; Muhamad Thohir Fuadi Husen; Tia Latifatu Sadiah
Jurnal Educatio FKIP UNMA Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i2.19257

Abstract

Fenomena perundungan (bullying) di tingkat sekolah dasar memerlukan perhatian serius karena dampaknya yang signifikan terhadap kesehatan mental dan motivasi belajar siswa. Penelitian ini bertujuan untuk menganalisis penerapan pendidikan karakter sebagai upaya preventif pencegahan bullying di SDN Cipayung 01. Fokus penelitian diarahkan pada strategi integrasi nilai-nilai karakter dalam kegiatan kurikuler, kokurikuler, dan budaya sekolah guna menciptakan lingkungan belajar yang aman dan suportif bagi seluruh warga sekolah. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Data dikumpulkan melalui observasi lapangan di lingkungan sekolah, wawancara mendalam dengan kepala sekolah, guru kelas, dan perwakilan siswa, serta analisis dokumen terkait program pembinaan karakter di SDN Cipayung 01. Analisis data dilakukan melalui teknik reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan pendidikan karakter di SDN Cipayung 01 dilakukan melalui pembiasaan positif, seperti kegiatan keagamaan, literasi karakter, dan pengawasan aktif pada jam istirahat. Strategi pencegahan bullying juga diintegrasikan melalui penanaman nilai empati dan tanggung jawab dalam setiap mata pelajaran. Meskipun demikian, masih ditemukan tantangan berupa pengaruh negatif dari lingkungan luar sekolah dan media sosial yang terbawa ke lingkungan sekolah. Penelitian ini menyimpulkan bahwa penguatan sinergi antara pihak sekolah, orang tua, dan masyarakat sekitar menjadi kunci utama dalam mengoptimalkan pendidikan karakter sebagai instrumen pencegahan bullying yang efektif di sekolah dasar..
The Effectiveness of Using Picture Series Media on Students’ Writing Skills in Narrative Text at SMP St. Petrus Medan Desvinna Sinuhaji; Fiber Yun Almanda Ginting; Jenita Anjani Sembiring
Jurnal Educatio FKIP UNMA Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i2.18795

Abstract

Writing is one of the essential language skills that enables students to communicate ideas effectively in written form. However, many junior high school students continue to experience difficulties in developing narrative texts due to limited vocabulary, poor organization of ideas, and lack of creativity in expressing story events. Although Picture Series Media has been widely implemented in English language teaching, limited studies have specifically examined its effectiveness in improving narrative writing skills among ninth-grade students using a quasi-experimental design in Indonesian junior high schools. Therefore, this study aimed to investigate the effectiveness of Picture Series Media on students’ writing skills in narrative texts at SMP St. Petrus Medan. A quantitative approach employing a quasi-experimental design was applied. The population consisted of 127 ninth-grade students, from which 62 students were selected through purposive sampling and assigned to an experimental group and a control group, each consisting of 31 students. Data were collected through pre-test and post-test writing assessments and analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s homogeneity test, Paired Samples t-test, and Independent Samples t-test using IBM SPSS Statistics. The findings revealed that the experimental group achieved a substantially higher post-test mean score (80.61) than the control group (72.68). Statistical analysis indicated a significant improvement in students’ writing achievement (p < .001). These findings demonstrate that Picture Series Media effectively improves students’ narrative writing skills by facilitating idea generation, organizing story sequences, and encouraging students’ creativity in writing activities. Therefore, Picture Series Media can be considered an effective instructional medium for teaching narrative writing in EFL classrooms.
The Effectiveness of Reciprocal Teaching Method on Students’ Reading Comprehension of Recount Text Fanny Sihombing; Jenita Anjani Br. Sembiring; Junita Siahaan
Jurnal Educatio FKIP UNMA Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i2.18796

Abstract

Reading comprehension remains one of the fundamental skills in English language learning; however, many junior high school students continue to experience difficulties in identifying main ideas, supporting details, vocabulary in context, and sequences of events in recount texts. Although Reciprocal Teaching has been widely recognized as an effective instructional strategy, limited studies have specifically examined its effectiveness in teaching recount texts among eighth-grade students in Indonesian junior high schools using a quasi-experimental design combined with effect size analysis. Therefore, this study aimed to investigate the effectiveness of the Reciprocal Teaching Method on students’ reading comprehension achievement of recount texts at SMP Swasta Santo Yoseph Medan. This study employed a quantitative approach using a quasi-experimental design with a non-equivalent control group design. The participants consisted of 60 eighth-grade students, including 30 students in the experimental class and 30 students in the control class. Data were collected through a 20-item multiple-choice reading comprehension test administered as both a pre-test and a post-test. The collected data were analyzed using descriptive statistics, normality and homogeneity tests, an Independent Samples t-test, and Cohen’s d effect size analysis. The findings revealed that the experimental class achieved a higher post-test mean score (79.00) than the control class (65.67). The Independent Samples t-test indicated a statistically significant difference between the two groups (p < .001). Furthermore, Cohen’s d value of 1.28 demonstrated a large practical effect of the treatment. These findings indicate that the Reciprocal Teaching Method is effective in improving students’ reading comprehension achievement of recount texts and may serve as an alternative instructional strategy for English teachers.
The Effectiveness of Using Flashcards on Students’ Writing Skills in Descriptive Texts Mia Ernika Samosir; Fiber Yun Almanda Ginting; Jenita Anjani Br. Sembiring
Jurnal Educatio FKIP UNMA Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i2.18797

Abstract

Writing is one of the essential language skills that students need to master; however, many junior high school students still face difficulties in generating ideas, organizing sentences, and using appropriate vocabulary in descriptive writing. To address these problems, flashcards were used as a visual learning medium to facilitate students’ writing activities. This study aimed to determine the effect of using flashcards on students’ writing skills in descriptive texts. The research employed a quantitative approach with a quasi-experimental design. The participants were 66 seventh-grade students of SMP Deli Murni in the 2025/2026 academic year, consisting of 33 students in the experimental class and 33 students in the control class. The instrument used to collect the data was a writing test administered through pre-test and post-test. The students’ writing was assessed based on content, organization, vocabulary, language use, and mechanics. The data were analyzed using descriptive statistics, normality and homogeneity tests, paired sample t-test, and independent sample t-test. The findings revealed that the students who were taught by using flashcards showed greater improvement in writing descriptive texts than those who were taught through conventional methods. The mean score of the control class increased from 45.70 to 67.82, while the experimental class improved from 48.94 to 78.76. Furthermore, the independent sample t-test showed a significance value lower than 0.05, indicating that flashcards had a significant effect on students’ writing skills. Therefore, it can be concluded that flashcards are effective in improving students’ ability to write descriptive texts.
Konsep Kesopanan Berbahasa Terma Qaulan dalam Al-Qur'an dan Relevansinya terhadap Pendidikan Karakter Hanafi; Saepudin; Miftahudin
Jurnal Educatio FKIP UNMA Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i2.19425

Abstract

Penelitian ini membahas konsep kesopanan berbahasa terma “qaulan” dalam Al-Qur'an sebagai teladan etika berkomunikasi bagi umat Islam. Metode penelitian yang dipergunakan pada penelitian ini adalah studi kepustakaan dengan menganalisis ayat-ayat yang berkaitan dengan konsep kesantunan dalam berbahasa/berbicara pada terma “qaulan”. Peneliti menggali informasi melalui teks-teks dari Al-Qur’an dan Al-Hadits. Kemudian menyimpulkan dan menerapkan hasil studi kepustakaan dalam kehidupan sehari-hari. Tujuan penelitian ini adalah menggali dan menguraikan sikap dan sifat teladan kesopanan dan kesantunan berbahasa menurut Al-Qur'an. Hasil penelitian menunjukkan bahwa Al-Qur'an memberikan pedoman komunikasi yang menekankan pada kebenaran, kebaikan, kejujuran, kelembutan, kemulian, yang membekas dan yang pantas, rendah hati, dan penghindaran ucapan yang menyakitkan hati orang lain. Nilai-nilai ini relevan dalam membangun komunikasi harmonis di era modern
The Impact of Online PD Programs on Reflective Thinking Levels of Secondary EFL Teachers Ade Mahmud; Tatu Zakiyatun Nufus
Jurnal Educatio FKIP UNMA Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i2.19426

Abstract

This study investigates the impact of online professional development (PD) programs on the reflective thinking levels of secondary EFL teachers in Indonesia. Despite having sufficient content knowledge, many EFL teachers lack confidence in using English in classroom settings. Reflective practice has been identified as a key strategy to improve both language proficiency and professional confidence. This research, employing a case study design, focused on a 10-week online PD program organized by a university educator in Indonesia. A purposive sample of 10 EFL teachers participated in semi-structured interviews to explore their engagement in reflective practices. The findings indicate that while some teachers struggled to participate in reflective activities due to overwhelming workloads, others engaged in reflection-on-action and reflection-for-action. These reflections addressed areas such as instructional strategies, course organization, classroom management, student motivation and readiness, teaching materials, teaching awareness, and self-efficacy in teaching English language skills. However, reflection-in-action was notably absent. The results underscore the critical role of structured guidance and support within professional development (PD) programs in fostering meaningful reflective practices among secondary EFL teachers and the need for PD facilitators to prioritize incorporating reflective components into program design, ensuring that teachers are equipped with clear frameworks and tools for reflection.

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