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Andri Wahyu Wijayadi
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Ed-Humanistics : Jurnal Ilmu Pendidikan
Published by Universitas Hasyim Asy'ari
ISSN : 25022709     EISSN : 2615384X     DOI : https://doi.org/10.33752/ed-humanistics
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Ed-Humanistics memuat artikel hasil penelitian, kajian pustaka dan gagasan konseptual dalam bidang pendidikan. Jurnal Ed-Humanistics terbit dua kali dalam satu tahun pada bulan April dan November.
Arjuna Subject : Umum - Umum
Articles 14 Documents
 1   2 
Search results for , issue "Vol 10 No 1 (2025): Ed-Humanistics" : 14 Documents clear
Tingkat Pemahaman Lateral dan Inferensial pada Siswa SMA dan Mahasiswa: Studi Komparatif Literasi Kholiq, Abdul; Nurman, Moh; Septaria, Kiki; Susanto, Moh. Arif; Khoiri, Abdul Aziz
Ed-Humanistics : Jurnal Ilmu Pendidikan Vol 10 No 1 (2025): Ed-Humanistics
Publisher : Fakultas Ilmu Pendidikan (FIP) Universitas Hasyim Asy'ari (Unhasy) Tebuireng Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/ed-humanistics.v10i1.8980

Abstract

This study analyzes the comparison of lateral and inferential reading comprehension levels between high school and college students in Lamongan Regency using a quantitative approach. The participants included 300 high school students and 372 college students. Data were collected through reading comprehension tests and analyzed using the Mann-Whitney test to determine significant differences. The results showed that the average lateral comprehension score was 60.145 for high school students and 63.135 for college students. The Mann-Whitney test yielded a value of 45.693, with a p-value of 0.000, indicating a very significant difference. For inferential comprehension, the average score for college students was 56.99, while for high school students, it was 44.92. The Mann-Whitney test yielded 19,597.5, with a p-value of 0.0000862, confirming a significant difference. These findings suggest that college students have significantly higher lateral and inferential reading comprehension than high school students. This difference may be influenced by educational experience, critical thinking skills, and exposure to complex texts at the college level.
Critical Pedagogy on Argumentative Text Material in Indonesian Language Book for Grade XI High School Hardinanto, Eko; Ma’rifatulloh, Sayid; Indrawan, Fani; Faizi, Ahmad; Dwinata, Anggara; Raharja, Hawwin Fitra
Ed-Humanistics : Jurnal Ilmu Pendidikan Vol 10 No 1 (2025): Ed-Humanistics
Publisher : Fakultas Ilmu Pendidikan (FIP) Universitas Hasyim Asy'ari (Unhasy) Tebuireng Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/ed-humanistics.v10i1.8981

Abstract

This study aims to determine the elements of critical pedagogy and the presentation of critical pedagogy in argumentative text materials in Indonesian language textbook for grade XI high school. This study is a qualitative descriptive study. The problem to be analyzed is the Indonesian language textbook for high school published by the Ministry of Education and Culture, using a critical pedagogy approach. The materials in the Indonesian language textbook for grade XI high school must apply critical perspective education or critical pedagogy, as a manifestation of the mandate of the Minister of Education and Culture. Argumentative text material is material that can be seen in its critical pedagogy elements. This study uses the Norman Fairclough critical discourse analysis research method, which is divided into three elements, namely text elements, discourse practice elements, and sociocultural practice elements. The results of this study indicate that the text analysis, vocabulary was found that characterizes critical pedagogy. In the analysis of discourse practice, the critical pedagogy that emerged was only an incomplete critical pedagogy. Then, for the analysis of sociocultural practice, the results of the PISA ranking and the pandemic that caused the economic recession, were the causes of critical pedagogy not emerging completely.
Penerapan Gamifikasi Dalam Pembelajaran Berdiferensiasi Untuk Meningkatkan Hasil Belajar Pada Materi Layouting CSS Nuryana, I Kadek Dwi; Santoso, M Haries Eko; Aisyiah, Jamilatul; Hamdani, Hilman; Madani, Heru Galang Ardi Reda; Utomo, Ilham Wahyu; Hasan, Jamal; Muizadin, Irwan
Ed-Humanistics : Jurnal Ilmu Pendidikan Vol 10 No 1 (2025): Ed-Humanistics
Publisher : Fakultas Ilmu Pendidikan (FIP) Universitas Hasyim Asy'ari (Unhasy) Tebuireng Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/ed-humanistics.v10i1.8982

Abstract

This study aims to improve student learning outcomes in CSS layouting material through the application of gamification using the Flexbox Froggy application. This research is based on the finding that many students tend to simply copy code examples without understanding the underlying concepts. Additionally, learning methods that rely solely on text editors are often monotonous and cause students to feel bored. This study was conducted at SMKN 7 Surabaya with a sample of 36 students from class XI TKJ. The research method used is Classroom Action Research (CAR), involving iterative cycles consisting of planning, implementation, observation, and reflection. Data collection techniques included formative assessment, observation, and documentation. The learning process was carried out in two cycles, with assessments conducted at the end of each cycle to measure student learning outcomes. In Cycle I, learning was conducted using lecture and presentation methods, while in Cycle II, a gamification approach was applied using Flexbox Froggy. The results showed a significant improvement in student learning outcomes. The average student score increased from 58.6 in the pre-cycle to 74.6 in Cycle I, and further increased to 88 in Cycle II. The percentage of students who achieved mastery learning also increased from 8% in the pre-cycle to 61% in Cycle I, and reached 92% in Cycle II. These findings indicate that the application of gamification in differentiated learning can enhance student engagement and understanding.
Dekonstruksi Lakon Arjuna Wiwaha Dalam Pengajaran Semiotika Teater Bagi Pengembangan Kemampuan Berakting Mahasiswa Pramulia, Pana; Budiyono, Sunu Catur; Prawoto, Eko Cahyo; Al Firdaus, Moh. Mujib
Ed-Humanistics : Jurnal Ilmu Pendidikan Vol 10 No 1 (2025): Ed-Humanistics
Publisher : Fakultas Ilmu Pendidikan (FIP) Universitas Hasyim Asy'ari (Unhasy) Tebuireng Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/ed-humanistics.v10i1.8984

Abstract

This research aims to develop students' critical thinking, creativity, and acting skills through the application of semiotics and deconstruction theory in teaching theatre based on the play Arjuna Wiwaha. With a descriptive qualitative approach and a Project-Based Learning model using peer tutor techniques, students are invited to understand semiotic elements such as signs, symbols, and hidden meanings, and apply deconstruction theory to dismantle traditional assumptions in the story. The results showed that the students were able to identify themes, characters, and symbols, and integrate this understanding into the art of acting through dialogue, gesture, intonation, staging, and costume. The resulting theatre performances not only highlighted deep emotional conflicts and authentic characters, but also conveyed cultural values, philosophy of life, and moral dilemmas relevant to contemporary issues. The study concludes that this approach is effective in improving the quality of student acting while enriching theatre learning as a medium for cultural reflection and character building.
Implementasi Taksonomi Barrett untuk Meningkatkan Kemampuan Membaca Pemahaman Siswa Kelas VII Umamy, Etty; Bactiar, Hamid; Nadhiroh, Khoirun; Mawadah, Ilma Maretiana; Farida, Umi
Ed-Humanistics : Jurnal Ilmu Pendidikan Vol 10 No 1 (2025): Ed-Humanistics
Publisher : Fakultas Ilmu Pendidikan (FIP) Universitas Hasyim Asy'ari (Unhasy) Tebuireng Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/ed-humanistics.v10i1.8985

Abstract

Reading comprehension is an essential skill in education, yet it remains a challenge for many students in Indonesia. The low level of reading comprehension ability is often caused by the lack of instructional strategies that emphasize higher-order thinking skills. This study aims to analyze the effectiveness of implementing Barrett’s Taxonomy in improving the reading comprehension skills of seventh-grade students at SMP Negeri 11 Malang. The research employed Classroom Action Research (CAR) using the Kemmis & McTaggart model, consisting of two cycles. The participants were seventh-grade students, with data collected through pre-tests, post-tests, observations, and interviews. Data analysis was conducted using quantitative (t-test and effect size) and qualitative (thematic analysis) approaches. The findings indicate a significant improvement in students' reading comprehension after implementing Barrett’s Taxonomy, particularly in inferential, evaluative, and appreciative comprehension. The t-test results showed a significant increase in post-test scores compared to pre-test scores (t = 6.89, p < 0.05), with an effect size of 1.24, indicating a substantial impact on reading comprehension. Furthermore, observations and interviews revealed that this strategy enhanced students’ engagement in reading activities. In conclusion, Barrett’s Taxonomy is effective in improving reading comprehension skills and can serve as an alternative strategy for teachers to develop higher-order thinking skills in reading instruction.
Identifikasi Miskonsepsi Mahasiswa pada Materi Asam Basa Menggunakan Four Tier Diagnostic Test (FTDT) Priyasmika, Rendy; Ilmah, Mashfufatul
Ed-Humanistics : Jurnal Ilmu Pendidikan Vol 10 No 1 (2025): Ed-Humanistics
Publisher : Fakultas Ilmu Pendidikan (FIP) Universitas Hasyim Asy'ari (Unhasy) Tebuireng Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/ed-humanistics.v10i1.8986

Abstract

Acid-base is one of the important chemistry materials and is a prerequisite knowledge for understanding subsequent chemistry materials. This material contains concrete, abstract concepts, and mathematical calculations so that it is considered difficult and has the potential to cause misconceptions. Therefore, a good and complete understanding of this concept is very important to avoid misconceptions that can hinder the learning process. The purpose of this study was to determine the types of misconceptions experienced by students in acid-base material. This study used a descriptive design with a quantitative approach. The subjects of the study were first-year students of Billfath University who took basic chemistry courses. The sampling technique used was saturated sampling. The data collection instrument developed and used was the four tiers diagnostic test (FTDT). The data analysis technique used was guided by the percentage of misconceptions in the sub-concepts and questions on acid-base material. The results showed that students experienced acid-base misconceptions in the moderate category with an average percentage of 31%. The highest misconceptions were identified in the sub-concept of the relationship between pH and water quality with a percentage of misconceptions of 45%. The lowest misconceptions were identified in the subconcepts of the Arrhenius and Bronstead-Lowry acid-base theories with a misconception percentage of 23%.
Gaya Bahasa dalam Cerpen “Mereka Bilang Saya Monyet” Karya Djenar Maesa Ayu dan Implikasinya terhadap Pembelajaran Bahasa Indonesia Fase F Anshori, Irham Thufani; Wahyuni, Tri; Raharjo, Resdianto Permata; Darni
Ed-Humanistics : Jurnal Ilmu Pendidikan Vol 10 No 1 (2025): Ed-Humanistics
Publisher : Fakultas Ilmu Pendidikan (FIP) Universitas Hasyim Asy'ari (Unhasy) Tebuireng Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/ed-humanistics.v10i1.8987

Abstract

This study aims to analyze the language style in Djenar Maesa Ayu's short story "Mereka Bilang Saya Monyet" and explore its implications for Indonesian language learning in Phase F. This research employs a descriptive qualitative method with a textual analysis approach and a survey on student interest. The findings reveal that language styles such as metaphor, symbolism, irony, hyperbole, and repetition are strategically used to convey themes of dehumanization, trauma, and exploitation. This research is conducted in SMA A. Wahid Hasyim Jombang. The results highlight that the utilization of language style enhances students' critical thinking, interpretative skills, and aesthetic appreciation. Furthermore, most students demonstrated high interest in learning through this short story, although some struggled with its complex language style. The study concludes that this short story holds substantial potential as a critical literacy-based learning medium relevant to modern students' needs. Further research is recommended to develop adaptive teaching methods utilizing similar-themed literary works to enrich learning materials.
Tingkat Pemahaman Lateral dan Inferensial pada Siswa SMA dan Mahasiswa: Studi Komparatif Literasi Kholiq, Abdul; Nurman, Moh; Septaria, Kiki; Susanto, Moh. Arif; Khoiri, Abdul Aziz
Ed-Humanistics : Jurnal Ilmu Pendidikan Vol 10 No 1 (2025): Ed-Humanistics
Publisher : Fakultas Ilmu Pendidikan (FIP) Universitas Hasyim Asy'ari (Unhasy) Tebuireng Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/ed-humanistics.v10i1.8980

Abstract

This study analyzes the comparison of lateral and inferential reading comprehension levels between high school and college students in Lamongan Regency using a quantitative approach. The participants included 300 high school students and 372 college students. Data were collected through reading comprehension tests and analyzed using the Mann-Whitney test to determine significant differences. The results showed that the average lateral comprehension score was 60.145 for high school students and 63.135 for college students. The Mann-Whitney test yielded a value of 45.693, with a p-value of 0.000, indicating a very significant difference. For inferential comprehension, the average score for college students was 56.99, while for high school students, it was 44.92. The Mann-Whitney test yielded 19,597.5, with a p-value of 0.0000862, confirming a significant difference. These findings suggest that college students have significantly higher lateral and inferential reading comprehension than high school students. This difference may be influenced by educational experience, critical thinking skills, and exposure to complex texts at the college level.
Critical Pedagogy on Argumentative Text Material in Indonesian Language Book for Grade XI High School Hardinanto, Eko; Ma’rifatulloh, Sayid; Indrawan, Fani; Faizi, Ahmad; Dwinata, Anggara; Raharja, Hawwin Fitra
Ed-Humanistics : Jurnal Ilmu Pendidikan Vol 10 No 1 (2025): Ed-Humanistics
Publisher : Fakultas Ilmu Pendidikan (FIP) Universitas Hasyim Asy'ari (Unhasy) Tebuireng Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/ed-humanistics.v10i1.8981

Abstract

This study aims to determine the elements of critical pedagogy and the presentation of critical pedagogy in argumentative text materials in Indonesian language textbook for grade XI high school. This study is a qualitative descriptive study. The problem to be analyzed is the Indonesian language textbook for high school published by the Ministry of Education and Culture, using a critical pedagogy approach. The materials in the Indonesian language textbook for grade XI high school must apply critical perspective education or critical pedagogy, as a manifestation of the mandate of the Minister of Education and Culture. Argumentative text material is material that can be seen in its critical pedagogy elements. This study uses the Norman Fairclough critical discourse analysis research method, which is divided into three elements, namely text elements, discourse practice elements, and sociocultural practice elements. The results of this study indicate that the text analysis, vocabulary was found that characterizes critical pedagogy. In the analysis of discourse practice, the critical pedagogy that emerged was only an incomplete critical pedagogy. Then, for the analysis of sociocultural practice, the results of the PISA ranking and the pandemic that caused the economic recession, were the causes of critical pedagogy not emerging completely.
Penerapan Gamifikasi Dalam Pembelajaran Berdiferensiasi Untuk Meningkatkan Hasil Belajar Pada Materi Layouting CSS Nuryana, I Kadek Dwi; Santoso, M Haries Eko; Aisyiah, Jamilatul; Hamdani, Hilman; Madani, Heru Galang Ardi Reda; Utomo, Ilham Wahyu; Hasan, Jamal; Muizadin, Irwan
Ed-Humanistics : Jurnal Ilmu Pendidikan Vol 10 No 1 (2025): Ed-Humanistics
Publisher : Fakultas Ilmu Pendidikan (FIP) Universitas Hasyim Asy'ari (Unhasy) Tebuireng Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/ed-humanistics.v10i1.8982

Abstract

This study aims to improve student learning outcomes in CSS layouting material through the application of gamification using the Flexbox Froggy application. This research is based on the finding that many students tend to simply copy code examples without understanding the underlying concepts. Additionally, learning methods that rely solely on text editors are often monotonous and cause students to feel bored. This study was conducted at SMKN 7 Surabaya with a sample of 36 students from class XI TKJ. The research method used is Classroom Action Research (CAR), involving iterative cycles consisting of planning, implementation, observation, and reflection. Data collection techniques included formative assessment, observation, and documentation. The learning process was carried out in two cycles, with assessments conducted at the end of each cycle to measure student learning outcomes. In Cycle I, learning was conducted using lecture and presentation methods, while in Cycle II, a gamification approach was applied using Flexbox Froggy. The results showed a significant improvement in student learning outcomes. The average student score increased from 58.6 in the pre-cycle to 74.6 in Cycle I, and further increased to 88 in Cycle II. The percentage of students who achieved mastery learning also increased from 8% in the pre-cycle to 61% in Cycle I, and reached 92% in Cycle II. These findings indicate that the application of gamification in differentiated learning can enhance student engagement and understanding.

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