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INDONESIA
Education Journal of Indonesia (EJI)
Published by Universitas Muhammadiyah Sumatera Utara
ISSN : -     EISSN : 27744949     DOI : https://doi.org/10.30596/eji
Core Subject : Education, Social,
Education Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences
EJI | Education Journal of Indonesia is the International Journals managed by University of Muhammadiyah Sumatera Utara to improve the ability of lecturers, researchers in writing and researching in the fields of education. This journal was first published in November 2020. EJI is an open access and peer-reviewed journal. A recommendation by the Editors on specific Education issues to be covered in each volume may be made available to prospective contributors to publication of the volume in May and November.
Arjuna Subject : Umum - Umum
Articles 62 Documents
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Implementation of PjBL to Increase Activeness in Pancasila Education Learning in Grade III Elementary School Muna, Nailil; Yulita, Nova; Windarti, Putri; Febriana, Salma; Nur Hidayah, Eva
EDUCATION JOURNAL OF INDONESIA Vol. 6 No. 2 (2025)
Publisher : EDUCATION JOURNAL OF INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/eji.v6i2.4898

Abstract

This study aims to describe the implementation of the Project-Based Learning model as an effort to increase student engagement in Pancasila Education learning in third-grade elementary school. The issue raised focuses on the low participation of students, who were previously only passive listeners during the learning process. This study used descriptive qualitative methods to gain an in-depth understanding of the process and results of Project-Based Learning implementation. The results indicate that Project-Based Learning has increased student engagement in cognitive, social, and emotional aspects through collaborative investigations, discussions, and project completion. Students appeared more confident in asking questions, expressing opinions, and working collaboratively in groups. Furthermore, project presentations helped boost student self-confidence. However, this study also found that the classroom atmosphere became less conducive due to high student enthusiasm, necessitating more effective classroom management strategies. Overall, Project-Based Learning has been shown to positively contribute to increasing student engagement in Pancasila Education learning..   Keyword : Project Learning, Student Engagement, Pancasila Education, Elementary School, Learning Engagement.
Survey of Students’ Perceptions Toward Teacher Feedback in ESP Chemistry Courses Muhamad Syahrul Mubarok; Indri Yulianti; Wahyu Nengsi
EDUCATION JOURNAL OF INDONESIA Vol. 6 No. 2 (2025)
Publisher : EDUCATION JOURNAL OF INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/eji.v6i2.4908

Abstract

Teacher feedback plays a crucial role in supporting students’ learning development, particularly in English for Specific Purposes (ESP) Chemistry, where learners must master both linguistic and scientific competencies. This study investigates Chemistry students’ perceptions of teacher feedback, the types of feedback they consider most beneficial, and the influence of feedback on their motivation and engagement. Using a mixed-method design, quantitative data were collected from 100 undergraduate Chemistry students through a Likert-scale survey, while qualitative insights were obtained from interviews with 3–5 selected participants. Findings indicate that students generally hold positive perceptions of teacher feedback, valuing clarity, specificity, and constructive tone. They consider timely and detailed feedback particularly helpful for improving language accuracy, content comprehension, and academic performance. However, students also report inconsistency in feedback quality and a lack of follow-up explanations in some instances. The study highlights the need for balanced feedback addressing both linguistic and disciplinary aspects, and emphasizes the importance of teacher feedback literacy in ensuring effective and meaningful feedback practices. These findings provide insights for improving ESP Chemistry instruction and enhancing students’ learning outcomes. Keywords: ESP Chemistry, Learning Motivation, Student Perception, Teacher Feedback.

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