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Review of Multidisciplinary Education, Culture and Pedagogy (ROMEO)
Published by Transpublika Publisher
ISSN : -     EISSN : 28100743     DOI : https://doi.org/10.55047/romeo
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other
ROMEO : REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY is an interdisciplinary publication of original research and writing on education which publishes papers to international audiences of educational researchers. The ROMEO Journal aims to facilitate and promote the inquiry into and dissemination of research results on primary education, secondary education, higher education, teacher education, special education, adult education, non-formal education, and any new development and advancement in the field of education. Furthermore, it also provides a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated values, skills, and knowledge are transmitted from one generation to another; and to make methods and contents of evaluation and research in education available to teachers, administrators and research workers. The journal incorporates a variety of topics, including child development, curriculum, reading comprehension, philosophies of education aeducational approaches, etc The scope of our journal includes: 1. Language and literature education 2. Visual arts, dance, music, and design education 3. Social science education 4. Economics and business education 5. Math and natural science education 6. Vocational and engineering education 7. Sports and health education
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 5 Documents
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Search results for , issue "Vol. 4 No. 2 (2025): FEBRUARY" : 5 Documents clear
The Application of the Picture and Picture Model in Learning to Write Explanatory Texts for Class VIII Students at SMP NU Kaplongan in the 2023/2024 Academic Year Carinih, Carinih; Tobroni, Tobroni; Naufal, Muji Zain
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 4 No. 2 (2025): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v4i2.1604

Abstract

The objective of this research is to investigate the impact of using the Picture and Picture teaching method on the writing skills of eighth-grade students at SMP NU Kaplongan during the 2023/2024 academic year. This study employed an experimental design with two groups: an experimental class that used the Picture and Picture model and a control class that did not. The research subjects consisted of 35 students from class VIII E (experimental class) and 35 students from class VIII F (control class). Data were collected through a writing test that measured the ability to write explanatory texts based on four assessment aspects: theme, general statement, cause-and-effect sequence, and interpretation. The results showed that the mean score of the experimental class (81.24) was significantly higher than that of the control class (68.45). This indicates that the application of the Picture and Picture model can improve students' explanatory text writing skills. Additionally, the highest-performing assessment aspect was theme (96.36), while the interpretation aspect had the lowest average score (67.87). Based on the findings, it is recommended that school principals encourage Indonesian language teachers to adopt the Picture and Picture method as an alternative approach to teaching explanatory text writing. Furthermore, future research should explore other aspects of writing instruction using this method.
Analysis of Politeness Maxims in Indonesian Language Use in College Environments Puspawati, Anita
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 4 No. 2 (2025): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v4i2.1625

Abstract

Language politeness is part of pragmatics which studies the use of language in communication. Pragmatics examines context-bound meaning, in contrast to semantics which examines context-free meaning. In interaction, the ability to speak clearly and politely is essential for effective communication. Leech's Principles of Politeness include six maxims: tact, generosity, approbation, modesty, agreement, and sympathy maxim. This study aims to describe the realization of language politeness in the college environment based on Leech's six maxims of politeness. The method used is pragmatic analysis with a qualitative approach. Data were collected through observation and documentation of conversations in the campus environment of Bandung Islamic University (Unisba). Leech's theory is used because it is able to assess politeness from two perspectives, namely the speaker and the interlocutor. The results show that the principle of politeness is still often violated in campus communication. Therefore, the understanding and application of language politeness need to be improved in daily life and made part of learning in schools and universities so that academic and social communication is more effective and harmonious.
An Exploration of Counselling Interventions and School Education Programs on Bullying Prevention and Treatment Hasrul, Hasrul; Arif, Nutfah A.M.; Hastiani, Hastiani
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 4 No. 2 (2025): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v4i2.1681

Abstract

Research findings on guidance and counseling services and other educational programs on bullying problems in Indonesia have been widely conducted and published. However, efforts to find references on interventions for preventing and treating bullying problems in the city of Ternate through scientific publications are still relatively few or have not contributed much. Therefore, this study explores how much intervention of guidance and counseling services in schools and educational programs (outside of guidance and counseling services) to prevent and handle bullying problems in Ternate City. Methodologically, this study follows the basic idea of ​​narrative literature review (NLR), by referring to five steps of the process. The analysis results describe that in the last five years, the intervention of guidance and counseling services in schools on preventing and treating bullying problems in Ternate City is still minimal because only one published article was found. Meanwhile, educational program interventions (excluding guidance and counseling services) on the problem of bullying in the city of Ternate have been carried out quite a lot with intervention strategies and targets at different educational levels. Thus, these findings indicate that intervention of guidance and counseling services in schools on the prevention and treating of bullying in Ternate City is still very minimal when compared to intervention of other educational programs.
The Influence of Principal Academic Supervision, Work Environment and Self-Efficacy on Teacher Performance Rizqiani, Wiwit
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 4 No. 2 (2025): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v4i2.1684

Abstract

This research seeks to investigate how the supervision of academic principals, the atmosphere at work, and self-confidence affect the teaching quality in high schools located in the Ngaglik District. The study follows an ex-post facto design with a focus on quantitative analysis. The population of this study was 111 teachers in high schools in Ngaglik District. The determination of the research sample of 93 teachers used the simple random sampling technique. The classical assumption test was carried out by testing for normality, linearity, multicollinearity, and heteroscedasticity. The study revealed that principal’s academic supervision (X1), work environment (X2), and self-efficacy (X3) each had a positive and significant impact on teacher performance (Y). Academic supervision (X1) had a regression coefficient of 0.419, t = 5.949 > 1.580, with a significance value of 0.000 < 0.05. The work environment (X2) showed a coefficient of 0.345, t = 4.668 > 1.580, and significance of 0.000 < 0.05. Self-efficacy (X3) recorded the highest influence, with a coefficient of 0.460, t = 6.920 > 1.580, and a significance value of 0.000 < 0.05. Simultaneously, academic supervision (X1), work environment (X2), and self-efficacy (X3) collectively influenced teacher performance (Y) significantly, indicated by F = 17.537 > 4.04, significance = 0.000 < 0.05, and an R² value of 0.401.
An Evaluation of Mathematics Intervention Program for Struggling Students Using Provus Discrepancy Evaluation Model: Aligning Design, Implementation, and Student Achievement Baybayan, Jericho Y.
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 4 No. 2 (2025): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v4i2.1715

Abstract

In helping academically challenged learners, mathematics intervention is important in targeting specific learning gaps with customized instructional strategies. In response to the learning losses caused by the pandemic, DepEd in the Philippines officially launched the National Learning Recovery Program, under which focused intervention in Mathematics, among others, is mandated based on evidence. This study assessed the Mathematics Intervention Program for struggling students in a Central Mindanao school using Provus’ Discrepancy Model of Evaluation. This was in line with the overall objectives of determining the expected student achievement level as defined by the program, analysis of actual student performance before and after intervention, the recognition of discrepancies worth mentioning, and recommendations for improvement of the program. According to the results, 95.2% of students before the intervention were below standard in relation to the DepEd's Most Essential Learning Competencies (MELCs) and DepEd Order No.8, s. 2015. In contrast to pre-test results, which indicated a considerable gap in student performance, the post-intervention performance showed a drastic increase in the number of students who achieved satisfactory to outstanding levels. The mean score increased from 21.32 (pre-test) to 45.31 (post-test), which means students showed increased understanding and fluency in mathematical concepts and procedures. This implies that the program has effectively dealt with the intervening factor standing between the performance of the students and the desirable level. Some recommendations put forth are institutionalizing the program, regular diagnostics, intensive training for teachers in differentiated instruction and formative assessment, improvement of learning resources, and parental involvement.

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