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Khotim Hanifudin Najib
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LP2M Universitas Sarjanawiyata Tamansiswa Jl. Batikan, Tahunan, Kec. Umbulharjo, Kota Yogyakarta, Daerah Istimewa Yogyakarta 55167, Indonesia
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Tamansiswa International Journal in Education and Science (TIJES)
Published by Universitas Sarjanawiyata Tamansiswa
ISSN : -     EISSN : 27151808     DOI : 10.30738
Core Subject : Science, Education, Social,
Chemistry Education Neuroscience Social Sciences Other
The focus of the Tamansiswa International Journal in Education and Science (TIJES) is on education and science research with some scopes below: - comparative education - critical pedagogy - curriculum development - educational leadership - educational philosophy - educational psychology - educational technology - economics and business sciences - social sciences - math and natural sciences - computer sciences - computer and information sciences - technology and innovation sciences
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
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Search results for , issue "Vol 6 No 2 (2025): April 2025" : 6 Documents clear
Students’ Feedback on Vlogging as an Educational Tool in Probability and Statistics: A Qualitative Study Travero, Arnel; Padilla, Angelie T
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 2 (2025): April 2025
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v6i2.17497

Abstract

This qualitative study explores students' feedback on the use of vlogging as an educational tool in Probability and Statistics. Using a phenomenological approach, the study gathered insights from Grade 12 students through semi-structured interviews, which were analyzed using thematic analysis. Results revealed that students faced cognitive and technical challenges, including pre-vlog preparation difficulties, editing constraints, limited access to high-quality gadgets, and time management issues. Despite these challenges, students reported that vlogging enhanced their appreciation of mathematics, fostered active learning, and developed their independence and problem-solving skills. Vlogging encouraged students to bridge mathematical concepts to real-world applications, shifting their perception of mathematics from a memorization-based subject to a meaningful and engaging learning experience. Additionally, vlogging promoted student autonomy, as learners took responsibility for structuring their explanations and overcoming technical difficulties. Given these findings, the study recommends integrating vlogging as an educational tool to complement traditional mathematics instruction. Educators should provide structured guidance, access to resources, and strategies for time management to maximize its benefits. Future research may explore the long-term effects of vlogging on mathematical confidence, self-regulated learning, and academic performance. Vlogging presents a promising pedagogical approach that enhances student engagement, conceptual understanding, and mathematics appreciation.
Flipped Classroom Approach for Enhancing Vocabulary Skills among Senior High Schools in the Philippines Luna, Claire Angela R.; Romero, Jeric Z.; Karen J. Cusi, Karen J. Cusi; Jarapa, Amelia A.; Kusuma, Adhi
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 2 (2025): April 2025
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v6i2.18488

Abstract

This study aimed to examine the effects of the flipped classroom approach on learners' vocabulary enrichment, specifically focusing on students' vocabulary skills under this method. Conducted at Calayan Educational Foundation, Inc., the study involved 105 Grade 11 senior high school students from the academic track, comprising 68 STEM, 23 HUMSS, and 14 ABM students, who completed validated questionnaires. The findings revealed a significant improvement in vocabulary skills after implementing the flipped classroom approach. While traditional teaching methods—such as repetition, drills, and direct instruction—are effective for younger learners in vocabulary acquisition, they may be less suitable for secondary-level students. The study demonstrated that a modified flipped classroom approach is highly effective for Grade 11 academic strand students. This method emphasizes learning by doing rather than memorization, allowing students to gain knowledge and develop vocabulary skills applicable in real-life situations.
Enhancing Students’ Speaking Skills in Discussion Texts Through Problem-Based Learning: A Classroom Action Research Rokhayati, Titi; Nafisah, Shofia Lina; Agillia, Frisca Putri; Kanthal, Sujay
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 2 (2025): April 2025
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v6i2.18935

Abstract

This classroom action research investigates the impact of Problem-Based Learning (PBL) integrated with debate techniques in improving Grade 12 students' speaking skills in learning discussion texts in a public senior high school in Purworejo. The research is conducted in two cycles, the study follows Kemmis and McTaggart's action research phases: planning, acting, observing, and reflecting. Each cycle involved structured activities, including debates, real-world problem analysis, and collaborative discussions, to enhance students' fluency, accuracy, and critical thinking. Data were collected through pre- and post-tests, observations, and questionnaires. Results revealed a significant improvement in speaking performance, with average post-test scores increasing from 73.86 to 86.43 across the cycles. The findings highlight and point to the effectiveness of combining PBL and debates in fostering active participation, boosting confidence, and improving speaking proficiency in English as a Foreign Language (EFL) context. These outcomes underline the potential of interactive and student-centered approaches to overcome challenges in EFL speaking skills development.
Strategic Optimization of School Administrative Management Using Google Workspace for Education Waluyaningtyas, Agnes Deta; Jumintono; Supriadi, Didi; Vilan, Hazel Dorothy C.
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 2 (2025): April 2025
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v6i2.19494

Abstract

This study aims to explore the implementation of Google Workspace for Education in school administration and to formulate effective strategies for optimizing administrative processes at a State Junior High School in Yogyakarta. Employing a qualitative research approach, data were collected through interviews, observations, document analysis, and questionnaires. The study investigated how Google Workspace tools are integrated into administrative tasks and identified internal and external factors influencing its adoption using a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis. Findings reveal that Google Workspace for Education is effectively utilized in managing curriculum and student administration, particularly through online collaboration facilitated by Google Drive, Google Docs, Google Spreadsheets, Google Forms, and Google Sites. The school has established a development team and conducts regular evaluations to ensure the effectiveness of administrative functions. Based on SWOT analysis, the study recommends a progressive strategy that leverages the school's internal strengths to capitalize on external opportunities, thereby enhancing administrative efficiency. This strategic approach underscores the role of digital tools in promoting innovation and improving school governance.
English Learning Strategies Analysis among Senior High School Students in Sleman Regency, Yogyakarta, Indonesia Anam, Mochammad Choirul; Widyastuti, Ima; Kurniati, Victa Sari Dwi; Tongchai, Lalarin
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 2 (2025): April 2025
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v6i2.19159

Abstract

English is a crucial subject in Indonesia, with students studying it from junior high school to university levels. Poor English proficiency is attributed to the long time spent in the classroom. This study aims to analyze English language learning strategies used by senior high school students in Indonesia, focusing on metacognitive methods and their impact on teaching and learning outcomes. Using the SILL version 7.0 questionnaire, the current study attempts to examine the English learning strategies among 109 students of senior high school in Yogyakarta, Indonesia. The data were collected via Google Form. The spreadsheet result of the participants’ input was analyzed under the SILL version 7.0 language learning strategies level. The study indicates that the Cognitive strategies are the most frequent used by the participants in the present study.
The Implementation of Differentiated Learning on Early Islamic Kindergarten in Lamongan, Indonesia Chasanah, Uswatun; Syaifuddin, Mohammad; Asih, Ria Arista
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 2 (2025): April 2025
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v6i2.20204

Abstract

This research aims to explore the planning, implementation, and assessment of differentiated learning for early Islamic kindergartens in Lamongan, Indonesia. The research method used is qualitative descriptive, with data collection through interviews, observations, and documentation. The results show that the planning of differentiated learning involves collaboration between the school principal and teachers, taking into account the interests, talents, and developmental levels of the children. The implementation of differentiated learning has been proven effective in increasing children's engagement and motivation, utilizing various teaching methods tailored to each child's learning style. Assessments are conducted continuously using anecdotal records, checklists, and work that reflect an authentic assessment approach. These findings suggest that differentiated learning not only motivates children's learning but also fosters an inclusive learning environment that supports the holistic development of young children. This research is expected to serve as a reference for the development of differentiated learning models in the context of early childhood education.

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