Education, Language, and Culture Journal
Welcome to the official EDULEC JOURNAL: Education, Language, and Culture website. As part of the spirit of disseminating Education, Language and Culture. EDULEC JOURNAL: Education, Language, Culture is a Journal which is a reference source for academics and practitioners in the field of education, language and culture. EDULEC JOURNAL: Education, Language, Culture Journal is a journal that published by CV. Eureka Murakabi Abadi. EDULEC JOURNAL: Education, Language, Culture Journal has the content of research results and reviews in the field of selected studies covering various branches of Education, language and culture both from within and outside the country. This journal is published Three Times (3 kali) within a year of April, August and December, submitted and ready-to-publish scripts will be published online gradually and the printed version will be released at the end of the publishing period. This journal used English and Indonesian language. EDULEC JOURNAL : Education, Language, and Culture is a scientific journal that publishes original articles based on the latest knowledge, research, and applied research as well as the latest scientific developments and as a part of the spirit of disseminating: 1. Education (Classroom Action Research/PTK), Research and Development (R & D), Learning Model, curriculum, teaching- learning, evaluation, quality education, management, and education technology) 2. Language (Morphology, Syntax, Phonology, Semantic, Pragmatic, Language Typology, Discourse Analysis, Translation, Linguistic Ecology, Applied Linguistic, Language Learning, Teaching English Method) 3. Culture (Belief System, History, Art, Ethnicity, And Philosophy) and open to all methodological approaches and theoretical uses
Articles
130 Documents
<![CDATA[The The Influence of Parental Involvement and Work on Early Childhood Language Development ]]>
<![CDATA[Andrian, Tedy]]>;
<![CDATA[Makalim, Ira]]>;
<![CDATA[Supriyadi, Supriyadi]]>
<![CDATA[ JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 1 (2025): April (EDULEC) ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/edulec.v5i1.278
<![CDATA[This study aims to analyze the influence of parental involvement and work on early childhood language development. The research method used is quantitative with a survey approach. The research sample consisted of 45 parents of children aged 5-6 years who attended PAUD MELATI 01 Warakas, Tanjung Priok, North Jakarta. Instruments include a parent engagement questionnaire with Cronbach's Alpha reliability of 0.941, a parent work questionnaire (α = 0.81), and a child language development instrument based on the National Standards for Early Childhood Education. The results of the double linear regression analysis showed that parental involvement had a significant effect on children's language development (p < 0.05), while parental work did not have a significant effect. Simultaneously, the combination of parental involvement and work explained 50.1% of the variability of children's language development. These results emphasize the importance of active parental involvement in supporting early childhood language skills.]]>
<![CDATA[The Impact of Learning Strategies on English Proficiency: Insights from UNM English Department Students ]]>
<![CDATA[Idham, Afif Zuhdy]]>;
<![CDATA[Imran , Ahmad Fadhil]]>;
<![CDATA[Imran, Ahmad Fathir]]>;
<![CDATA[Rauf, Wahyuddin]]>
<![CDATA[ JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 1 (2025): April (EDULEC) ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/edulec.v5i1.287
<![CDATA[This study aimed to explore the most commonly used language learning strategies among English department students at Universitas Negeri Makassar (UNM), assess their proficiency level based on TOEFL scores, and examine the relationship between their learning strategies and proficiency level. A correlational research design was applied, involving fourth-semester students from three study programs: English Education, English Literature, and Business English. The participants were selected through accidental sampling, focusing on students who took the TOEFL test provided by the English department's Centre for Language Services (CLS). Data collection was conducted using the SILL questionnaire and TOEFL score documentation, and analysis was performed through descriptive and inferential statistics using SPSS. The findings revealed that metacognitive and social strategies were the most frequently used language learning strategies, falling within the high usage category. In terms of proficiency, students were classified at the basic user level based on their TOEFL scores. Additionally, the study found no significant correlation between students’ language learning strategies and their proficiency level, as the statistical analysis results indicated no meaningful association between the two variables.]]>
<![CDATA[Exploring the Use of Padlet in English Language Learning: Students' Perception ]]>
<![CDATA[Rosmayanti, Vivit]]>;
<![CDATA[Asrifan, Andi]]>;
<![CDATA[Cardoso, Luís Miguel Oliveira de Barros]]>
<![CDATA[ JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 1 (2025): April (EDULEC) ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/edulec.v5i1.301
<![CDATA[The incorporation of digital resources in language acquisition has become significantly important in recent years, especially in the domain of English as a Foreign Language (EFL) education. As educational settings progress with technology innovations, technologies such as Padlet provide novel methods to enrich the learning experience. This study examines English education students' impressions of Padlet as a helpful tool in language learning, highlighting its role in enhancing student involvement and collaboration. A mixed-methods study methodology was utilised, with quantitative surveys administered to 150 undergraduate students, and semi-structured interviews with 20 chosen participants. Survey findings revealed that 87% of students regarded Padlet as a beneficial tool in their language acquisition, noting enhanced engagement with classmates and teachers, as well as increased participation in collaborative learning activities. The interviews yielded profound insights, with thematic analysis revealing four principal themes: usability, engagement, collaboration, and obstacles. Students valued Padlet's intuitive UI and multimedia-sharing features, which fostered a more dynamic and inclusive classroom atmosphere. Nonetheless, challenges such as unreliable internet connectivity and technical complications were recognized as impediments to efficient utilization. The results emphasize the necessity for organized support systems, encompassing extensive training for students and educators, as well as investment in technical infrastructure. Ultimately, Padlet possesses significant promise for enhancing EFL instruction, however, its efficacy is contingent upon strategic deployment. This study emphasizes the need to integrate student feedback in the incorporation of digital tools, facilitating more responsive and inclusive educational methods.]]>
<![CDATA[DeepL Translate can be a scaffold to speaking fluency: Technology Acceptance Model (TAM) ]]>
<![CDATA[Imran, Muhammad Chairil]]>;
<![CDATA[Marzuki, Mutmainnah]]>;
<![CDATA[Sasabobe, Luana]]>;
<![CDATA[Jubhari, Yuriatson]]>;
<![CDATA[Sujarwo, Sujarwo]]>
<![CDATA[ JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 1 (2025): April (EDULEC) ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/edulec.v5i1.302
<![CDATA[The numerous applications bring benefits to students; the fact that students spend more time using existing technology and demonstrate mastery of information technology allows instructors to motivate students who are unmotivated to speak. Lecturers have introduced DeepL Translate to improve students' speaking, while academics investigate the Technology Acceptance Model (TAM), which is designed to assess students' adoption of information systems. This study utilised a descriptive quantitative approach to examine students' reactions to the application of DeepL Translate in the educational process. Data were gathered by a standardised questionnaire featuring Likert-scale items that assessed perceived utility, convenience of use, and user satisfaction. The gathered replies were subsequently analysed by descriptive statistics, encompassing percentages and mean scores, to ascertain the overarching trends and patterns in the students' acceptance and experiences. The overall sample size is 150 students from the English education department at Universitas Islam Makassar and Megarezky University are used overall. The data gathered from the questionnaire reveal a favourable reception of DeepL Translate across diverse educational settings. This indicates that students had comfort and support from the utilisation of this translation technology, facilitating both comprehension of materials and translation text, while also aiding overall foreign language learning endeavours. Consequently, DeepL Translate can be regarded as an efficient and widely endorsed educational resource.]]>
<![CDATA[Upaya Meningkatkan Hasil Belajar Servis Atas Pada Permainan Bola Voli Dengan Menggunakan Metode Part And Hole Siswa ]]>
<![CDATA[Hidayatullah, Rahmat]]>;
<![CDATA[Utama, Muh Ilham Budi]]>;
<![CDATA[Aminudddin, Aminudddin]]>
<![CDATA[ JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 1 (2025): April (EDULEC) ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/edulec.v5i1.306
<![CDATA[Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang terdiri dari dua siklus, pada tiap siklus terdapat empat tahapan yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian ini adalah siswa XI MAS DDI Baru-Baru Tanga tahun pelajaran 2024/2025, sebanyak 38 siswa, dengan rincian siswa 20 siswa putri dan 18 siswa putra. Teknik pengumpulan data menggunakan penilaian lembar observasi berupa dokumen dan foto.Hasil dari penelitian ini menunjukkan bahwa pembelajaran penjaskes khususnya Upaya Meningkatkan Hasil Belajar Servis Atas Pada Permainan Bola Voli Dengan Menggunakan Metode Part And Whole Pada Siswa Kelas XI MAS DDI Baru-Baru Tanga meningkat. Dilihat dari persentase ketuntasan siswa pada siklus I yang tuntas 26 siswa dengan persentase 68%. Pada siklus II yang tuntas 33 siswa dengan persentase 87%. Berdasarkan hasil penelitian ini dapat disimpulkan bahawa kemampuan siswa dalam melakukan servis atas dalam permaianan bola voli menggunakan metode part and whole meningkat dari siklus I ke siklus II yaitu sebesar 7 siswa dengan persentase 19%.]]>
<![CDATA[Development of a Learning Model Using Practical Unit Modules for Electrical Installation at SMK Negeri 3 Makassar ]]>
<![CDATA[Siwi, Ratih Puspita Siwi]]>;
<![CDATA[Risal, Andi Alviadi Nur]]>
<![CDATA[ JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 1 (2025): April (EDULEC) ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/edulec.v5i1.307
<![CDATA[Module is one of the teaching materials that can be used by students, either independently or with the assistance of a teacher. Therefore, it is important to develop modules so that they can function optimally as effective learning guides for students. The objective of this study was to develop a practical learning module for electrical installation. The research employed the Research and Development (R&D) method. The stages of the research included: (1) identifying potentials and problems, (2) data collection, (3) product design, (4) product validation, (5) product revision, (6) product testing, (7) further revision, and (8) analysis and reporting. The research design used was Pretest-Posttest Control Group Design. Based on the validity aspects, the results of the development of the practical module for electrical installation are as follows: (1) practical module 1 obtained a score of 85.86% and was categorized as valid; (2) practical module 2 obtained a score of 87.75% and was categorized as valid; and (3) practical module 3 obtained a score of 86.31% and was categorized as highly valid. Student learning activities using the practical electrical installation module were significantly higher compared to students who used worksheets (LKS). Learning outcomes in the cognitive, affective, and psychomotor domains of students who used the practical module were significantly higher than those who used worksheets, with a significance value of 0.001.]]>
<![CDATA[Efektivitas Pendekatan Kontekstual dengan Media Interaktif Animasi dalam Meningkatkan Motivasi dan Hasil Belajar Siswa Kelas V MIN 2 Manggarai Timur ]]>
<![CDATA[Komalasari, Komalasari]]>;
<![CDATA[Wahid, Abdul]]>;
<![CDATA[Kamal, Kamal]]>
<![CDATA[ JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 1 (2025): April (EDULEC) ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/edulec.v5i1.308
<![CDATA[penelitian ini bertujuan untuk mengetahui efektivitas pendekatan kontekstual dengan media interaktif animasi dalam meningkatkan motivasi dan hasil belajar siswa kelas V MIN 2 Manggarai Timur. Jenis penelitian yang digunakan adalah penelitian kuantitatif. Disebut dengan kuantitatif karena data-data yang terkumpul dalam penelitian ini dapat dianalisis dengan menggunakan analisis statistik. Teknik pengumpulan data melalui teknik pembagian angket, observasi dan teknik tes hasil belajar. Subjek penelitian ini adalah seluruh siswa kelas V MIN 2 Manggarai Timur yang berjumlah 20 orang siswa terdiri dari 8 orang siswa laki-laki dan 12 orang siswa perempuan. Hasil penelitian menunjukan bahwa terdapat peningkatan Evektifitas Pendekatan Kontekstual dengan Media Interaktif Animasi dalam Meningkatkan Motivasi dan Hasil Belajar Siswa Kelas V MIN 2 Manggarai Timur. Hal ini ditunjukkan dengan terjadinya peningkatan nilai rata-rata dari hasil belajar siswa menggunakan soal PreTest yakni 49,85% kemudian meningkat pada soal PostTest yakni menjadi 68,35%. Hasil angket siswa pada saat pembelajaran juga mengalami peningkatan, hal dapat dilihat pada hasil angket media interaktif animasi terdapat 17 siswa atau 85% berada pada kategori baik dan 3 siswa atau 15% berada pada kategori cukup, sedangkan pada hasil angket motivasi belajar terdapat 15 siswa atau 75% berada pada kategori baik dan 5 siswa atau 25% berada pada kategori cukup, dan terakhir angket hasil belajar terdapat 11 siswa atau 55% berada pada kategori baik dan 9 siswa atau 45% berada pada kategori cukup. Dengan demikian dapat disimpulkan bahwa Media Interaktif Animasi dapat meningkatkan Motivasi dan Hasil Belajar Siswa Kelas V MIN 2 Manggarai Timur.]]>
<![CDATA[Kontribusi Kegiatan Non-Kurikuler terhadap Pengembangan Keterampilan Abad 21 Mahasiswa Teknik Informatika ]]>
<![CDATA[Farman, Indra]]>;
<![CDATA[A, Hermila]]>;
<![CDATA[Alamsyah, Nur]]>;
<![CDATA[Saputra, Andi Muh Akbar]]>
<![CDATA[ JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 1 (2025): April (EDULEC) ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/edulec.v5i1.309
<![CDATA[Di era revolusi industri 4.0 dan masyarakat 5.0, dunia kerja menuntut lulusan perguruan tinggi untuk memiliki keterampilan abad 21 seperti berpikir kritis, komunikasi efektif, kolaborasi, dan kreativitas. Namun, pembelajaran kurikuler di perguruan tinggi sering kali belum sepenuhnya mampu mengakomodasi pengembangan keterampilan tersebut secara optimal. Kegiatan non-kurikuler dipandang sebagai alternatif strategis yang mampu melengkapi proses pembelajaran formal dalam membentuk profil lulusan yang kompeten dan adaptif. Penelitian ini bertujuan untuk mengetahui kontribusi kegiatan non-kurikuler terhadap pengembangan keterampilan abad 21 pada mahasiswa Teknik Informatika Universitas Negeri Gorontalo. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei. Populasi dalam penelitian adalah seluruh mahasiswa aktif jurusan Teknik Informatika, dengan teknik purposive sampling untuk menentukan responden. Pengumpulan data dilakukan melalui kuesioner, dan analisis data menggunakan regresi linear sederhana dengan bantuan perangkat lunak SPSS. Hasil penelitian menunjukkan bahwa kegiatan non-kurikuler memiliki pengaruh yang signifikan terhadap keterampilan abad 21, dengan nilai koefisien determinasi (R²) sebesar 0,753 dan nilai signifikansi 0,000. Temuan ini menunjukkan bahwa 75,3% variasi keterampilan abad 21 mahasiswa dapat dijelaskan oleh tingkat partisipasi dalam kegiatan non-kurikuler. Dengan demikian, kegiatan non-kurikuler terbukti menjadi elemen penting dalam mendukung pengembangan kompetensi mahasiswa untuk menghadapi tantangan global secara holistik.]]>
<![CDATA[Dampak Dari Kecanduan Judi Online (Judol) Terhadap Perekonomian Keluarga di Kecamatan Mamajang Kota Makassar ]]>
<![CDATA[Sangaji, Ayu Indira]]>
<![CDATA[ JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 1 (2025): April (EDULEC) ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/edulec.v5i1.310
<![CDATA[Penelitian ini bertujuan untuk mengetahui Dampak dari kecanduan judi online (judol) terhadap perekonomian keluarga dan mengetahui penanggulangan judi online di kecamatan mamajang kota makassar. Jenis penelitian adalah kualitatif deskriftif, Dalam sebuah penelitian selalu terjadi proses pengumpulan data, yang artinya data yang diperoleh melalui teknik pengumpulan data berupa wawancara, analisis, observasi, dan dokumentasi yang telah diperoleh langsung dari informan dilapangan yang berjumlah sebanyak 10 orang dengan teori yang digunakan perilaku sosial dan disorganisasi sosial. Hasil Penelitian ini menunjukkan bahwa Faktor penyebab terjadinya judi online yaitu a). faktor lingkungan disekitar, b). factor pergaulan di warkop c.) persoalan ekonomi. Adapun dampak terjadinya judi online adalah a). memperburuk finansial ekonomi keluarga, b). merusak psikis pasangan dan anak, c), kriminalisasi. Serta adapun penanggulangan judi online yaitu; a). Penyuluhan yang dilakukan pemerintah, b) kajian keagaamaan agar dapat mengurangi tingkat perjudian online yang ada di kecamatan mamajang kota makassar]]>
<![CDATA[The Effect of the Peer Tutoring Method in Online English Grammar Learning among Health Science Students ]]>
<![CDATA[Semartini, Atur]]>
<![CDATA[ JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 2 (2025): August (EDULEC) ]]>
Publisher : <![CDATA[CV. Eureka Murakabi Abadi ]]>
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DOI: 10.56314/edulec.v5i2.337
<![CDATA[The peer tutoring method is a student-centered learning approach. This method offers numerous benefits not only in terms of students’ academic performance but also in their personal development. While the peer tutoring method has been widely implemented across various classroom settings, research exploring its effect in online English grammar learning, particularly among health science students, remains limited. This study aims to investigate the effect of implementing peer tutoring in online English grammar learning for health science students. A mixed-methods approach, combining both quantitative and qualitative methods, was employed in this study. A total of 58 health science students participated. The quantitative method involved distributing pre-tests and post-tests, with the resulting data was analyzed to assess the effect of peer tutoring. The qualitative method consisted of distributing questionnaires to obtain students’ perceptions of the peer teaching implementation. The questionnaires included both open and closed questions. The findings revealed a statistically significant improvement in students’ performance, as indicated by an increase in average pre-test and post-test scores (p < 0.05). Additionally, the questionnaire responses indicated that students felt more motivated to engage in learning, as the class became more engaging and the material easier to comprehend through the peer tutoring method. Another reported benefit was that students felt more confident to ask and answer questions when peer tutoring was employed. In conclusion, the implementation of the peer tutoring method in online English grammar learning enhanced students’ comprehension, motivation, and self-confidence in classroom interactions.]]>
