cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Adam Mudinillah
Contact Email
adammudinillah@staialhikmahpariangan.ac.id
Phone
+6285379388533
Journal Mail Official
adammudinillah@staialhikmahpariangan.ac.id
Editorial Address
Jln. Batu Tujuh Tapak, Jorong Sungai Tarab, Kec. Sungai Tarab, Kab. Tanah Datar Prov. Sumatera Barat
Location
Kab. tanah datar,
Sumatera barat
INDONESIA
Lingeduca: Journal of Language and Education Studies
Published by Yayasan Adra Karima Hubbi
ISSN : 29870259     EISSN : 29868904     DOI : 10.70177/lingeduca
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
The journal provides a platform for the publication of original qualitative and quantitative research on education and instruction, compilations based on critical evaluation of current literature, and meta-analysis studies. The Lingeduca: Journal of Language and Education Studies also aims to provide a platform where multiple educational disciplines can contribute and share educational insights, innovative approaches and practices. In this respect, Lingeduca: Journal of Language and Education Studies publishes national and international research in an attempt to present a reliable and respectable information source for the researchers.
Arjuna Subject : Umum - Umum
Articles 6 Documents
 1 
Search results for , issue "Vol. 2 No. 2 (2023)" : 6 Documents clear
Use of Benime Application in Arabic Language Learning Hael, Edar; Hafiz, Luqman; Deng, Changjiang
Lingeduca: Journal of Language and Education Studies Vol. 2 No. 2 (2023)
Publisher : Yayasan Pedidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/lingeduca.v2i2.16

Abstract

Language is a very basic thing for every human being, not only for communication but also as a forum for the prosecution of knowledge. At this time, other languages are urgently needed because of the increasing circulation of information using other languages, as well as Arabic itself. In the process of learning Arabic, there are several problems or difficulties faced at the IT Ar-Rahman Palangki Elementary School. With the development of technology at this time, therefore technology can be a solution to the difficulties brought into the teaching and learning process of Arabic at SD IT Ar-Rahman Palangki. This is due to the technology that we can use to assist in making interesting learning media, especially applications that can be accessed on Android in the form of images, sounds, and moving animations, such as the Benime application. The benime app itself is an animated video maker app for a more interesting percentage.
The Implementation of Project-Based Learning in Indonesian EFL Class Between 2017 to 2022: A Systematic Review Halim, Nixon; Boys, Melkisedek; Fahmi, Farid; Nitin, Mahon
Lingeduca: Journal of Language and Education Studies Vol. 2 No. 2 (2023)
Publisher : Yayasan Pedidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/lingeduca.v2i2.96

Abstract

The project-based learning (PjBL) approach emphasizes the learning process, which has a tangible endpoint in the form of a product, and makes students the subject or focal point of instruction. In other words, students are free to choose their educational pursuits and to collaborate on learning tasks until a finished product is produced. Because of this, the degree to which students participate in their education has a significant impact on its success. A systematic review was used as the research methodology to analyze the literature across 15 journals using data from several databases, including Garuda and Google Scholar. The journals were analyzed utilizing a content analysis method and the data are presented in systematic diagrams and tables. The result of the study revealed that Project-based learning (PjBL) was the most used at University with 60% and between 2017-2022. In 2022 was the most popular Project-based learning very high. In addition, research methods in project-based learning were quantitative and qualitative in the same amount. Moreover, the most implemented Project-based learning was to increase speaking and vocabulary skills. Further analysis of advantages related to the use of Project-based was also illustrated.
Differences in the Implementation of the 2013 Curriculum and the Independent Learning Curriculum at SMAN 3 Siak Hulu Azita, Azita; Ersalianda, Dila; Andri, Mutiara; Mukhlis, Muhammad; Tandon, Meradith
Lingeduca: Journal of Language and Education Studies Vol. 2 No. 2 (2023)
Publisher : Yayasan Pedidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/lingeduca.v2i2.255

Abstract

Curriculum is a series of plans and rules that include various elements such as objectives, content, methods, and evaluation of learning. The purpose of this study is to describe, analyze, interpret, and conclude the differences in the implementation of the 2013 curriculum and the independent curriculum at SMAN 3 Siak Hulu. The method used in this study is a quantitative method, collecting interview data. The research results obtained are 1) Differences in terms of objectives, the 2013 Curriculum integrates character education into subjects, while the Merdeka Curriculum emphasizes the growth of student character separately through character projects, 2) Strategy/method, the 2013 curriculum has not implemented differentiated learning, while The Merdeka Curriculum gives freedom to teachers to choose learning materials and use strategies that are appropriate to the conditions of their respective educational units, 3) Learning Materials, the 2013 Curriculum has material that is more dense and must be followed coherently, while the Merdeka Curriculum has material that is simpler and the teacher can choose which material will take precedence, 4) In terms of learning time allocation, both the 2013 Curriculum and the Merdeka Curriculum have a similar duration, 5) in terms of evaluation, the Merdeka Curriculum has evaluated the 2013 Curriculum, while the Merdeka Curriculum burdens the teacher in terms of preparation learning tools because it requires better differentiation than the 2013 Curriculum which has not yet done so, 6) Changes in Teacher Mindset and Perception: Implementation of the Independent Curriculum faces obstacles in the form of changes in mindset, perception, and paradigm of thinking of teachers regarding curriculum changes, and 7) The Independent Curriculum emphasizes education character, giving freedom to the teacher in choosing learning materials and strategies, as well as combining holistic assessments.
Japanese Language Learning Media in Indonesia at the High School/SMK/equivalent Level Curriculum K13 and Merdeka Damayanti, Erika Selphie; Haania, Adhinda Zahro; Setyawan, Katon; Megan, Goldwag
Lingeduca: Journal of Language and Education Studies Vol. 2 No. 2 (2023)
Publisher : Yayasan Pedidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/lingeduca.v2i2.299

Abstract

The Japanese colonization of Indonesia, which lasted for three and a half years, had a profound impact on Indonesian history. With a time span not much longer than the Dutch colonization, the Japanese colonization had a major effect on Indonesia. It affected all aspects, including language. The interest in the Japanese language, and its inclusion in the Indonesian curriculum, cannot be separated from the history between Indonesia and Japan and the good bilateral relations between the two. The Japanese language as education is seen as a whole system that includes curriculum, materials, facilities, teacher-learners, teaching methodology, teaching media, and evaluation. This study aims to find out the Japanese language learning media in Indonesia at the Senior High School level and the equivalent to see how learning media can be done in learning a foreign language, namely Japanese. Data is collected using literature study techniques with descriptive-qualitative methods that describe data systematically and in detail to explore social phenomena or the real situation of Japanese language learning K13 Curriculum and Merdeka Curriculum at the SMA / SMK / equivalent level in the use of learning media. The results of the study state that mobile applications and device-based Japanese online dictionaries can be used for Japanese language learning at the SMA / SMK / equivalent level as basic or beginner level learners.
School Excellence and Acceleration Policy: A Review of Theory and Implementation Niswatin, Niswatin; Damayanti, Erika Selphie; Jonathan, Bouyea; Joshua, Wang
Lingeduca: Journal of Language and Education Studies Vol. 2 No. 2 (2023)
Publisher : Yayasan Pedidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/lingeduca.v2i2.300

Abstract

This research aims to describe the advantages, disadvantages, and ideal picture of superior schools and acceleration programs. The research method used is descriptive qualitative with literature study. The results of the theoretical review present concepts and definitions of excellent schools and acceleration programs. The advantages of excellent schools include a quality learning environment, skilled teachers, and a curriculum focused on critical skills. Disadvantages of excellent schools include high competition and lack of involvement in non-academic aspects. The strengths of accelerated programs are that the academic challenges match the abilities of gifted and bright students. Disadvantages of accelerated programs include social and emotional gaps and a lack of focus on non-academic skills. The ideal picture of excellent schools and accelerated programs includes a balanced approach between academic and non-academic needs, emotional and social support for students, and flexibility in the curriculum. In conjunction with the curriculum reform in Curriculum 2013 (K13), a school policy with an SKS (Satuan Kredit Semester) system was created that emphasizes students' independent and collaborative learning abilities based on Independent Learning Activity Units (UKBM).
The Strategy of the School Principle in the Implementation of the Independent Curriculum Nari, Nola; Khaidir, Christina; Arif, Yudabbirul; Gistituati, Nurhizrah; Rusdinal, Rusdinal; Intes, Amina
Lingeduca: Journal of Language and Education Studies Vol. 2 No. 2 (2023)
Publisher : Yayasan Pedidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/lingeduca.v2i2.310

Abstract

This study aims to determine the role of the school principal as a change leader, the principal's strategy as a change leader, the principal's innovation as a change leader, the factors supporting change, and the factors inhibiting change in the implementation of an independent curriculum. This study uses a qualitative approach. Research informants were selected by purposive sampling technique. The data collection process was carried out by in-depth interviews, documentation studies and field notes. Data analysis was performed with reference to the Miles and Huberman model. To ensure the validity of the data, researchers used triangulation techniques and increased the persistence of researchers in analyzing the documents they found. The conclusions of this study are: (1) the role of the principal is shown by the implementation of the independent curriculum, driving the learner-centered learning process. and provide independence to work for students and educational staff; (2) the principal's strategy is by identifying cases, conducting interviews, creating good relations, and creating an atmosphere towards students' awareness of the implementation of the independent curriculum; (3) the innovation of the school principal in carrying out P5, entrepreneurship (traditional food bazaar), voting for democracy (election for the OSIS chairman) and building body and soul (religious activities such as the Ramadan Islamic boarding school); (4) Factors supporting the school principal, namely internal factors (infrastructure and leadership of the school principal) and external factors, namely there are already 2 driving force teachers resulting from training organized by the government; (5) Obstacles from internal parties, namely: lack of teacher education, There are teachers who are inconsistent in their implementation, there are teachers who are clueless.

Page 1 of 1 | Total Record : 6

 1 

Filter by Year

2023 2023


Reset
Filter By Issues
All Issue Vol. 4 No. 1 (2025) Vol. 3 No. 3 (2024) Vol. 3 No. 2 (2024) Vol. 3 No. 1 (2024) Vol. 2 No. 3 (2023) Vol. 2 No. 2 (2023) Vol. 2 No. 1 (2023) Vol. 1 No. 2 (2022) Vol. 1 No. 1 (2022)