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Arif Bulan
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Jurnal Pendidikan Generasi Nusantara (JPGENUS)
Published by Yayasan Umar Abdul Gani Bima
ISSN : -     EISSN : 30253055     DOI : https://doi.org/10.61787/bas7f118
Core Subject : Education,
Education
Focus : JP Genus berfokus pada manuskrip hasil penelitian dan kajian literatur dosen, mahasiswa dan guru pada bidang pendidikan. Scope: Pendidikan Bahasa Inggris, Pendidikan Bahasa Indonesia, Pendidikan Matematika, Pendidikan Guru Sekolah Dasar, Pendidikan IPA, Pendidikan IPS, Pendidikan Jasmani Kesehatan dan Rekreasi, Pendidikan Teknologi Informatika, Pendidikan Agama, Pendidikan Kewarganegaraan, Psikologi Pendidikan, Teknologi Pendidikan, dan yang lainya yang berkaitan dengan dunia pendidikan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 100 Documents
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Teaching English Pronunciation in Between Color and Vowel Prisna Aswarita Putri; Fatima; Nurfauziah Mansur; Zul Aini Rengur; Zulfikri
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol. 2 No. 2 (2024): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Juli-Desember 2024
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/y2rpr811

Abstract

Potent pronunciation is crucial for successful communication in any language, particularly in English, which presents numerous phonetic challenges for learners. Mastery of pronunciation not only enhances intelligibility but also fosters confidence among learners when engaging with native speakers. As educational methodologies evolve, innovative approaches to teaching pronunciation have emerged, one of which is the Color Vowel Approach. This research investigates the effectiveness of this method in enhancing English vowels pronunciation skills among first semester students of English Tadris study program in State Islamic University Datokarama Palu. With participants amounted to 40 students, this quasi- experimental research unveiled notable enhancement following the employment of Color Vowel Approach, backed by statistical findings (p<0.05). While the Color Vowel Approach provides thrilling learning atmosphere, more research is needed to fully understand its long-term effectiveness compared to other traditional method of teaching pronunciation. This research supplies to the discourse on the innovative teaching approach, offering practical recommendation in enhancing pronunciation skills in higher education.
HUMANISM and TESOL Wisda Ramadhani Robi’ah; Farida Nur Fatinah
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol. 3 No. 1 (2025): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Januari-Juni 2025
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/2p9g4g86

Abstract

The humanistic approach in language teaching emphasizes the importance of emotional and social aspects, alongside cognitive development, to create a holistic learning environment. This study aims to explore the application of humanistic methods, particularly Community Language Learning (CLL) and Suggestopedia, in teaching English as a Foreign Language (EFL). Using a literature analysis method of academic articles and documents, this research identifies the applications, benefits, and challenges of these approaches. The findings reveal that CLL enhances learners' fluency and confidence through community-based interaction and the teacher’s role as a facilitator. Suggestopedia, on the other hand, frees learners from psychological barriers, fostering creativity, motivation, and emotional well-being. In the context of TESOL, the integration of humanistic principles has been proven to support effective, meaningful, and learner-centered language learning by addressing both emotional and cognitive needs.
Strategi Pembelajaran dalam Penguatan Motivasi untuk Meningkatkan Prestasi Akademik Siswa Dini Sekar Arum; Ma&#039;mun Hanif
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol. 3 No. 1 (2025): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Januari-Juni 2025
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/q7e2fg24

Abstract

Motivasi memainkan peran sentral dalam menentukan prestasi akademik siswa. Penelitian ini mengkaji strategi untuk meningkatkan motivasi siswa, dengan fokus pada faktor internal dan eksternal yang mempengaruhi proses pembelajaran. Dengan menggunakan metode tinjauan literatur kualitatif, penelitian ini mengeksplorasi berbagai teori dan temuan untuk mengusulkan solusi praktis untuk meningkatkan motivasi. Hasil analisis menunjukkan bahwa faktor internal seperti efikasi diri dan kecerdasan emosional, serta faktor eksternal seperti kreativitas guru dan dukungan orang tua, secara signifikan mempengaruhi antusiasme siswa untuk belajar. Selain itu, menetapkan tujuan pembelajaran yang jelas dan terukur serta memberikan tantangan yang sesuai dengan kemampuan siswa sangat penting untuk menjaga motivasi. Studi ini menyimpulkan bahwa strategi seperti menggunakan metode pengajaran yang menarik, memanfaatkan media visual, dan menciptakan lingkungan kelas yang mendukung dapat secara efektif meningkatkan motivasi siswa. Temuan ini memberikan wawasan yang berharga bagi para pendidik dan pembuat kebijakan yang bertujuan untuk mengoptimalkan hasil pembelajaran. 
Authentic Assessment in Kurikulum Merdeka: Benefits, Challenges, and Implementation Strategies Wisda Ramadhani Robi&#039;ah
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol. 3 No. 1 (2025): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Januari-Juni 2025
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/a9zpxd36

Abstract

Authentic assessment plays a crucial role in enhancing the relevance and effectiveness of education, particularly within the framework of Kurikulum Merdeka. This study aims to explore the benefits, challenges, and implementation strategies of authentic assessment in Indonesian schools. Using a qualitative approach through a systematic literature review, data were collected from scholarly articles, academic books, and official documents. The findings reveal that authentic assessment enhances student engagement, motivation, 21st-century skills, and provides actionable feedback for continuous improvement. Key challenges include significant time and resource requirements, maintaining consistent assessment standards, and the lack of teacher training. Proposed strategies include professional development programs, resource allocation, and the development of comprehensive guidelines. These findings highlight the importance of support systems to ensure the effective integration of authentic assessment, aligning with Kurikulum Merdeka’s goal of preparing students for real-world challenges.
SOCIAL EMOTIONAL LEARNING ON STUDENTS’ LEARNING MOTIVATION TO YOUNG LEARNERS Sri Sulis Kurniawati
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol. 3 No. 1 (2025): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Januari-Juni 2025
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/gyzbhw61

Abstract

This study investigates the impact of Social Emotional Learning (SEL) on the learning motivation of young learners. SEL, a framework that integrates social and emotional development into the learning process, plays a crucial role in shaping students' attitudes and behaviors toward education. By utilizing a Systematic Literature Review (SLR) method, this research synthesizes findings from various academic sources to understand how SEL programs enhance motivation among young learners. The study identifies key strategies within SEL, such as fostering self-awareness, empathy, and effective communication, that contribute to creating a positive and engaging learning environment. Findings from the review suggest that SEL implementation not only improves students’ motivation but also supports their overall academic and emotional development. This research provides valuable insights for educators and policymakers seeking to incorporate SEL into early education systems, aiming to foster more motivated and emotionally resilient learners.
Understanding the Difference between Authentic Assessment and Traditional Assessment Farida Nur Fatinah; Muamaroh; Mauly H.H; Yeny Prastiwi; Nur Hidayat
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol. 3 No. 1 (2025): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Januari-Juni 2025
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/ctg91t98

Abstract

This qualitative study aims to investigate the differences between traditional and authentic assessments in education in order to improve teaching and learning practices. Using a descriptive literature study method, this study analyses various relevant academic sources to identify the strengths and weaknesses of both types of assessments. The results show that authentic assessments are more effective in measuring critical thinking and problem-solving skills, while traditional assessments are more suitable for evaluating memorization and basic skills. The conclusion of the study recommends the use of a combination of both types of assessments to support deeper learning and better educational outcomes.
The Role of Evaluation in the Selection of Learning Materials for a Dynamic Curriculum Winda Sri Handayani; Ninda Alfia; Hariyatun Hariyatun; Muamaroh Muamaroh; Koesoemo Ratih
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol. 3 No. 1 (2025): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Januari-Juni 2025
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/z4q46z40

Abstract

This study aims to explore how teachers evaluate and select appropriate teaching materials to ensure their alignment with learning objectives and student needs. Using a descriptive qualitative approach, data were collected through document analysis and structures interviews with teachers. The analysis focused on the criteria used in the evaluation process, challenges faced in selecting materials, and strategies to overcome these challenges. The results indicate that teachers prioritize the relevance of teaching materials to students’ levels of understanding and learning objectives. However, they often face constraints such as limited budgets, restricted access to quality mterials, and time constraints for conducting evaluations. Despite these challenges, teachers demonstrate creativity by adapting existing materials and utilizing local resources. This study concludes that evaluation play a crucial role in ensuring the quality of teaching materials, while creative and flexible approaches help teachers address challenges effectively. These findings undercore the importance of integrating evaluation and innovation in teaching material selection to enhance the teaching and learning process within a dynamic curriculum framework.
Pembelajaran Kolaboratif dalam TEFL: Pendekatan Konstruktivis Sosial Melalui Lensa ZPD Mahmoud Amjad Mohammad Bolad; Hateenah Ali Sulaiman Yousef; Khanngeun Vongsawath; Miss Nuro Sabuela; Endang Fauziati
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol. 3 No. 1 (2025): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Januari-Juni 2025
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/xf991777

Abstract

This research highlighted the role of collaborative learning in the frame of Teaching English as a Foreign Language (TEFL) within the lens of a social constructivist learning theory, with a specific highlight on the Zone of Proximal Development (ZPD) created by Vygotsky. This study applied a qualitative method, collecting data from a reflective journal and follow-up interviews with four participants involved in a collaborative TEFL-based activity writing an article to gather their insights and experiences while doing so. The results indicated how involvement in critical thinking, peer support, and active participation within a collaborative set, influenced the participants’ English language skills and academic development within the TEFL context. The research contributes to the literature by illustrating the effectiveness of combining ZPD and social constructivist principles in TEFL, providing usable knowledge for educators and policymakers to implement these collaborative techniques that provide in-depth linguistic understanding and more positive learning environment.
Analysis of Kim Namjoon’s Speech Using Systemic Functional Linguistics (SFL): “We Have Learned to Love Ourselves, so Now I Urge You to Speak Yourself” Wisda Ramadhani Robi&#039;ah; Farida Nur Fatinah; Anita Arum Cahyani
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol. 3 No. 1 (2025): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Januari-Juni 2025
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/dy059969

Abstract

This study applies Systemic Functional Linguistics (SFL) with a focus on transitivity analysis to examine Kim Namjoon’s speech at the United Nations General Assembly. The analysis explores how linguistic processes such as material, mental, and relational are used to construct themes of identity, self-love, and collective empowerment. Using a qualitative approach, the study categorizes clauses based on processes, participants, and circumstances to uncover their ideational meaning. Findings reveal that material processes dominate the speech, emphasizing actions and their real-world impacts, while mental and relational processes add depth to personal reflection and identity construction. These processes effectively connect the speaker’s individual experiences with global messages of self-empowerment and social responsibility. This study highlights the power of language in shaping discourse, providing insights into how personal narratives can influence collective action and advocacy.
A REVIEW OF SCHEMA THEORY IN STUDENTS’ READING COMPREHENSION Aninda Shinta Fatimatus Siha; Alan Joko Purnomo Alan; Endang Fauziati
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol. 3 No. 1 (2025): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Januari-Juni 2025
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/f8dgb784

Abstract

This research examines the application of Schema Theory in enhancing students' reading comprehension. Schema Theory highlights the role of prior knowledge—formal, content, and linguistic schemata—in understanding texts. It emphasizes the cognitive processes through which readers connect new information with pre-existing mental structures, improving comprehension and engagement. Despite its potential, challenges such as unfamiliarity with text structures, cultural gaps, and limited vocabulary persist. The study explores instructional strategies to activate and utilize schemata effectively, including pre-reading activities (e.g., brainstorming), while-reading techniques (e.g., guided reading), and post-reading tasks (e.g., summarizing). Findings from various studies highlight the importance of tailored approaches to schema activation, such as integrating cultural context, predicting content, and refining existing schemata. This paper argues that applying Schema Theory can enhance reading instruction, address diverse learners' needs, and improve literacy outcomes.

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