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The Journal of Educational Development
Published by Universitas Negeri Semarang
ISSN : 20854943     EISSN : 25024469     DOI : https://doi.org/10.15294/jde
Core Subject : Education,
Education
It publishes scholarly articles on topics related to various branches of education including educational management, pedagogy, councelling, language education, sports, health and physical education, and other innovative undertakings in the field of education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 12 No. 2 (2024): December 2024" : 5 Documents clear
Enhancing Critical Thinking Skills through Group Investigating Models and “Datar” “Pakar” Media for Facing the 21st Century Utaminingsih, Esty Setyo; Irchamni, Achmad; Utami, Yeri; Shabrina, Monita Nur
The Journal of Educational Development Vol. 12 No. 2 (2024): December 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jed.v12i2.2009

Abstract

The critical thinking skills of fourth-grade elementary school students have been found to be lacking, hindering their ability to effectively process information. This research aims to explore the impact of group investigation learning models supported by “Datar” and “Pakar” media on enhancing critical thinking skills in social science education. Employing an experimental "One-Shoot Case Study" method, the study involved pre-testing students, implementing the group investigation model with the media tools, and post-testing to measure improvements. Data were analyzed using the N-Gain formula. The results indicated a significant enhancement in students' critical thinking abilities, with an average N-Gain score of 0.61, categorized as moderate improvement. The study concluded that the integration of innovative learning models and interactive media significantly contributes to developing critical thinking skills essential for 21st-century education. This research underscores the importance of active, collaborative, and media-supported learning approaches in elementary education, offering valuable insights for educators and contributing to the advancement of educational methodologies aimed at fostering critical thinking skills in young learners.
Integrating Faith and Ethics in Police Education: A Phenomenological Study on Character Cultivation at the Indonesian Police Academy Susilo, Sigit; Pramono, Suwito Eko; Sutarto, Joko
The Journal of Educational Development Vol. 12 No. 2 (2024): December 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jed.v12i2.2308

Abstract

This study investigates the management of cultivating the character of “kebhayangkaraan” based on faith and devotion among Level I cadets at the Indonesian Police Academy. Employing a qualitative phenomenological approach, the research was conducted at the Level I Battalion in Semarang, utilizing purposive sampling. Data were collected through in-depth interviews, engaged observation, and documentation, and validated using triangulation of sources and methods. Data analysis followed the Miles and Huberman framework. The findings highlight the importance of instilling faith and devotion in cadets who transition from civilian life to a police institution. The academy's curriculum, enriched with comparative religious studies, ethical applications, and reflective practices such as meditation and community engagement, effectively cultivates individuals who uphold law with justice, empathy, and faith. Caregivers play a pivotal role, using tailored parenting strategies to reinforce these virtues. This study contributes to the field by demonstrating how a structured approach to religious and ethical education can enhance the moral integrity and professional competence of future police officers, thus providing a model for similar institutions aiming to integrate faith-based character building into their training programs.
Developing English Proficiency through Qualitative Study of “English With Lucy” YouTube Channel Simbolon, Sulistina Ratulani; Ismahani, Siti
The Journal of Educational Development Vol. 12 No. 2 (2024): December 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jed.v12i2.4207

Abstract

In the era of globalization, utilizing online platforms for language learning has become increasingly prevalent. This study explores the use of the YouTube channel "English with Lucy" as a learning medium to enhance high school students' English speaking skills. The research aims to investigate the effectiveness of the "English with Lucy" YouTube channel in improving students' vocabulary, pronunciation, and grammar usage. Employing a qualitative descriptive approach, this study conducted observations and in-depth interviews with 26 high school students who actively engaged with the channel's content over a period of six weeks. The results revealed that 19 students displayed significant progress in vocabulary acquisition and pronunciation skills, while 7 students showed moderate improvement. Additionally, students appreciated the interactive elements and diverse content provided by the channel, which facilitated their learning process. The study concludes that the "English with Lucy" YouTube channel is an effective tool for developing English speaking skills among high school students. The findings highlight the potential of online educational resources in enhancing language proficiency and underscore the importance of integrating digital platforms into traditional educational practices.
Qualitative Findings on the Impact of Debate Techniques on English Language Speaking Competence Tarigan, Ronaldo Masti; Lubis, Yani
The Journal of Educational Development Vol. 12 No. 2 (2024): December 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/

Abstract

Debate techniques are widely recognized for their potential to enhance students' speaking skills and critical thinking abilities. This study aims to investigate the impact of debate techniques on English language speaking competence among students. Conducted at an English language learning center in Medan, this qualitative research employs classroom action research methods over a one-month period. Data were collected through observations, interviews, and document analysis. The findings indicate significant improvements in students' speaking skills, including increased confidence, fluency, and ability to construct and defend arguments. The debate techniques fostered an engaging learning environment, promoting active student participation and critical thinking. The results show that, across three cycles of debate-based instruction, students' average speaking scores increased notably, and all participants achieved the required competency levels by the final cycle. This study concludes that incorporating debate into language learning curricula can significantly enhance speaking competence. The research contributes to educational science by providing evidence that debate techniques are an effective pedagogical tool for improving oral communication skills in English, thereby supporting their integration into language education programs.
Exploring Grammarly's Effectiveness in EFL Writing through a Student Perception Study Maypida, Amalia; Damanik, Emeliya Sukma Dara
The Journal of Educational Development Vol. 12 No. 2 (2024): December 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/

Abstract

The study explored the effectiveness of Grammarly as a supportive tool in enhancing English as a Foreign Language (EFL) writing skills, based on students' perceptions. The research aimed to identify the advantages and disadvantages experienced by students using Grammarly in their writing activities. Data were collected from 30 higher education students at UIN Sumatera Utara Medan, who participated in EFL writing classes. The methodology involved questionnaires and interviews, with the questionnaires comprising 12 statements on Grammarly's usage intensity and effectiveness. Five students were selected for in-depth interviews to gain further insights into their experiences. The results indicated that students generally had positive perceptions of Grammarly, appreciating its ability to minimize grammatical errors, improve language style, and enhance word choice and punctuation. However, some drawbacks were noted, such as the need for a stable internet connection and the limited functionality of the free version. The conclusion of the study affirmed that Grammarly is a valuable tool for supporting EFL writing, providing clear and detailed feedback that helps students produce more accurate and polished written work. This research contributes to the understanding of technology-assisted language learning tools and their impact on student writing proficiency.

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