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Edelweiss : Journal of Innovation in Educational Research
Published by Cv. Mitkom Indotama
ISSN : -     EISSN : 30217717     DOI : 10.62462/edelweiss.v1i1.4
Core Subject : Education,
Education
Edelweiss : Journal Of Innovation in Educational Research (E-ISSN:3021-7717) is a journal of multidisciplinary research in education. This journal published four (4) times a year , January, July, September and December. Our journal is committed to advancing the understanding and practice of innovative and effective approaches to education. We aim to provide a platform for researchers, educators, policy makers, and students to share their insights and experiences, contributing to the development of more inclusive and impactful educational systems worldwide. Our journal primarily focuses on the following areas: 1. Language Pedagogy - Teaching English as Foreign Language - Indonesian Language Education 2. Social Science Education 3. Health and Sport Education Science 4. Mathematics and Natural Science Education 5. Special Education 6. Non-Formal Education 7. Primary Teacher Education 8. Educational Psychology 9. Assessment and Evaluation 10. Educational Technology
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 51 Documents
 1   2   3   4   5 
The EFFECTIVENESS OF DEVELOPING A GUIDEBOOK FOR WRITING JOB APPLICATION LETTERS WITH CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) APPROACH AND PROBLEM BASED LEARNING (PBL) MODEL ON GRADE XII STUDENTS OF SMAN 14 PADANG Khotimah, Khusnul; Dina Fitria Handayani; Winda Noprina
Edelweiss : Journal Of Innovation In Educational Research Vol. 2 No. 1 (2024): Edelweiss : July 2024
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v2i2.26

Abstract

Teaching materials that are less relevant to the needs of students can affect the effectiveness of learning, so it is necessary to develop teaching materials according to the needs of students to achieve learning objectives. This study aims to describe the feasibility of teaching materials for job application letter writing guidebooks with a content and language integrated learning (CLIL) approach and a problem based learning (PBL) model, analyze the effectiveness, and practicality of student responses to teaching materials for guidebooks. This type of research is research and development (Research & Development) with the 4D model from Thiagarajan which includes define, design, develop, and disseminate. Product validity instruments were obtained from material experts, language experts, and design experts. The study showed (1) the feasibility of developing a "very valid" guidebook based on the average assessment results from the validator of 84.29%, namely material validity of 93.75%, language validity of 82.14%, and design validity of 77%. (2) The effectiveness of the teaching materials of the guidebook shows an average learning response of the experimental class of 86.90% (3) The teaching materials of the guidebook are considered practical because they are able to make it easier for students and support the learning process based on the results of the study, the student response was 85.39% with the criteria of "very practical". Based on the results of the percentage of teaching materials of the guidebook for writing job application letters with the content and language integrated learning (CLIL) approach and the effective problem based learning (PBL) model, it was stated as "very suitable" as a learning resource for students.
AN ANALYSIS OF THE FACTORS OF STUDENT’S DIFFICULTIES IN READING COMPREHENSION AT VIII (G) GRADE AT SMP N 30 SEMARANG Yustika Ratri Ningrum; T Sri Suwarti; Ajeng Setyorini
Edelweiss : Journal Of Innovation In Educational Research Vol. 2 No. 1 (2024): Edelweiss : July 2024
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v2i2.27

Abstract

Reading take a very important role in contributing students background knowledge to speak and to write. However, many students still have difficulties in understanding the words, comprehending the reading text, making inference, determining main idea, and locating reference.The objective of this research is to find outstudents’ difficulties in comprehending reading text and what strategiesused to overcome the difficulties. This research was a qualitative research and used descriptive method to expose the data which was collected by questionnaire and analyzed using Likert scale.The sample was the third year students of SMPN 30 Semarang. The questionnaire consisted of 15 statements related to their opinion on difficulties in comprehending reading text. Other 20 statements related to their strategies in overcoming the difficulties namely metacognitive and cognitive.The data revealed that 75% of the students had strong and 5,6% students had very strong comprehension. This meant that the students had good orvery good reading comprehension ability but some students still got difficulties. Besides, there were 2, 8% of the students had weak comprehension and 16, 6% had average level of comprehension or had a bit of difficulties. In using the two strategies, the students had Average criterion (55,5%). They mostly tended to use metacognitive strategies (78%) in reading comprehension
Picture Story Media to Improve Reading Ability in 2nd grade students at SD Gajah Mada Simanjuntak, Vitalia Hanako Murni; Fernando De Napoli Marpaung; Muhammad Fadli; Supriadi
Edelweiss : Journal Of Innovation In Educational Research Vol. 2 No. 1 (2024): Edelweiss : July 2024
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v2i2.28

Abstract

This study examines the effectiveness of picture story media in enhancing the reading abilities of second-grade students at SD Gajah Mada. Reading is a crucial skill for elementary students, but many face challenges in developing this skill, as evidenced by the average reading score of 63 at the school. To address this issue, picture story media was introduced as an engaging and interactive learning tool aimed at improving students' reading comprehension and motivation. Classroom action research (CAR) was employed, involving a reflective cycle of planning, action, observation, and reflection. In Cycle 1, the average reading score of students increased from 50.3% to 63.7% after implementing picture story media, with 65.8% of students meeting the passing criteria. Cycle 2 showed further improvement, with the percentage of students scoring between 75-100 rising from 43% to 93.2% by the end of the cycle. These results highlight the significant impact of picture story media in boosting students' reading skills and engagement. The findings support the use of visual aids in education, demonstrating that picture story media can effectively enhance reading abilities among young learners. The study contributes to the field of language education and provides practical insights for teachers in selecting effective learning media. Future research is suggested to explore the long-term effects of picture story media and its application in various educational contexts.
Developing Website English Learning Application with Google Site to Enhance Grammar Understanding Ardiel, Vonny; Sri Mulyani Rusli
Edelweiss : Journal Of Innovation In Educational Research Vol. 2 No. 1 (2024): Edelweiss : July 2024
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v2i2.29

Abstract

Grammar understanding is the main point to get the English skill. This study explores the development of a website-based English learning application aimed at enhancing grammar understanding, utilizing Google Sites as the platform. The application was developed following the System Development Life Cycle (SDLC) - Waterfall Model, encompassing phases of requirements analysis, system design, implementation, testing, and deployment. The primary objective was to create an accessible, user-friendly platform that provides comprehensive grammar tutorials, interactive exercises, and quizzes to reinforce learning. During the development process, key user needs were identified, leading to the design of a structured and responsive website. The implementation phase focused on integrating multimedia content and interactive elements to engage learners and facilitate effective grammar practice. Testing involved both functionality and user experience assessments, with feedback indicating that the application successfully supported grammar learning, though some improvements were recommended for clarity and content breadth. The study concludes that using Google Sites for educational purposes offers a practical solution for creating accessible learning tools. The application demonstrated significant potential in enhancing grammar understanding among users, with future improvements suggested to expand the range of topics and interactive features. This project provides a foundation for further exploration of web-based language learning applications using low-cost, widely available platforms.
AN ANALYSIS OF STUDENTS’ ERRORS IN CHANGING ACTIVE VOICE TO PASSIVE VOICE: A CASE OF THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 1 GUBUG IN ACADEMIC YEAR 2023/2024 Emy Nurussa’adah; Siti Lestari; Maria Yosephin
Edelweiss : Journal Of Innovation In Educational Research Vol. 2 No. 1 (2024): Edelweiss : July 2024
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v2i2.30

Abstract

This study aims to determine the types of error that are made by the students in changing active voice to passive in simple present tense and simple past tense, and the factors that cause the students make errors in changing active voice to passive voice in simple present tense and simple past tense. The method used in this study was qualitative method. The subject of this study was XI-1 class of SMA Negeri 1 Gubug. The researchers took 30 students as the sample. The data was collected through observation, test and questionnaire. The result of the error analysis showed that the students made errors into four types, those were omission (103 errors or 13.8%), addition (65 errors or 8.7%), misformation (510 errors or 68.4%) and misordering (68 errors or 9.1%). According to the Brown’s theory and the finding of this study, the researchers found that the factors causing the students made errors were classified as intralingual transfer, interlingual transfer, context of learning and communication strategies
ENHANCING FOURTH-GRADE STUDENTS' ENGLISH VOCABULARY MASTERY THROUGH THE SING AND PLAY METHOD IN MIS BAITURRAHMAN ACADEMIC YEAR 2023/204 Johan Farela
Edelweiss : Journal Of Innovation In Educational Research Vol. 1 No. 4 (2024): Edelweiss: April 2024
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v1i4.31

Abstract

This study was structured with the aim of increasing students' vocabulary mastery, increasing motivation and learning outcomes of English for 4th grade students of MIS Baiturrahman Basilam BL 2022/2023 Academic Year using the Sing and Play method. This type of research is Classroom Action Research (CAR). In this study, researchers applied research in three cycles. Researchers used two data collection techniques, namely: observation and tests. Data is classified in the form of qualitative and quantitative. Qualitative data were obtained from observations while quantitative data were obtained from student learning outcomes. The subjects of this study were 4th grade students at MIS Baiturrahman Elementary School, totaling 16 students. Data were analyzed and presented in tabular form. These results also simultaneously show that the use of the Sing and Play method can improve English vocabulary mastery and learning activity for 4th grade students at MIS Baiturrahman Elementary School.
IMPROVING VOCABULARY MASTERY IN STUDENTS USING SHADOWING TECHNIQUES CLASS VII MTs. NURUL IMAN TELAGA JERNIH SECANGGANG ACADEMIC YEAR 2022 – 2023 Rindiani Naransyahputri
Edelweiss : Journal Of Innovation In Educational Research Vol. 1 No. 4 (2024): Edelweiss: April 2024
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v1i4.32

Abstract

The problem why students experience difficulties in following English lessons is a problem of the most basic abilities students do not have, namely their lack of mastery of English vocabulary.. This study aims to analyze the increase in vocabulary mastery related to verbs and demonstratives in class VII students of MTs. through the use of shadowing learning techniques. This research is a classroom action research. The subjects of this study were 24 class VII students with details of 18 boys and 6 girls. Data collection techniques using techniques quantitative descriptive. The results of the data analysis of the average score of students' vocabulary tests in cycle I were equal to50,83and the average score of students' vocabulary tests in cycle II is equal to61.25, meanwhile the average score of students' vocabulary tests in cycle III is equal to71.04. From cycle I to cycle III there was an increase of 20.21. So, student learning outcomes in vocabulary mastery related to verbs and demonstratives through the use of shadowing techniques in class VII MTs students increased. The research implication is that English teachers are expected to use shadowing learning techniques because it can improve vocabulary mastery related to verbs and demonstratives.
IMPROVING STUDENTS’ READING COMPREHENSION THROUGH DIRECTED READING THINKING ACTIVITY (DRTA) METHOD Kosmas Pangaribuan
Edelweiss : Journal Of Innovation In Educational Research Vol. 1 No. 4 (2024): Edelweiss: April 2024
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v1i4.34

Abstract

This study is aimed to know the influence of the DRTA (Directed Reading Thinking Activity) method on the student’s reading comprehension. Bauman proposes the DRTA Method. The design of the study is experimental research. In experimental research, the research consists of two classes; there are experiment and control classes. The research includes pre-test and post-test. The population is 107 and the sample 68 students. The author uses simple random sampling to determine the sample of the study. In the pre-test data, the mean score of the experiment class is 52,87, and the mean score of control class is 52,57. In post-test data, the mean score of experimental class is 76,81 and mean score of control class is 69,14. Based on the analysis the pre-test data, the value of Tcounted is 0,025 which is compared with Ttable is 1.668 or Tcounted < Ttable. It can be stated that there is no effect on pre-test data or the ability both of class are same. Next, based on the analysis of the post-test data, the value of Tcounted is 2,6595 that compared with Ttabel is 1.668 or Tcounted > Ttable , Ha is accepted. There is an effect of the DRTA (Directed Reading Thinking Activity) method on the student’s reading comprehension.
Grammatical Errors in Essays Written by Third-Semester Students of the English Department Study Program Rames Ivak Parela
Edelweiss : Journal Of Innovation In Educational Research Vol. 1 No. 3 (2024): Edelweiss : January 2024
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v1i3.35

Abstract

This research aims to analyse the grammatical errors made by the students in writing the English essay. The author uses the types of grammar in academic writing proposed by Yakhontova (2003). The research design is descriptive qualitative, and the technique of analysing the data is content analysis. Based on the analysis, there are five grammatical errors made by students. The errors are spelling, noun, subject-verb agreement, punctuation and pronoun. The students made errors in spelling with the total error is 16% and made errors in noun with the total error is 16%. Furthermore, the students made errors in punctuation with the total error is 28 % and made errors in pronoun with the total error is 20 %. The students made errors in pronoun with the total error is 20 %. Punctuation is the most errors made by the students in writing the essay.
DEVELOPMENT OF POP-UP BOOK MEDIA IN THEMATIC LEARNING IN GRADE III SDN 101921 BERINGIN permata, lisa; Nuri Ramadhan; Syarifah Ainun Harahap
Edelweiss : Journal Of Innovation In Educational Research Vol. 2 No. 2 (2024): Edelweiss: Oktober 2024
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v2i3.36

Abstract

This study aims to: (1) produce Pop-Up Book learning media in the Thematic learning of food production technology development material in grade III SD Negeri 101921 Beringin, (2) find out the feasibility and practicality of Pop-Up Book learning media in the Thematic learning of food production technology development material in grade III SD Negeri 101921 Beringin which is valid from the results of feasibility validation by material experts, media experts, learning experts, and student responses. This research is a type of Research and Development (R&D) research with a 4D model developed by Thiagarajan (1974) which includes four steps, namely: the stages of define, design, development, and disseminate. The instruments used to collect data are interviews, documentation, and questionnaires. Based on the assessment of the validation results by material experts, 96% scores, media experts get 97.3% and learning experts get 93.3%, resulting in Pop-Up Book products that are very suitable for use for third grade elementary school students. Therefore, from the data from the validation results of the three validators, it can be concluded that the Pop-Up Book media in the Thematic learning of the Food Production Technology Development material was declared valid and there was no revision by experts, so it was declared very suitable to be used as a teaching material in learning.

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