Tirai Edukasi : Jurnal Pendidikan
TIRAI EDUKASI: Jurnal Pendidikan is a scientific publication managed by the Science Education Study Program and published by the Institute for Research and Community Service (LPPM), Universitas Qamarul Huda Badaruddin. The journal serves as a platform for researchers, educators, practitioners, and policymakers to disseminate original research, conceptual papers, and reviews in the field of education. The scope of the journal covers, but is not limited to, the following areas: Science Education: teaching and learning strategies, curriculum development, assessment and evaluation, integration of technology in science learning, and innovations in science pedagogy. Educational Technology: digital learning environments, e-learning, mobile learning, artificial intelligence in education, and technology-enhanced teaching and assessment. Educational Psychology and Pedagogy: motivation, critical thinking, problem-solving skills, creativity, scientific attitudes, and scientific process skills. Curriculum and Instruction: curriculum design, classroom practices, interdisciplinary approaches, and competency-based learning. Teacher Education and Professional Development: teacher training, reflective practices, instructional leadership, and teacher competencies. Educational Policy and Management: school leadership, quality assurance in education, inclusive education, and educational innovation for sustainable development. The focus of the journal is to publish scholarly works that contribute to the advancement of theory, practice, and policy in education, particularly those that promote innovation, critical engagement, and transformative learning in various educational contexts. The journal welcomes manuscripts that highlight empirical research, theoretical analyses, or practical applications with relevance at local, national, or international levels.
Articles
122 Documents
<![CDATA[The Impact of Improving Students’ Vocabulary Mastery through Telling Daily Activities among Grade X Students of Vocational School ]]>
<![CDATA[Zulkarnain, Iskandar]]>;
<![CDATA[Wahab, Abdul]]>;
<![CDATA[Hendriani, Ria]]>
<![CDATA[ Tirai Edukasi : Jurnal Pendidikan Vol. 7 No. 2 (2024): Tirai Edukasi Desember 2024 ]]>
Publisher : <![CDATA[Universitas Qamarul Huda Badaruddin ]]>
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DOI: 10.37824/astasb66
<![CDATA[This study investigates the effectiveness of the "Telling Daily Activity “Technique in improving English vocabulary mastery among Grade X students of SMK Pariwisata Arruhul Jadiid Tanak Beak in the academic year 2025/2026. Employing a quantitative approach with a pre-experimental design (One Group Pretest-Posttest), the research involved 14 students. Data were collected using vocabulary tests, interviews, and classroom observations. Findings indicate that the average pre-test score was 46.78, while the post-test average increased significantly to 70.35. A paired sample t-test revealed a t-count of 4.704 with a significance level of 0.000 (<0.05), confirming a significant difference between pre-test and post-test scores. These results demonstrate that telling daily activities is effective in enriching students’ vocabulary, enhancing confidence, motivation, and active classroom participation. The study affirms the importance of contextual learning strategies in language acquisition at vocational schools.]]>
<![CDATA[Analyzing Students’ Skills in Using Passive Voice Simple Past Tense at Second Grade of High School ]]>
<![CDATA[Sapudra, Wawan]]>;
<![CDATA[Syukron Sidik, Ahmad]]>;
<![CDATA[Hendriani, Ria]]>
<![CDATA[ Tirai Edukasi : Jurnal Pendidikan Vol. 7 No. 2 (2024): Tirai Edukasi Desember 2024 ]]>
Publisher : <![CDATA[Universitas Qamarul Huda Badaruddin ]]>
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DOI: 10.37824/7srqzy14
<![CDATA[This study investigates the ability of second-grade students at MA Da’watul Khaer Kumbak Luah to use the Passive Voice in the Simple Past Tense and the obstacles they face in the learning process. Employing a descriptive qualitative research design, data were gathered through observations, interviews, questionnaires, and documentation. Findings reveal that students’ mastery of the Passive Voice in Simple Past Tense is predominantly low to moderate. Students commonly struggle with distinguishing between active and passive structures, selecting appropriate forms of the verb to be, and recalling past participle (V3) forms. Internal challenges include low grammar mastery, minimal motivation, and lack of independent learning, while external factors encompass conventional teaching methods, limited media, and restricted use of technology. The study emphasizes the need for innovative, interactive teaching strategies, contextualized modules, and the integration of technology-based learning tools. These interventions are expected to enhance learners’ competence in constructing and applying Passive Voice structures accurately.]]>
<![CDATA[Enhancing Writing Skills through English Short Story Creation among Tenth-Grade Students at High School ]]>
<![CDATA[Sartikawati, Dewi]]>;
<![CDATA[Wahab, Abdul]]>;
<![CDATA[Hendriani, Ria]]>
<![CDATA[ Tirai Edukasi : Jurnal Pendidikan Vol. 8 No. 1 (2025): Tirai Edukasi Juni 2025 ]]>
Publisher : <![CDATA[Universitas Qamarul Huda Badaruddin ]]>
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DOI: 10.37824/ez3s4h54
<![CDATA[This research examines the effectiveness of English short story creation as a method to enhance students’ writing skills. Conducted at MA Al-Ma’arif Bonder with a sample of 16 tenth-grade students, the research employed a pre-experimental one-group pre-test and post-test design. Writing skills were assessed based on five aspects: ideas/content, structure, vocabulary, grammar, and mechanics. Data were analyzed using descriptive statistics and a paired sample t-test with SPSS 25. Results revealed significant improvement in students’ writing performance, with the mean score increasing from 56.8 in the pre-test to 75.3 in the post-test. The paired sample t-test produced a significance value of 0.000, indicating a positive effect of short story writing on students’ writing proficiency. This suggests that integrating creative writing activities into English instruction can foster students’ language development, motivation, and creativity.]]>
<![CDATA[The Effect of Using Modern English Song Lyrics to The Vocabulary Mastery of Grade VIII ]]>
<![CDATA[Subandi Maulana, Erik]]>;
<![CDATA[Putraidi, Karyawan]]>;
<![CDATA[Hamjah, Hamjah]]>
<![CDATA[ Tirai Edukasi : Jurnal Pendidikan Vol. 7 No. 2 (2024): Tirai Edukasi Desember 2024 ]]>
Publisher : <![CDATA[Universitas Qamarul Huda Badaruddin ]]>
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DOI: 10.37824/0cfjgh69
<![CDATA[This study investigates the effectiveness of modern English song lyrics as a medium for improving vocabulary mastery among eighth-grade students at SMPN 3 Praya in the academic year 2025/2026. A quantitative approach with a quasi-experimental design was employed, involving two groups: the experimental class taught using modern English songs and the control class taught with conventional methods. Each class consisted of 24 students selected purposively. Data were collected through pre-tests, post-tests, questionnaires, and documentation, and analyzed using descriptive statistics, normality and homogeneity tests, paired sample t-tests, and Mann-Whitney U tests. Findings revealed that the experimental group’s mean score increased significantly from 34.79 to 72.08, while the control group improved from 40.58 to 60.83. Statistical results confirmed that the difference between the groups was significant (p < 0.05). These outcomes suggest that modern English song lyrics not only enhance vocabulary mastery but also foster student motivation and classroom engagement. The study concludes that incorporating modern English songs into English teaching can create a more dynamic and enjoyable learning environment.]]>
<![CDATA[The Used of Cooperative Learning And Peer Feedback To Improve Students Speaking Skill at Vocational Hight School Qamarul Huda ]]>
<![CDATA[Yatna, Mazhuri Bakti]]>;
<![CDATA[Syukron Siddik, Ahmad]]>;
<![CDATA[Hasbullah , Hasbullah]]>
<![CDATA[ Tirai Edukasi : Jurnal Pendidikan Vol. 7 No. 1 (2024): Tirai Edukasi Edisi Juni 2024 ]]>
Publisher : <![CDATA[Universitas Qamarul Huda Badaruddin ]]>
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DOI: 10.37824/01jtwz73
<![CDATA[ This study investigates the effectiveness of Cooperative Learning strategies combined with Peer Feedback in improving the English-speaking skills of tenth-grade students at SMK Qamarul Huda during the academic year 2025/2026. Employing a quantitative approach with a one-group pre-test and post-test design, the research involved 21 students as participants. Data were collected using speaking performance assessments focusing on fluency, pronunciation, grammar, vocabulary, and comprehension. Statistical analyses were conducted using paired sample t-tests with SPSS version 29. Results revealed a significant improvement in students’ speaking performance after the implementation of Cooperative Learning and Peer Feedback, with the mean score rising from 62.7 (pre-test) to 72.2 (post-test). The paired sample t-test indicated a Sig. (2-tailed) value of 0.000 < 0.05, confirming a statistically significant difference. Findings demonstrate that Cooperative Learning fosters interaction and participation, while Peer Feedback provides constructive reflection and correction, thus enhancing confidence and linguistic accuracy. The study concludes that integrating these two approaches is effective in fostering meaningful and interactive speaking practice for vocational school students.]]>
<![CDATA[The Integration Duolingo as a Technology-Based Approach to Improve Students’ Motivation and Vocabulary Skills at SMP ISLAM YUHA Cempaka Putih ]]>
<![CDATA[Ningsih, Nadia]]>;
<![CDATA[Siddik, Ahmad Syukron]]>;
<![CDATA[Hamjah, Hamjah]]>
<![CDATA[ Tirai Edukasi : Jurnal Pendidikan Vol. 8 No. 2 (2025): Tirai Edukasi Desember 2025 ]]>
Publisher : <![CDATA[Universitas Qamarul Huda Badaruddin ]]>
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DOI: 10.37824/9tzgn242
<![CDATA[This study investigates the effectiveness of integrating Duolingo as a technology-based approach to enhance the learning motivation and vocabulary mastery of seventh-grade students at SMP Islam YUHA Cempaka Putih. Employing a quantitative method, the research adopted a pre-experimental one-group pre-test and post-test design. A purposive sample of 22 students participated in the study. Data were collected using a vocabulary test and a motivation questionnaire, both administered before and after the treatment. The findings revealed a significant improvement in students’ motivation, with mean scores rising from 17.09 (pre-test) to 33.50 (post-test). Similarly, vocabulary mastery scores improved from 38.86 to 68.64. A paired sample t-test confirmed the significance of these results (p < 0.05), leading to the rejection of the null hypothesis. These findings demonstrate that Duolingo is an effective technological tool to improve students’ motivation and vocabulary acquisition.]]>
<![CDATA[The Impact of Phonology-Based Vocabulary Learning on English Language Skills in the Digital Era ]]>
<![CDATA[DamayantI, Yulia]]>;
<![CDATA[Hasbullah, Hasbullah]]>;
<![CDATA[Sarwadi, Sarwadi]]>
<![CDATA[ Tirai Edukasi : Jurnal Pendidikan Vol. 8 No. 2 (2025): Tirai Edukasi Desember 2025 ]]>
Publisher : <![CDATA[Universitas Qamarul Huda Badaruddin ]]>
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DOI: 10.37824/cq0ng929
<![CDATA[This study investigates the impact of phonology-based vocabulary learning on the English language skills of eighth-grade students at SMP Islam Nurul Qur’an in the academic year 2025/2026. Employing a pre-experimental design with a one-group pre-test and post-test structure, the research involved 20 students from class VIII A as participants. Data collection was conducted through vocabulary tests (pre-test and post-test) and student questionnaires. Statistical analysis was performed using a paired sample t-test in SPSS version 25. The findings revealed a significant improvement in students’ English skills after the implementation of phonology-based learning. The mean pre-test score of 42.00 increased to 68.25 in the post-test, with the t-test showing a significance value of 0.000 (< 0.05). These results indicate that phonology-based vocabulary learning positively influences students’ vocabulary mastery and pronunciation accuracy. Questionnaire data further confirmed students’ positive perceptions, with an average score of 74.10, suggesting that the method enhanced motivation and learning engagement. The study concludes that integrating phonology-based strategies with digital media provides an effective approach to improving English language skills among junior high school students in the digital era.]]>
<![CDATA[Efektivitas Media Kahoot dalam Meningkatkan Pemahaman Siswa Kelas XI pada Mata Pelajaran Ekonomi di MA Al-Jamil Bare Eleh ]]>
<![CDATA[Hapizurrahman, Hapizurrahman]]>;
<![CDATA[Suandi, Suandi]]>;
<![CDATA[Adipta, Marazaenal]]>
<![CDATA[ Tirai Edukasi : Jurnal Pendidikan Vol. 8 No. 2 (2025): Tirai Edukasi Desember 2025 ]]>
Publisher : <![CDATA[Universitas Qamarul Huda Badaruddin ]]>
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DOI: 10.37824/feh6k871
<![CDATA[Penelitian ini dilatarbelakangi oleh rendahnya pemahaman siswa terhadap materi Ekonomi, khususnya pada topik Anggaran Pendapatan dan Belanja Daerah (APBD), akibat minimnya pemanfaatan media pembelajaran interaktif. Penelitian ini bertujuan untuk mengukur efektivitas media Kahoot dalam meningkatkan pemahaman siswa kelas XI MA Al-Jamil Bare Eleh. Metode penelitian menggunakan pendekatan kuantitatif dengan desain one-group pretest-posttest. Subjek penelitian adalah seluruh siswa kelas XI yang berjumlah 30 orang. Instrumen pengumpulan data berupa tes pilihan ganda (pretest dan posttest) serta observasi. Analisis data meliputi uji validitas, reliabilitas, normalitas, homogenitas, dan uji-t sampel berpasangan. Hasil penelitian menunjukkan adanya peningkatan rata-rata nilai sebesar 20,33 poin dengan signifikansi 0,000 (p<0,05). Hal ini membuktikan bahwa media Kahoot efektif dalam meningkatkan pemahaman siswa. Penelitian ini merekomendasikan pemanfaatan media digital interaktif sebagai alternatif strategi pembelajaran.]]>
<![CDATA[The Use of Project-Based Learning to Improve Vocabulary Among Eighth-Grade Students of Mts Nurul Iman Ujan Rintis ]]>
<![CDATA[Bakri, Rusdan]]>;
<![CDATA[Khalik, Lalu Abdul]]>;
<![CDATA[Hendriani, Ria]]>
<![CDATA[ Tirai Edukasi : Jurnal Pendidikan Vol. 8 No. 2 (2025): Tirai Edukasi Desember 2025 ]]>
Publisher : <![CDATA[Universitas Qamarul Huda Badaruddin ]]>
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DOI: 10.37824/y6dwxj94
<![CDATA[This research aimed to determine the effect of Project-Based Learning (PBL) in improving the vocabulary skills of eighth-grade students of MTs Nurul Iman Ujan Rintis. This study was motivated by the observation that students often rely on traditional learning methods, which can lead to low motivation and a temporary retention of vocabulary. This research used a quantitative pre-eksperimental design with a one-group pre-test and post-test approach. The sample consisted of 19 students from grade VIII A, comprising 8 males and 11 females. The findings show a significant improvement in students’ vocabulary scores, with the average score increasing from 43.15 in the pre-test to 63.94 in post-test. The paired sample t-test confirmed the significance of the results, with a t-test value of -9.572 and a significance value of 0.000 (<0.05). These results indicate that PBL is an effective method for enhancing students’ vocabulary mastery and that students were more motivated and enthusiastic about learning through projects.]]>
<![CDATA[Analyzing Challenges Faced by Students in Learning Vocabulary at Seventh Grade of MTs Qamarul Huda Bagu ]]>
<![CDATA[Hidayatullah, Hidayatullah]]>;
<![CDATA[Hasbullah, Hasbullah]]>;
<![CDATA[Herman, Herman]]>
<![CDATA[ Tirai Edukasi : Jurnal Pendidikan Vol. 8 No. 2 (2025): Tirai Edukasi Desember 2025 ]]>
Publisher : <![CDATA[Universitas Qamarul Huda Badaruddin ]]>
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DOI: 10.37824/vgfgeg96
<![CDATA[This study investigates the challenges faced by seventh-grade students at MTs Qamarul Huda Bagu in mastering English vocabulary. Vocabulary mastery is essential for developing the four core language skills: listening, speaking, reading, and writing. However, many students struggle with comprehension, retention, and practical application of vocabulary in real-life contexts. A qualitative case study was employed, combining online surveys of 22 students and interviews with English teachers, supplemented by documentation. Thematic analysis revealed five key challenges: difficulty understanding new vocabulary, frequent forgetting of learned words, boredom during lessons, shyness or lack of confidence, and limited opportunities to use English outside the classroom. Teachers also highlighted gaps in students’ initial abilities and limitations in technological resources. Nevertheless, contextual teaching and learning (CTL), interactive games, songs, and visual media proved effective in engaging students. Findings suggest that vocabulary learning strategies must integrate multimedia tools, psychological support, and increased practice opportunities. This study underscores the importance of varied pedagogical approaches and supportive environments in enhancing vocabulary mastery]]>
