cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Vince
Contact Email
library@ukwms.ac.id
Phone
+6231-3893933
Journal Mail Official
magister-scientiae@ukwms.ac.id
Editorial Address
Jl. Kalijudan 37, Surabaya 60114
Location
Kota surabaya,
Jawa timur
INDONESIA
Magister Scientiae
Published by Universitas Katolik Widya Mandala Surabaya
ISSN : 0852078X     EISSN : 26227959     DOI : https://doi.org/10.33508/mgs
Core Subject : Education,
Languange, Linguistic, Communication & Media
Magister Scientiae journal is published twice annually in March and October. This journal contains articles based on research report and critical analysis in teaching and learning. We only accept manuscripts which have not been published in other media, including personal blogs. The contributing manuscripts should be written in English formatted accordingly with the manuscript direction. Contributors would like to give permission for the editors to edit the manuscript without changing its substance.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 8 Documents
 1 
Search results for , issue "Vol. 54 No. 1 (2026)" : 8 Documents clear
EXPLORING THE BENEFITS OF PROJECT-BASED LEARNING IN CONTEMPORARY EFL SPEAKING INSTRUCTION Wijaya, Kristian Florensio
Magister Scientiae Vol. 54 No. 1 (2026)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v54i1.7351

Abstract

The advent of innovative, creative, and interactive learning dynamics can promote better-facilitated speaking learning activities among EFL learners. These contextualized learning models are manifested with the employment of project-based learning, where language learners are commissioned to exert a more powerful control on their personalized communication practices. This small-scale library investigation aimed to delve more deeply into the advantages of project-based learning in modern EFL-speaking learning dynamics. Hence, the researcher employed a thematic analysis while analyzing the findings of 30 previous project-based learning studies to generate more systematic and comprehensible results. From the specifically generated findings, project-based learning helped provide real-time communication practices and promote emotionally supportive speaking classroom environments among EFL learners. Some recommendations were proposed to guide future research on the implementation of project-based learning in modern EFL-speaking contexts
EXPLORING STUDENTS’ EXPECTATIONS AND REALITIES OF GROUP WORK IN EFL LEARNING: A QUALITATIVE CASE STUDY Adieli Laoli; Gulo, Dari Hati; Friska Putri Waruwu; Efen Ronalis Lase; Hendrikus Agusman Lature
Magister Scientiae Vol. 54 No. 1 (2026)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v54i1.8202

Abstract

This study explores third-semester students’ expectations and actual experiences of group work in English as a Foreign Language (EFL) learning within an English Education Study Program in higher education. Employing a qualitative descriptive case study design, the research involved ten third-semester students (five males and five females) selected through purposive sampling based on their prior experience with collaborative learning. Data were collected through open-ended questionnaires and semi-structured interviews and analyzed using thematic analysis. The findings reveal that most participants held positive expectations of group work, particularly regarding increased confidence, reduced anxiety, and greater engagement in English learning. These expectations were largely confirmed in practice, indicating an alignment between students’ expectations and classroom realities at the affective level. However, the study also identified important tensions, as unequal participation and inconsistent use of English persisted during group interactions. While group work functioned as an effective scaffold that encouraged participation, it did not automatically ensure equitable contribution or sustained target-language use. By explicitly contrasting students’ expectations with their lived classroom experiences, this study contributes to a more nuanced understanding of group work as a pedagogical strategy whose effectiveness depends on structured design and teacher scaffolding. The findings offer important implications for EFL teacher education and collaborative learning practices in higher education.
STUDENTS’ PERCEPTIONS OF THE CULTURAL APPROPRIATENESS AND SYMBOLISM BEHIND INNER GRADUATION ATTIRE: A COMPARISON BETWEEN INDONESIA AND FOREIGN COUNTRIES Waruwu, Pujawati; Laoli, Adieli; Harefa, Erlinhartayanti; Zebua, Herianto; Waruwu, Jethrialdo
Magister Scientiae Vol. 54 No. 1 (2026)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v54i1.8209

Abstract

This study examines undergraduate students’ perceptions of the cultural appropriateness, symbolic meaning, and cross-cultural awareness of inner graduation attire in Indonesian graduation ceremonies, particularly in comparison with practices abroad. A descriptive quantitative design was employed, involving twenty undergraduate students from Nias University selected through total sampling. Data were collected using a closed-ended questionnaire consisting of sixteen Likert-scale statements and analyzed by converting responses into percentages categorized as high, moderate, or low perception levels. The findings indicate that students generally hold strong and consistent perceptions regarding the cultural appropriateness and formality of inner graduation attire in the Indonesian context. Traditional clothing such as kebaya and batik is widely regarded as suitable, reflecting respect for academic institutions, cultural norms, and national identity. Participants also recognize the symbolic role of graduation attire in expressing cultural pride and belonging. However, some variation emerges in views of attire as a symbol of academic achievement, suggesting a distinction between symbolic representation and actual performance. Students demonstrate cross-cultural awareness by acknowledging differences between Indonesian and foreign graduation practices while expressing a preference for preserving local cultural values. Given the small, single-institution sample, the findings are context-specific and should be interpreted cautiously
EFL STUDENTS’ ATTITUDES TOWARD SHORT FILM-BASED JOYFUL LEARNING ACTIVITIES Saffana Salsabila; Megawati, Fika; Nafidah, Hikmah
Magister Scientiae Vol. 54 No. 1 (2026)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v54i1.7456

Abstract

Learning English needs to be supported by interesting activities and attractive media. One of the most meaningful media to assist students in developing the language component is short films. Therefore, this study aims to analyze the utilization of short films as interactive learning media in improving the English language skills of high school students. The method used is a descriptive qualitative approach with an observation technique conducted for four weeks in one of the high schools in Sidoarjo. Data were collected through direct observation of learning activities, as well as students' reflections on the use of short films in the learning process. The results showed that the utilization of short films significantly increased students' active involvement in English learning. In addition, the use of short films has a positive impact on improving vocabulary acquisition, pronunciation, and listening comprehension. The advantages of short films, such as relatively short duration, contextual and interesting content, and the use of authentic language, support a more interactive, relevant, and meaningful learning process. Thus, short films can be used as one of the effective and innovative learning media to improve students' English language skills. The results of this study are expected to be a reference for educators in designing audiovisual-based learning strategies that are more interesting and in accordance with students' need
REPRESENTATIONAL COMPETENCE AND CONCEPTUAL UNDERSTANDING IN LINEAR MOTION: DIFFERENCES BY REPRESENTATION TYPE AND GENDER Koswojo, Jane; Kusairi, Sentot; Sutopo, Sutopo; Herwinarso, Herwinarso; Rizkyanti, Elta; Daeng, Firza Farahdiba
Magister Scientiae Vol. 54 No. 1 (2026)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v54i1.8068

Abstract

This study investigates the correlation between representation competence and conceptual understanding of linear motion kinematics, by representation type and gender, among undergraduate students. A quantitative survey design was conducted with 228 students (136 male and 92 female) who had completed a basic physics course. Data were collected using seven validated essay items adapted from the Test of Understanding Graphics in Kinematics (TUG-K2) to measure students' representational competence and conceptual understanding across graphical, diagrammatic, and verbal representations. Descriptive statistics, Kruskal-Wallis test, Wilcoxon test, and Pearson correlation analysis were used. Results showed that students' representation competence was generally moderate (mean=1.130) and differed significantly across representation types, while their conceptual understanding was relatively low (mean=0.419) and varied significantly across kinematics concepts. Although female students showed slightly higher average representation competence scores, no statistically significant gender differences were found in either representation competence or conceptual understanding. A strong positive correlation was identified between representation competence and conceptual understanding, indicating a close association between the two constructs. However, the correlational design does not allow causal conclusions to be drawn. These findings highlight the importance of explicitly integrating various representations into physics teaching to support deeper conceptual understanding in linear motion kinematics
USING ACRONYM STRATEGIES TO TEACH ENGLISH TENSES: A CASE STUDY OF NON-ENGLISH-SPEAKING BACKGROUND STUDENTS Mukhzamilah; Mintowati, Maria; Mulyono; Putra, Octa Pratama; Khushik, Ghulam Abbas
Magister Scientiae Vol. 54 No. 1 (2026)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v54i1.7810

Abstract

The mastery of English tenses remains a significant challenge for many EFL learners, often exacerbated by traditional, abstract pedagogical methods that contribute to cognitive overload and performance anxiety. This study investigates the efficacy of food-based mnemonic acronyms as a cognitive scaffold to facilitate the learning and retention of grammatical structures. Adopting a qualitative research design, the study employs thematic analysis to examine the cognitive and affective shifts in the learning processes of four university students—BAW, PRN, JMM, and SDK—selected based on their diverse academic backgrounds and challenges with tense acquisition. The thematic analysis reveals that these associative tools function as vital "mental hooks," successfully lowering learners' affective filters and enhancing linguistic retrieval. The findings demonstrate a consistent transition from rote memorization and learning fatigue toward spontaneous, accurate, and organized linguistic production. Ultimately, this research provides empirical evidence that integrating creative, association-based mnemonics into the curriculum can improve grammatical fluency and transform the learning experience from a burdensome task into a structured and engaging cognitive process.
A STUDY OF PHONOLOGICAL ERRORS IN STUDENTS’ ENGLISH SPEECH PRODUCTION Medi, Divo Zidane Akbar Nugraha; Hasibuan, Hapni Nurliana H.D.; Jismulatif; Miftahul Jannah; Teresia Nataline Sitorus
Magister Scientiae Vol. 54 No. 1 (2026)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v54i1.7821

Abstract

Phonology is significant in facilitating communication, especially for university students who are learning English as a foreign language. The purpose of the study is to determine the types and causes of pronunciation errors made by students of FKIP Universitas Riau. A descriptive qualitative study was conducted by selecting sixteen students from various study programs. Pronunciation tests, recordings, and interviews were used as data collection methods, and data were analyzed using the International Phonetic Alphabet. The study identified eight types of phonological errors, characterized by vowel substitution, silent letter pronunciation, diphthong simplification, consonant substitution, cluster reduction, voicing, epenthesis, and spelling pronunciation. These errors are caused by the Indonesian phonological system, a lack of pronunciation practice, and students’ need to speak English. These findings show that pronunciation errors are common among university students and need more attention in English pronunciation classes.
IMPROVING MATHEMATICS LEARNING OUTCOMES THROUGH THE TEAM GAMES TOURNAMENT MODEL USING “GURITA SOAL” LEARNING MEDIA Elyasarikh , Annisa Alvi; Prasetya, Slamet Puji; Lestari, Tri
Magister Scientiae Vol. 54 No. 1 (2026)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v54i1.8385

Abstract

The mathematics learning outcomes of students in Grade IX-E at one of the state junior high schools in Surabaya were below the teacher’s expectations. Therefore, the Team Games Tournament (TGT), a cooperative learning model, was implemented using the “Gurita Soal” learning media to improve students’ learning outcomes. This study aimed to examine the implementation of TGT using the “Gurita Soal” learning media, which combines cooperative competition and interactive learning tools to simultaneously enhance cognitive outcomes and classroom engagement.  This study employed a Classroom Action Research (CAR) design consisting of two iterative cycles, each including planning, implementation, observation, and reflection stages. Data were collected through cognitive tests and observation sheets and analyzed using descriptive statistics and qualitative analysis. The results showed that the average student learning outcomes increased from 78.26 in the pre-action stage to 88.53 in Cycle I and 92.24 in Cycle II. In addition, improvements were observed in student participation and teacher instructional practices during the learning process.  It can be concluded that this approach effectively improves students’ mathematics learning outcomes. Future research is recommended to integrate more adaptive digital learning media to support diverse student characteristics

Page 1 of 1 | Total Record : 8

 1 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 54 No. 1 (2026) Vol. 53 No. 2 (2025) Vol. 53 No. 1 (2025) Vol. 52 No. 2 (2024) Vol. 52 No. 1 (2024) Vol. 51 No. 2 (2023) Vol. 51 No. 1 (2023) Vol. 50 No. 2 (2022) Vol. 50 No. 1 (2022) Vol. 49 No. 2 (2021) Vol. 49 No. 1 (2021) No. 48 (2020) No. 47 (2020) No. 46 (2019) No. 45 (2019) No. 44 (2018) No. 43 (2018) No. 42 (2017) No. 41 (2017) No. 40 (2016) No. 39 (2016) No. 38 (2015) No. 37 (2015) No. 36 (2014) No. 35 (2014) No. 34 (2013) No. 33 (2013) No. 32 (2012) No. 31 (2012) No. 30 (2011) No. 29 (2011) No. 28 (2010) No. 27 (2010) No. 26 (2009) No. 25 (2009) No. 24 (2008) No. 23 (2008) More Issue