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 253 Documents
 22   23   24   25   26 
USING ONLINE GRAMMAR CHECKER TO IMPROVE GRADE TEN STUDENTS’ WRITING ACHIEVEMENT AND WRITING QUALITY Tasniima Melatifajri Samboja; Susana Teopilus; Alberik Ryan Tendy Wijaya
Magister Scientiae Vol. 52 No. 2 (2024)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v52i2.5698

Abstract

Writing is a way to express one’s ideas. Good writing is important to uphold various aspects of life, including education, work, and social interaction. However, writing is considered a difficult skill by students. This research aims to find out whether students’ writing achievement and writing quality can be improved using the Grammarly application, which was proved by the data collected from the pre-test and post-test. The study used a pre-experimental method. The research subjects were grade ten students of a private high school in Surabaya. It showed that there was a significant difference in the writing achievements. The data showed that the mean of the pre-test was 82.641, the N was 32. The mean score of the post-test was 87.203. This study reveals that Grammarly has been proven effective in improving students' writing quality in terms of the three writing aspects, namely vocabulary, mechanics, and language use.
ENGLISH EDUCATION STUDENTS’ PERCEPTIONS OF CHATGPT AI IN ENGLISH LEARNING TOOL Hertiki - Hertiki; Farah Alifiah; Razanawati Nordin
Magister Scientiae Vol. 53 No. 2 (2025)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v53i2.5809

Abstract

This research explored English education students' perceptions of ChatGPT AI as an English learning tool at Universitas PGRI Adi Buana Surabaya. As AI becomes more relevant in education, understanding students' experiences and challenges is increasingly important. The research employed a qualitative descriptive method, using open-ended questions interviews to gather insights from five participants. Findings revealed notable benefits, such as time efficiency, enhanced grammar and vocabulary knowledge, increased productivity, promotion of independent learning, and adaptability to diverse learning needs. However, challenges like over-reliance, overly general responses, technical disruptions, the necessity for specific prompts, and limitations in providing credible academic sources were also identified. The research underscored ChatGPT's potential as a supplementary tool that supported language learning while highlighting the importance of human guidance in maintaining educational balance.
A SYSTEMATIC LITERATURE REVIEW ON THE INTEGRATION OF AI IN HIGHER EDUCATION J. Priyanto Widodo; Hariyanto Hariyanto; Anggun Purnomo Arbi
Magister Scientiae Vol. 52 No. 2 (2024)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v52i2.5826

Abstract

This research presents a literature review on the integration of artificial intelligence (AI) in the higher education. This study used a systematic literature review research design. The findings show that AI has the capacity to improve student engagement, critical thinking skills, and teaching effectiveness. In addition, AI contributes to improving language and journalistic writing skills, as well as creating a dynamic learning environment. However, there are moral as well as ethical challenges. These include privacy, algorithm fairness, and over-reliance on this technology. This research ultimately highlights the importance of strategic and ethical application of AI in the context of higher education. It also highlights that there is a need for further research into the long-term impact of the integration of these technologies. The development of more comprehensive AI models and theories is also needed to ensure more responsible and equitable use.
THE INFLUENCE OF COMPUTATIONAL THINKING SHEET FOR KIDS (CTSK) MEDIA ON COGNITIVE DEVELOPMENT ASPECTS OF CHILDREN AGED 5-6 YEARS Sindy Anugerah; Regina Christine Takumansang; Anita Roslina Simanjuntak; Kristin Anggraini
Magister Scientiae Vol. 52 No. 2 (2024)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v52i2.5834

Abstract

Computational Thinking (CT) or computational thinking is a cognitive or thinking process that involves logistical reasoning. CT needs to be taught to children from an early age because it can help children develop critical thinking skills, creativity and problem-solving abilities which are developed through aspects of cognitive development using Computational Thinking Sheet For Kids (CTSK) media. The research was carried out at Indriyasana VII Kindergarten Surabaya with the aim of finding out the effect of using CTSK media on the cognitive development of children aged 5-6 years. CTSK is a computing-based learning media specifically designed for pre-school children. This research uses quantitative research methods with a pre-experimental design. The design used is one group pretest-posttest design. The sampling technique used in this research is nonprobability sampling. The nonprobability sampling technique used in this research was saturated sampling. This research consists of 2 variables, variable x, namely CTSK and variable Y, namely aspects of cognitive development. The results of data analysis in this study used the IBM SPSS Statistics 26 application. Based on the research that has been carried out, the results of normality test data analysis using the Kolmogrov Smirnov test, it can be seen that the result is 0.11, meaning the data in this study is normally distributed. Meanwhile, the results of data analysis used the Paired Sample T-test with a sig (2 tailed) value of 0.000, which means Ha was accepted and H0 was rejected. So it can be concluded that the results of this study show that the use of CTSK has a significant influence on the cognitive development of children aged 5-6 years. Thus, the use of Computational Thinking Sheet For Kids (CTSK) media can be an effective alternative in facilitating the cognitive development of children aged 5-6 years at Kindergarten Indriyasana VII Surabaya. Implementation of CTSK can help children develop computational thinking skills, solve problems and improve other cognitive activities  
THE IMPLEMENTATION OF METACOGNITIVE STRATEGIES IN SEMINARIANS’ ONLINE READING ACTIVITY Sarce Lobi; Concilianus Laos Mbato
Magister Scientiae Vol. 52 No. 2 (2024)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v52i2.5885

Abstract

The article explores the role of metacognitive strategies in improving online reading performance among seminarians. With the rise of digital technology and the increasing reliance on online resources, it is crucial to equip seminarians with efficient metacognitive tools to enhance their understanding, analytical thinking, and overall educational journey. The study aims to identify specific metacognitive strategies that seminarians implement to improve their online reading skills. The study found that seminarians were aware of metacognitive strategies, with a high percentage using planning, monitoring, and evaluation strategies in reading. Regardless, metacognitive strategy instruction is widespread among seminaries and has been successfully implemented, providing an effective alternative for teaching reading comprehension skills at the senior high school level. The study suggests practical ways for students to build their self-regulated-learning skills particularly in reading. 
THE INFLUENCE OF NARRATIVE-BASED VIDEO GAMES ENGAGEMENT ON ENGLISH VOCABULARY MASTERY: A NARRATIVE INQUIRY Petrus Dian Erya; Johanes Leonardi Taloko
Magister Scientiae Vol. 52 No. 2 (2024)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v52i2.5919

Abstract

Vocabulary holds an essential role to language acquisition process. One of the ways to improve vocabulary mastery is through playing video games as it offers authentic linguistic stimulation to the players. This study explores how engagement with narrative-based video games influence English Language Learners’ (ELL) vocabulary mastery. Narrative inquiry research was done with 3 participants majoring in English and sharing about their video gaming journey throughout the years. The findings of this study showed that high-level of engagement with narrative-based video games have positive impact on the participants’ vocabulary mastery. The immersive nature of narrative-based video games offered rich contextual learning opportunities that could be implemented as supplementary tool for vocabulary development. This study also generated both theoretical and practical implications that could be beneficial for teachers and students in the realm of vocabulary acquisition strategies.
THE IMPACT OF GADGET CONSUMPTION PATTERNS ON EARLY CHILDHOOD SOCIAL INTERACTION IN ERA 5.0 Malikatus Sholihah; Ulya Ainur Rofi'ah; Kholifaharurrohmah Kholifaharurrohmah
Magister Scientiae Vol. 52 No. 2 (2024)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v52i2.5920

Abstract

In the 5.0 era, gadgets are a necessity for everyone, so most parents have introduced gadgets to their children from an early age. As a result, long-term use of gadgets and applications without parental supervision will affect children's social interactions. This research uses qualitative methods with centralized observation and interviews, involving parents as informants. The aim of this research is to determine the impact of gadget consumption patterns on the social interactions of early childhood. Based on the research results, it can be concluded that in the 5.0 era, gadgets have a big influence on the social interaction abilities of young children because young children spend more time playing with gadgets than playing together with their peers.
EVALUATING ONLINE ENGLISH GRAMMAR COURSEWARE FOR SENIOR HIGH SCHOOL: INSIGHTS FROM STUDENTS AND TEACHERS Hady Sutris Winarlim; Y. G. Harto Pramono; Agnes Santi Widiati
Magister Scientiae Vol. 52 No. 2 (2024)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v52i2.6049

Abstract

The online English grammar courseware “I-GLO” has been developed by the authors based on the needs of Senior High School students in Indonesia. The courseware was specifically developed to be used as supplementary materials and to provide independent grammar studies for students. The proposed courseware has been used publicly; thus, it is important to evaluate the courseware to determine its quality. The evaluation was performed based on user insights, i.e., students and teachers’ insights.  A questionnaire was developed and validated before distribution to the participants. The questionnaire was used to determine the quality of each part/section of the courseware content, i.e., Explanation, Understanding Check, Quiz, and game content.  The questionnaire also determined the extent to which the courseware supports grammar learning. The findings of this study can help courseware developers improve its quality in future revisions.
EFL TEACHERS’ ATTITUDES TOWARD THE INTERNALIZATION OF ARTIFICIAL INTELLIGENCE TOOLS IN SPEAKING LEARNING ACTIVITIES Kristian Florensio Wijaya
Magister Scientiae Vol. 53 No. 1 (2025)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

ABSTRACTEFL teachers should not solely rely on their regular classroom learning activities on conventional pedagogical approaches but also the optimum utilization of technological-based learning platforms. One can potentially experience this through the meaningful internalization of artificial intelligence tools as a further attempt to promote better-facilitated second-language classroom learning dynamics. This small-scale library study was initiated to investigate EFL teachers’ attitudes toward the internalization of artificial intelligence tools in their regular speaking learning activities. To achieve this main study objective, the researcher capitalized on a thematic analysis while analyzing the findings from 30 previous artificial intelligence journal articles. With the support of a thematic analysis, the researcher is more likely to yield more robust, systematic, and understandable results as each finding was clustered into identical research themes. The thematically categorized findings revealed that EFL teachers inculcated positive attitudes toward the internalization of artificial intelligence tools as these technological platforms evoked a comfortable speaking learning atmosphere and transfigured learners into competent target language speakers.Keywords: Artificial intelligence; second language learning; teachers’ attitudes; library study; thematic analysis
DEVELOPMENT OF INTERACTIVE SCIENCE TEACHING MATERIALS FOR ELEMENTARY SCHOOL STUDENTS Tri Lestari; Budijanto Untung
Magister Scientiae Vol. 53 No. 1 (2025)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v53i1.7215

Abstract

This study aims to develop interactive science teaching materials for elementary school students. The development of these materials is based on a constructivist learning model that emphasizes students' active engagement in the learning process. The interactive teaching materials are designed using visual and audio media, as well as practical activities such as simple experiments and simulations, to enhance students' conceptual understanding and interest in learning science. The research method used is Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The results show that these interactive teaching materials are effective in improving students' understanding of science concepts and their learning motivation. Feedback from teachers and students indicates that the materials are easy to use, engaging, and relevant to everyday life contexts. Therefore, these teaching materials can serve as an alternative to support more meaningful and enjoyable science learning in elementary schools.

Page 24 of 26 | Total Record : 253

 22   23   24   25   26 

Filter by Year

2008 2025


Reset
Filter By Issues
All Issue 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