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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
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GOOGLE EARTH INTEGRATION IN LEARNING: A NARRATIVE REVIEW J. Priyanto Widodo; Nurmida Catherine Sitompul; Iman Subekti; Linda Bustan; Anggun Purnomo Arbi
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.v53i1.7255

Abstract

Technology integration in education is increasingly developing, including the use of Google Earth as an interactive learning medium. However, its utilization in Indonesia is still limited due to the lack of teacher training and access to technology. This research is intended to analyze the trend of Google Earth usage in learning through narrative review method. The study reviewed related literature to identify the fields of study that use it the most, the research methods applied, and the benefits and challenges found. The results show that Google Earth improves learning motivation, student engagement and spatial understanding. However, research is still dominated by short-term experimental methods, so longitudinal studies are needed to measure its impact in the long term. The implications of this research highlight the need for teacher training, supporting policy development, and further exploration in STEM and vocational education.
EXPLORING THE USE OF AI-BASED APPLICATIONS BY EARLY CHILDHOOD EDUCATION TEACHERS TO ASSIST THE COMPLETION OF TEACHER PROFESSIONAL TASKS Kristin Anggraini
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.v53i1.7264

Abstract

The era of society 5.0 has had a tremendous impact on human life, especially on existing technological developments. The various technologies created can also be utilized in the education sector. One technology that can be utilized in the education sector is artificial intelligence (AI). Rapid technological advances must be balanced with the ability of teachers to recognize and operate this technology. It is hoped that the teacher's ability to recognize and operate technology can transmit knowledge about technology to students. In this way, students have been trained from an early age to be able to face the challenges of future developments. Therefore, researchers aim to conduct research that focuses on the effectiveness of the application of Artificial Intelligence (AI) in learning in early childhood education. This research is a qualitative descriptive study that uses data collection techniques through surveys. Next, all the data collected from the literature review and survey results are analyzed to be described. Based on data taken from one hundred and three teachers, it shows that the introduction and application of AI technology-based applications among early childhood education teachers is still not effective, because there are still many teachers who are not familiar with or have never accessed these various applications. Apart from that, the use of AI-based employee attendance applications is still not implemented optimally, even though the implementation of this application can help detect teacher attendance at school and can increase a teacher's professional competence.
THE USE OF LOVE COINS REWARDS TO FOSTER INDEPENDENCE IN CHILDREN AGED 5-6 YEARS: A CASE STUDY Sindy Anugerah
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.v53i1.7266

Abstract

This case study research aims to explain how giving Love Coins Rewards affects the independence of children aged 5-6 years. The method used in this research is a qualitative case study approach. A study that explores a problem with detailed boundaries, takes in-depth data, and includes various existing sources of information. Data was collected through observation, in-depth interviews with teachers and parents, as well as documentation of children's daily activities. Data analysis techniques used to process research data according to Miles, Huberman, and Saldana are data condensation, data display, and conclusions or verification. The research results show that the implementation of the Love Coins Reward system significantly motivates children to increase their independence at school. Children who get rewards show self-confidence, initiative, and the ability to make decisions independently. These findings indicate that using lovecoin as a form of appreciation can be an effective strategy in supporting the development of independence in early childhood. It is recommended that similar programs be integrated into learning activities in kindergarten with full support from teachers and parents to create a learning environment that is conducive to the formation of children's character and independence.
EMOTIONAL REGULATION STRATEGIES AMONG EFL MASTER’S STUDENTS AT SANATA DHARMA UNIVERSITY: NAVIGATING ACADEMIC CHALLENGES AND STRESS Edeltrudis Patrisia Soge; Simron Krisnuarjati Hindom; Galuh Wuryaningtyas; Concilianus Laos Mbato
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.v53i1.7280

Abstract

ABSTRACT Emotions are physiological states that significantly influence the learning process. Students must regulate their emotions when confronted with challenges in higher education. This study addresses the research questions: 1.) How do Masters students regulate their emotions in academic life? and 2.) What are the perceived effects of emotion regulation in their academic life? This study used an explanatory sequential mixed method with 21 participants from the first semester of the English education master's program at Sanata Dharma University batch 2024. Observation, questionnaire, and interview were used to collect the data. This study used the process of recognition, coding, data reduction, data display, and triangulation techniques. The results showed that students had varied perspectives of emotional regulation towards their academic life. It was influenced by their thoughts, environment, and personal jobs. They faced challenges such as heavy workloads, time constraints, nervousness, stress, anxiety, and personal issues. To overcome this, the students seek help from friends, family, and lecturers, choose relaxing activities, and shift their mindsets. It was found that students' emotional regulation varied depending on their academic situation during the semester. On the other hand, students perceived the effect of emotional regulation, which is knowing themselves better, boosted confidence, better understanding of the materials, improved time management, and healthy relationships. This research highlights the importance of emotional regulation for first-semester master's students adapting to a new environment, aiding their academic success.
EXPLORING THE CONTRIBUTION OF VIDEO GAMES TO ENGLISH VOCABULARY ACQUISITION AND RETENTION ACROSS VARIOUS GAME GENRES Jessica Natalyn Santoso Hadi; Alberik Ryan Tendy Wijaya
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.v53i1.7291

Abstract

Vocabulary is essential for language learners, particularly those studying English. Beyond formal institutions and structured settings, vocabulary can also be learned and acquired through video games. Incidental learning plays a significant role in this process, as it helps students retain and recall various words. Mastery of vocabulary also depends on students' preferences for video game genres, as these preferences influence their ability to retain vocabulary for longer periods through engaging and unique experiences. Each video game genre offers varying levels of vocabulary difficulty and frequency, contributing differently to the learning process. This study explores students' perceptions of using video games to enhance their English vocabulary. A descriptive research approach was employed to investigate the preferences of eleventh-grade students from a private high school. Data were collected through questionnaires and interviews. The findings reveal a positive correlation between video game engagement and improved vocabulary retention across various game genres. The majority of students highlighted those video games which featuring rich narrative interactions were particularly effective in helping them recall vocabulary more easily.
REPRESENTATION OF POLITENESS STRATEGY BY MEMBERS OF COLLEGE STUDENT ORGANIZATION: A PRAGMATIC APPROACH Dewi Rosaria Indah; Tri Achmad Efendi
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.v53i1.7294

Abstract

This study is aimed at figuring out politeness strategies used by college students’ organisation at STKIP Bina Insan Mandiri. As social human beings people need to maintain their relationships. One of the ways to carry it out is by demonstrating politeness. How the members of college students’ organisations at STKIP Bina Insan Mandiri performed this act was sought out. The politeness strategies for doing FTA’ is as its framework.This study used qualitative descriptive as its research design. It used two kinds validated questionnaires as its instruments to gather the needed data and as a means of triangluations. There were 40 sets of questionnaire got as the data and they were analysed and interpreted by making use of the politeness strategies by Brown & Levinson. Another set was distributed to the structural officers to confirms the findins. It was found out that most members of the students’ organisations were communicating in both channels: face to face and via chat apps. They performed negative politeness and positive politeness. It was verified by the structural officers that they understand how manage good communication hence had a good soft skill. They aware whom they were talking or speaking to and understand how to express their sentences well.
FACILITATING INDONESIAN PRIMARY SCHOOL’S SPEAKING SKILLS THROUGH THE USE OF SCAVENGER HUNT AND HOPSCOTCH GAMES Hearlie Agritia Chrishantie; Nunung Nurjati
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.v53i2.7302

Abstract

This study examines how well Hopscotch and Scavenger Hunt exercises help Indonesian primary school pupils' speaking abilities. The study collected data using semi-structured interviews, documentary analysis, and observations using a qualitative descriptive design. The findings demonstrated that these exercises greatly enhanced students' speaking skills, which raised their level of satisfaction and self-assurance in their English language study. Nonetheless, problems like low participation rates and linguistic barriers were noted. According to the study's findings, elementary schools can benefit from including interactive games like scavenger hunts and hopscotch into their lesson plans for language acquisition. Their long-term effects and application in other age groups and educational contexts may be investigated in future studies. Keywords: scavenger hunt, hopscotch, speaking skills
STRENGTHENING EFL LEARNERS’ WRITING COMPETENCIES THROUGH THE DECENT EMPLOYMENT OF QUILLBOT Kristian Florensio Wijaya
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.v53i2.7344

Abstract

ABSTRACT Technology plays a crucial role in strengthening EFL learners’ writing proficiency levels. As multifaceted feedback provisions are constantly addressed, the long-term nurturance of writing competencies growth can be ensured. This small-scale library study employed a thematic analysis while reviewing some significant findings of 30 previously published studies of QuillBot application benefits in empowering EFL learners’ writing skills development. The researcher capitalized on a thematic analysis approach to yield more accurate, believable, and relatable data as each prior finding was categorized into some major identical themes. The thematically-subsumed findings suggested that second language educators commence their regular writing learning enterprises with the meaningful internalization of the QuillBot application, in which EFL learners can transform into more positive and skillful writers. Keywords: Technology; QuillBot; EFL learners; library study; thematic analysis
ENHANCING ELEMENTARY SCHOOL STUDENTS’ SPEAKING SKILLS THROUGH CONTEXTUALIZING VOCABULARY IN LUCA CARTOON MOVIES Abidatul Azizah; Agung Pramujiono; Endah Yulia Rahayu
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.v53i2.7367

Abstract

This study examined how well Luca cartoons work to enhance the oral skills of elementary school students, paying special attention to vocabulary and pronunciation. The event took place at a Sidoarjo-based private Islamic elementary school. A mixed method approach including quantitative and qualitative data was used in this investigation. Twenty-five second-graders took part in the study, which used Luca cartoons as a teaching tool for eight treatment sessions. While observations evaluated motivation, engagement, listening comprehension, vocabulary acquisition, emotional reactions, interactions, and follow-up activities, pre-tests and post-tests evaluated vocabulary and pronunciation progress. Both vocabulary (from a mean score of 5.56 before the test to a mean score of 8.26 after the exam) and pronunciation (from a mean score of 5.16 before the test to a mean score of 7.82 after the test) shown notable increases, according to the results. Approximately 91% of the pupils engaged in active participation and shown desire and curiosity. The majority of kids demonstrated strong listening comprehension, picked up new vocabulary, and expressed interest in words they were unfamiliar with. Positive emotional responses made studying English more enjoyable. The students' enthusiastic participation and application of the English expressions they had learnt from the video were demonstrated by the post-film discussion. Although the terminology was not consistently transferred to other settings, the follow-up exercises successfully improved memory and summary abilities. According to the study's findings, adding Luca cartoons to the curriculum can make learning more fun and efficient while also greatly enhancing students' motivation, engagement, and speaking abilities. Thus, it's critical to keep considering individual characteristics when creating new teaching methods to guarantee that every student gains an equal advantage.
PROJECT-BASED LEARNING TO IMPROVE STUDENTS’ SKILLS IN ANALYZING AND DESIGNING VISUAL LITERACY MODEL Nopita Trihastutie
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.v53i2.7404

Abstract

This current research aims to analyze how Project-Based Learning (PBL) improves students’ skills in analyzing and designing literacy models that support intercultural communication. It employed a descriptive qualitative approach, which integrated observation method and content analysis. In this current research, a combined method reconciles an axiological-oriented observation method with an ontological-oriented content analysis method (visual media product and result report). This approach focuses on acceptance, anticipation, dialogical exchanges, and dialectical diversity in the investigation. The findings show that PBL supports students’ abilities for distinguishing, organizing, attribution, inventory, ideation, and visual creativity. In conclusion, PBL enhances students' abilities to analyze and develop literacy models that facilitate intercultural communication by creating opportunity to connect concepts with the reality, participating in field research, fostering soft skill and hard skill, integrating knowledge from various disciplines.

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