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Teaching and General Education Studies
Published by Grasta School
ISSN : -     EISSN : 3123495X     DOI : -
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Teaching and General Education is a peer-reviewed academic journal that publishes research across all fields of education. It promotes innovative ideas, teaching strategies, and interdisciplinary studies that enhance educational practice and policy. Scope 1. Teaching methodologies and strategies 2. Educational theories and philosophies 3. Curriculum design and development 4. Assessment and evaluation methods 5. Technology-enhanced learning 6. Inclusive education and diversity 7. Teacher education and professional development 8. General education policies and reforms
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Articles 84 Documents
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THE EFFECT OF CONFIDENCE ON ENGLISH SPEAKING SKILLS DURING CLASSROOM PRESENTATION marla maria ignasia nahak
Teaching and General Education Studies Vol. 1 No. 2 (2025): Education - Juni- July
Publisher : CV Grasta Glory

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Finding out how students' self-confidence impacts their ability to communicate in English during class presentations is the aim of this study. Despite the fact that speaking is an extremely vital ability, many students struggle to communicate properly because they lack confidence. This study employed a quantitative correlational design with 19 sixth semester students from PGRI Silampari University's English Education Study Program. A ten-item Likert scale questionnaire about speaking abilities and self-confidence was used to gather data, and it was distributed via Google Forms. The average scores for speaking abilities and self-confidence were 3.35 and 3.32, respectively, indicating a modest level. The correlation coefficient (r=0.51) indicates a moderately positive relationship between speaking abilities and self-confidence. This suggests that more confident students typically talk more effectively in class. We may conclude that students' speaking performance is significantly impacted by their level of self-confidence. By providing additional speaking practice and fostering a positive learning atmosphere, teachers can help students gain confidence.
STUDY ON THE OBSTACLES OF 2ND SEMESTER STUDENTS IN ASKING QUESTIONS DURING THE LEARNING PROCESS Noval Hestalda Noval
Teaching and General Education Studies Vol. 1 No. 2 (2025): Education - Juni- July
Publisher : CV Grasta Glory

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This study aims to find out the obstacles 2nd-semester college students face in asking questions during the learning process. This study uses a descriptive qualitative approach. The subject of the study is a second-semester student of Elementary School Teacher Education at PGRI Silampari University. The data collection technique uses questionnaires and observation methods. Data analysis was carried out using the Miles and Huberman models, which consisted of data reduction, data presentation, and conclusions. The results of this study show that the main obstacles come from personal barriers, such as shyness, lack of confidence, fear of negative judgement, and difficulty in formulating questions. On the other hand, social barriers such as peer influence and a less supportive classroom environment have not proven to be major . Academic barriers also contribute, especially related to a lack of understanding of the material. On the other hand, obstacles from lecturers are considered not to be found in this study. Many college students argue that lecturers are sufficiently transparent, provide space for discussion, and are quick in answering questions asked by college students. This study concludes that college students' courage to ask questions is greatly influenced by mental readiness, active study habits, and critical thinking skills that need to be continuously developed through learning methods that support participation, confidence, and courage to ask questions.
BUILDING MOTIVATION STRATEGIES IN LEARNING ENGLISH AT PGRI SILAMPARI UNIVERSITY Karyana Tantri
Teaching and General Education Studies Vol. 1 No. 2 (2025): Education - Juni- July
Publisher : CV Grasta Glory

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This study examines the application of motivational strategies in English language learning among sixth-semester students at PGRI Silampari University. We collected data using a descriptive qualitative approach, distributing open-ended questionnaires to 22 students. The responses were analysed thematically to identify the types of motivation and teaching strategies influencing students’ learning engagement. The results revealed that instrumental motivation, such as career goals and future aspirations, was the dominant factor. Additionally, interactive teaching methods, positive reinforcement, and learner autonomy significantly increased students’ motivation. Conversely, monotonous teaching approaches were found to reduce student enthusiasm and focus. The findings emphasise the importance of applying relevant, student-centered motivational strategies to enhance English learning outcomes in higher education settings.
PERCEPTION LISTENING SKILLS OF SECOND SEMESTER PHYSICAL EDUCATION STUDENTS THROUGH FOOTBALL COMMENTARIES vihky fariski
Teaching and General Education Studies Vol. 1 No. 2 (2025): Education - Juni- July
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The purpose of this study was to evaluate the effectiveness of English commentator communication skills in improving academic performance during two semesters of the Physical Education Study Program. Through two phases of the Classroom Action Research (CAR) method, students were given information about authentic materials, such as football commentary. The results of the questionnaire and tests showed that the majority of respondents experienced significant improvements in their understanding of English, their grammatical knowledge, and their understanding of the context of the game, including strategy and tactics. The majority of respondents also said that they had higher expectations for this teaching method than the traditional classroom method. Therefore, the use of football commentary as a teaching tool is quite effective, contextual, and in-depth, although not all students immediately gave positive responses. This approach is best described as a complementary method to the commodification of various learning styles of students.
An Exploration of Fourth-Semester Students’ Perceptions on How Vocabulary Mastery Affects Their Speaking Ability at UNPARI Nabilah Khairunnisa
Teaching and General Education Studies Vol. 1 No. 2 (2025): Education - Juni- July
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Vocabulary plays a central role in English as a Foreign Language (EFL) learning, particularly in speaking performance. This study explores the perceptions of fourth-semester English Education students at Universitas PGRI Silampari (UNPARI) regarding how vocabulary mastery affects their speaking ability. Using a qualitative descriptive method, data were collected through open-ended questionnaires and analyzed thematically. The findings revealed four major themes: speaking anxiety due to lexical limitations, compensatory strategies, vocabulary’s role in message clarity, and the need for more contextual vocabulary instruction. These insights offer implications for designing integrated vocabulary and speaking instruction in EFL contexts.
APPLICATION OF FLASH CARD LEARNING MEDIA FLAT BUILDING MATERIALS FOR MATHEMATICS SUBJECTS FOR GRADE IV STUDENTS OF SD NEGERI 2 MUARA KATI BARU 1 povei povei; Agus Triyogo
Teaching and General Education Studies Vol. 1 No. 2 (2025): Education - Juni- July
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This study aims to enhance the mathematics learning outcomes of students in flat geometry by applying flashcard learning media in class IV at SD Negeri 2 Muara Kati Baru 1. The background of the study is the low interest in learning and student involvement in mathematics learning, which has an impact on learning outcomes that have not met the Minimum Completion Criteria (KKM). The method used is an experiment with two cycles of action. Each cycle includes one meeting, during which learning outcomes are measured at the end of the activity. The subjects of the study were 16 students, consisting of 8 male students and 8 female students. The instrument used was a learning outcome test. The results of the analysis showed that in cycle I, the average student score was 72 with a completion percentage of 50%, while in cycle II it increased to 85 with completion reaching 85%. Media validation by material, media, and language experts showed a validity level of 89.16% with a very valid category, while the assessment of feasibility by teachers reached 96% (very feasible). The effectiveness of the media was also confirmed through the calculation of a gain score of 0.91, which was categorised as very effective. Based on these findings, the use of flashcard media has been proven to significantly improve student learning outcomes. Further research is suggested to explore the combination of flash cards with digital media or collaborative learning methods to expand the positive impact on student learning outcomes and motivation.
EFFECTIVENESS OF USING SCRABBLE AS GAME-BASED LEARNING IN IMPROVING VOCABULARY AT CHILDREN Romiza Ikbar
Teaching and General Education Studies Vol. 1 No. 2 (2025): Education - Juni- July
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This study aims to evaluate the effectiveness of Scrabble as a GBL (game-based learning) tool in improving English vocabulary mastery in 12-year-old children. Ten elementary school students living near the researcher's home participated in the study, which spanned one week and involved three meetings. The method used was quantitative, where data was collected through pre-tests and post-tests designed to measure students' vocabulary mastery, spelling accuracy, and their ability to form correct and meaningful English words. This study aims to evaluate the effectiveness of Scrabble as a game-based learning (GBL) tool for improving vocabulary mastery among 12-year-old EFL learners. A quantitative pre-experimental design was implemented over one week, consisting of three learning sessions involving ten elementary school students living near the researcher's home. We collected data using pre-tests and post-tests that measured vocabulary mastery, spelling accuracy, and the ability to construct meaningful English words. The results of the study showed a significant improvement after the intervention. In the pre-test, 70% of students scored below 60, indicating limited vocabulary mastery. After the intervention, all students scored above 60, with 50% achieving a score of 80 or higher and one student achieving the maximum score of 90. These findings suggest that Scrabble, when integrated with dictionary use, is not only enjoyable but also effective in improving vocabulary mastery and word comprehension in students. Future research should consider larger sample sizes and longer durations to examine the broader application of educational games in an EFL context.
THE EFFECT OF BOX JUMP  TRAINING ON T-KICK SPEED IN PERSINAS ASAD TUGUMULYO STUDENTS, MUSI RAWAS REGENCY Izza
Teaching and General Education Studies Vol. 1 No. 2 (2025): Education - Juni- July
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This study aims to determine how much the Box Jump Exercise influences the speed ​​of T Kicks of Persinas Asad Tugumulyo students. This study includes quantitative approach research with experimental and control methods with the independent variable of box jump exercise; the dependent variable is the increase in T kick speed. The subjects in this study were students of Persinas Asad Tugumulyo Musi Rawas Regency, athletes selected using random sampling techniques. The data collection method is the T-kick test. We administer the test to each group at the start of their treatment and again at the end. The treatment given to the experimental group was in the form of box jump exercises, while in the control class it was in the form of regular exercises after being given training for 14 meetings with a training frequency of 3 times a week. Based on the analysis of post-test data values ​​carried out using the SPSS difference test, the data obtained is that the Sig. (2-tailed) value = 0.000. When compared with the value = 0.05, the Sig. (2-tailed) value = 0.000 < 0.05. So Ho is rejected and Ha is accepted. Thus, the proposed Ha can be accepted as true; it can be concluded that there is an influence of Box Jump training on increasing the speed of T kicks of Persinas Asad Tugumulyo students, Musi Rawas Regency.
APPLICATION OF THE MAKE A MACTH MODEL IN LEARNING THE VALUE MATERIAL OF PPKn PANCASILA IN GRADE IV STUDENTS OF SD NEGERI 2 KARANG DAPO Rizki Putri
Teaching and General Education Studies Vol. 1 No. 2 (2025): Education - Juni- July
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The low understanding of Pancasila values among elementary school students indicates that pupils require more engaging and interactive learning strategies. This study aims to find out how well the Make a Match learning model helps fourth-grade students at SD Negeri 2 Karang Dapo understand Pancasila values in their PPKn subjects. The underlying problem is the low understanding of students due to the lack of captivating learning media and interactive teaching methods. The method used was a pseudo-experiment with a one-group pre-test and post-test design. The research subjects consisted of 20 students in grade IV. The research instrument is in the form of a multiple-choice test to measure learning outcomes and an observation sheet to assess student activity. The results showed a significant increase in the average score of students, from 60 (pre-test) to 80 (post-test). In addition, 85% of students show high activity during learning. The application of the Make a Match model has been proven to be able to create a fun learning atmosphere, increase student participation, and facilitate understanding of Pancasila values. Thus, PPKn learning effectively employs this model to enhance student learning outcomes. Future research is recommended to examine the long-term effects of this model and its application in different subjects or educational levels to determine its broader effectiveness.
THE IMPLEMENTATION OF STAD MODEL TO ENHANCE CIVIC ENGAGEMENT AMONG GRADE V STUDENTS AT SDN BINGIN RUPIT Miranda
Teaching and General Education Studies Vol. 1 No. 2 (2025): Education - Juni- July
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This research is motivated by the low involvement of students in the learning process of Pancasila and Citizenship Education (PPKn), especially in various norm materials. Students tend to be passive, lack enthusiasm, and their learning outcomes do not reach the Minimum Completeness Criteria (KKM). Therefore, a learning approach is needed that can increase students' active participation in the learning process. One model that is seen as effective is the Student Teams Achievement Division (STAD), which is a cooperative learning model that emphasizes teamwork and shared responsibility. The purpose of this study is to find out whether the application of the STAD learning model can increase student involvement in PPKn learning in grade V of SDN Bingin Rupit. This study uses a pseudo-experimental method with a One Group Pretest-Posttest design. Data is collected through observation and test instruments. The results showed a significant increase in student engagement after the implementation of the STAD model. The average student engagement score increased from 2.8 to 4.1 (high category). The implementation of STAD also encourages students to be more active in discussing, answering questions, and helping each other in understanding the material. In conclusion, the STAD model is effective in increasing student involvement and understanding in PPKn learning at the elementary school level. It is recommended that the STAD model be applied more broadly in Civic Education and other subjects to enhance collaborative skills and engagement. Future studies could examine its long-term impact on civic attitudes and democratic behavior.

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