The research’s aim was to investigate the effect of Quizizz towards the eleventh grade students’ English study. A quasi-experimental utilizing a post-test only control group was employed for data gathering. Research’s population included eleventh-grade students in SMA Negeri 4 Singaraja. The sample was 37 students of XI IPS 1 as the experimental group who were treated through Quizizz and 36 students of XI IPS 2 as the control group who were treated through conventional teaching strategy. The method of data collection employed multiple choice test. The result showed scores of experimental group (M=83.08, p value=0.018) and control group (M=80.77, p value= 0.018). Mean score of experimental group was higher than the control group (83.08>80.77) and the p value was 0.018 or less than 0.05. The small effect was supported by result specification of reading comprehension text dominated by literal recognition aspects. In conclusion, Quizizz affected students reading comprehension.
School epistemological belief is essential as it directly influences the goal and center of education. Following this logic, Christian education ideally aims to guide students to the knowledge of God as Christian epistemology believes that God is the source of knowledge. However, in teaching and learning practices, Christian teachers may be unaware of the world’s modern philosophy and thus unconsciously adopt the practices from the modern educational approach. As a result, the goal of Christian education can be shifted from God-centered to student-centered learning within progressive educational practice. Misleading knowledge and truth may bring schools away from the responsibility to fulfill God’s will in education. Thus, it is necessary for Christian teachers to guide students throughout the learning process to see God as the source of knowledge. This paper aims to critically discuss the Christian teachers’ role as a guide regarding students’ freedom in learning. To this end, this study employs a literature review method. The study concludes that Christian teachers can exercise the God-given authority to guide students in using their intellectual and free-will to serve God and others.
In a contemporary society where language plays a significant role in shaping social reality, discourse is not value-free. In other words, language can be used as a powerful tool to establish and maintain particular sets of ideas or ideologies. Values and beliefs, as many have argued (Corker & Shakespeare, 2002; Harpur, 2012; Rapley, 2004) are the products of social constructions and are shared, maintained and reproduced through discourse. Given the powerful function of language to establish and maintain ideologies, this paper examines how disability is socially constructed, represented and maintained through the media discourse, particularly in The Jakarta Post's articles published and circulated in January 2013 to April 2014. This paper opens with a brief historical, empirical and theoretical review of disability. It then continues with a discussion of the findings of the study and implications of the representation of people with disabilities in the mass media. This study has revealed that people with disabilities, in an Indonesia mass media discourse, are discursively constructed with a thematic role of a patient/beneficiary which is evident through the syntactic construction and the extensive use of ableist terminologies. This subtle representation indicates that the contemporary Indonesian media mass discourse maintains the medical and charity models of disability.
<p>It has been generally accepted that language learning, to some extent, affects identity construction and such a complex relationship has generated a considerable amount of research papers and literature. Few studies, however, have looked into and discussed how teaching media (e.g., language textbooks) contributes to learners’ identity construction particularly in the context of Indonesia. This study attempts to address this gap by analyzing an EFL textbook and then, grafting on several theoretical frameworks, discussing its contribution to the formation of learners’ identity. Its pedagogical implications are also discussed.</p>
The pandemic has indeed provided students and teachers worldwide with the experience of technology-infused teaching. Even though the pandemic is almost over, the utilization of technology in mathematics education is still needed and inseparable. Relying on cross-sectional design and phenomenological approach, this research investigates senior high school students' perceptions towards AI-based learning, particularly about their understanding and suggestions towards AI-based learning in mathematics in the context of post-pandemic. The participants of the study were 107 students coming from several islands in Indonesia, ranging from grade 10-12, with an age interval of 15-18 years old. The instruments used were the questionaries with open-ended questions in Microsoft forms distributed to mathematics teachers in several WhatsApp groups. The data were then analyzed through a multistage descriptive and pattern coding process. The findings showed that students need to be facilitated with AI, which can display understandable visualization and provide guidance to solve mathematical problems. It is expected that the present study's findings offer researchers in Indonesia and abroad to disseminate and/or implement AI learning in the form of Intelligent Tutoring Systems.
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