Fakultas Keguruan dan Ilmu Pendidikan Online Journals (Universitas Widya Gama Mahakam)
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Curriculum Innovation in Private Higher Education Institutions by Integrating Project-Based Learning to Enhance Students' Career Readiness
No full textSeveral Private Higher Education Institutions (PHEIs) in Indonesia are innovating by integrating Project-Based Learning (PBL) to enhance student job readiness and meet the evolving demands of the labor market and industry. PBL allows students to apply theoretical knowledge in real-world contexts while developing essential 21st-century skills such as critical thinking, creativity, and collaboration. This study combined a comprehensive literature review of global PBL trends and best practices including models from MIT, Stanford, the Erasmus program, Australia, and Finland with case studies involving interviews with faculty, students, and industry representatives. Findings show that PBL significantly improves student skills and curriculum relevance through strengthened academic-industry collaboration: 85% of students reported gains in practical skills like project management, 78% improved professional skills such as communication and work ethic, 90% advanced technical skills, and 75% enhanced non-technical skills including teamwork and leadership. From the industry perspective, 80% of companies rated PBL-trained graduates as more job-ready, with 70% noting faster adaptation to workplace demands. Successful PBL implementation depends on faculty empowerment, adequate infrastructure, and strong industry partnerships, though challenges such as limited resources and the need for ongoing faculty development remain. These results support recommendations for curriculum reform and policy development focused on structured project modules, expanded industry collaboration, and continuous educator training, positioning PBL as a vital approach to bridging theory and practice and aligning higher education with modern labor market needs
Implementation of School-Based Management for Improving the Quality of Education at Linggang Bigung Public Senior High School
No full textSchool-Based Management (SBM) is an educational management approach that grants schools autonomy to manage resources and make independent decisions by involving principals, teachers, parents, and the community to improve education quality. This study aims to describe the implementation of SBM at Linggang Bigung Public Senior High School as a strategic effort to enhance school quality. Using a qualitative approach with a case study method, the research focuses on the planning, implementation, evaluation, and supervision processes of SBM at SMAN 1 and SMAN 2 Linggang Bigung. Data were collected through interviews with principals, teachers, students, and parents, as well as through documentation analysis related to SBM implementation. The findings indicate that the implementation of SBM successfully created a learning environment more relevant to the needs of students and the community, while also increasing transparency and accountability in school management. Evaluations conducted at both schools showed significant achievements in academic performance and student character development. However, follow-up actions on evaluation results still require optimization, particularly in strengthening corrective measures and improving facilities and infrastructure. Furthermore, the principals’ leadership, characterized by adaptive and transformational styles, effectively motivated teachers and staff to innovate in teaching practices. In conclusion, active participation from all stakeholders—including teachers, students, parents, and school committees plays a crucial role in reinforcing SBM implementation, which in turn contributes to comprehensive improvements in education quality
Voices of Future English Teachers: A Narrative Inquiry of Preservice Teachers' Experiences and Perceptions of World Englishes
No full textThis study examines how pre-service English teachers' life experiences, beliefs, and identity conflicts influence their perceptions and understandings of World Englishes (WE). Using a qualitative method with a narrative inquiry approach, this study used interviews and reflective journals from four sixth-semester students of an English education program at one of the religiously based private universities in East Kalimantan. The findings were that WE understanding developed through exposure to media and personal experiences, as well as language skills courses. These pre-service English teachers perceived that WE is important for students and has a positive impact on students' language skills. Despite challenges, the pre-service English teachers were committed to creating an inclusive learning environment and valued the diversity of the English language. This research suggests further exploration of how World Englishes influence teachers' teaching practices
Analisis Kesulitan Menghafal Surah Pendek Siswa Kelas IV
No full textThis study aims to determine the results of an analysis of the difficulty of memorizing short surahs during online learning for fourth grade students. Data analysis was carried out in the following stages, namely data reduction, data presentation and drawing conclusions, then testing the validity of the data through source triangulation. The research results show that the difficulty in memorizing short surahs, namely Al-Humazah and At-Takasur during online learning, is due to several factors, including students who cannot recite the Koran well or are not fluent in reciting the Koran, often forgetting memorized verses, feeling lazy, health problems and lack of attention from parents/guardians of students. Thus, it can be concluded that there are many factors that cause fourth grade students to experience difficulty memorizing short surahs during online learning, but teachers and parents also make efforts to overcome difficulties in memorizing short surahs, including by always reminding students to memorize them, providing encouragement and encouragement. as well as helping students at home if they have difficulty memorizing short surahs
Implementasi Kooperatif Learning Terhadap Kemampuan Pemahaman Konsep IPAS Siswa Kelas V di SDN 027 Samarinda Ulu
No full textPenelitian ini bertujuan untuk menganalisis penerapan model pembelajaran kooperatif.
terhadap kemampuan pemahaman konsep siswa kelas V SDN 027 Samarinda
Ulu. Pembelajaran kooperatif mempunyai manfaat atau keuntungan yang lebih besar dalam memberikan
kesempatan bagi siswa untuk lebih mengembangkan kemampuan mereka. Fokus penelitian juga
termasuk meningkatkan pemahaman siswa terhadap konsep IPA. Penelitian ini menggunakan
pendekatan kualitatif dengan desain penelitian studi kasus. Penelitian ini dilakukan
di kelas V SDN 027 Samarinda Ulu. Teknik pengumpulan data meliputi observasi
kegiatan belajar mengajar, wawancara dengan guru kelas dan siswa,
dan dokumentasi pendukung lainnya. Instrumen penelitian terdiri dari wawancara
pedoman, lembar observasi, dan pedoman dokumentasi. Analisis data
Teknik-teknik tersebut meliputi reduksi data, penyajian data, dan penarikan kesimpulan.
Hasil penelitian menunjukkan bahwa model pembelajaran kooperatif tipe Jigsaw dapat meningkatkan
partisipasi siswa, memperkuat pemahaman konseptual, dan mendorong kerjasama
keterampilan. Tantangan yang dihadapi meliputi perbedaan partisipasi siswa dan keterbatasan
waktu diskusi. Namun, guru mampu mengatasi kendala ini melalui
peran aktif sebagai fasilitator pembelajaran.
Kata Kunci: Pembelajaran Kooperatif; IPA dan IPS (IPAS); Konseptual
Pemahaman; Teka-teki; SiswaPenelitian ini bertujuan untuk menganalisis implementasi model pembelajaran
pembelajaran kooperatif terhadap kemampuan pemahaman konsep IPAS siswa kelas V di
SDN 027 Samarinda Ulu. Pembelajaran kooperatif memiliki manfaat atau kelebihan
yang lebih besar dalam memberikan kesempatan kepada siswa agar dapat lebih
mengembangkan kemampuannya. Fokus penelitian juga mencakup peningkatan
pemahaman siswa terhadap konsep IPAS. Penelitian ini menggunakan pendekatan
kualitatif dengan jenis penelitian studi kasus. Penelitian dilaksanakan di kelas V SDN
027 Samarinda Ulu. Teknik pengumpulan data meliputi observasi kegiatan belajar
mengajar, wawancara dengan guru kelas dan siswa, serta dokumentasi pendukung
lainnya. Instrumen penelitian berupa pedoman wawancara, lembar observasi, dan
pedoman dokumentasi. Teknik analisis data melalui reduksi data, penyajian data, dan
penarikan kesimpulan. Hasil penelitian menunjukkan bahwa model pembelajaran
pembelajaran kooperatif tipe Jigsaw dapat meningkatkan partisipasi siswa, memperkuat
pemahaman konsep, serta mengasah keterampilan kerja sama. Kendala yang
Yang dihadapi antara lain adalah perbedaan partisipasi antar siswa dan keterbatasan waktu
diskusi. Namun demikian, guru mampu mengatasi kendala tersebut melalui peran
aktifnya sebagai fasilitator pembelajaran.
Kata Kunci : Pembelajaran Kooperatif, IPAS, Pemahaman Konsep, Jigsaw, Sisw
PENGARUH REINFORCMENT TERHADAP SELF-ESTEEM SISWA SEKOLAH DASAR
No full textThis research aims to find out the effect of reinforcement on the self-esteem of elementary school students in Samarinda city in 2020. This research was conducted at SDN 002 Sungai Pinang from July to August 2020. The design of this research uses quantitative research design. The population of this study uses grade V students of SDN 002 Sungai Pinang. Sampling techniques using random sampling. This research uses data retrieval techniques with questionnaires and documentation. Data analysis techniques using IBM SPSS 23. Based on the results of research and analysis on "Reinforcement Influence on Self-esteem of Grade V Students SDN 002 Sungai Pinang School Year 2020/2021" Simple linear regression equation. As for the silmultan value of F-hitung 9.897 > F-tabel 3,981, and the partial value of t-hitung 3.146 > t-tabel 1,995, this means that there is a reinforcement effect on self-esteem. While the coefficient value of determination is 12.7% in this case means the effect of reinforcement on students' self-esteem.Penelitian ini bertujuan untuk mengetahui pengaruh reinforcement terhadap self-esteem siswa sekolah dasar di Kota Samarinda tahun 2020. Penelitian ini dilaksanakan di SDN 002 Sungai Pinang pada bulan Juli sampai Agustus 2020. Desain penelitian ini menggunakan desain penelitian kuantitatif. Populasi penelitian ini menggunakan siswa kelas V SDN 002 Sungai Pinang. Teknik pengambilan sampel menggunakan random sampling. Penelitian ini menggunakan teknik pengambilan data dengan angket dan dokumentasi. Teknik analisis data menggunakan IBM SPSS 23. Berdasarkan hasil penelitian dan analisis mengenai “Pengaruh Reinforcement Terhadap Self-esteem Siswa Kelas V SDN 002 Sungai Pinang Tahun Ajaran 2020/2021” Persamaan regresi linier sederhana . Adapun nilai silmultan sebesar 9,897 > 3,981, dan nilai parsial 3,146 > 1,995, hal ini berarti bahwa terdapat pengaruh reinforcement terhadap self-esteem. Sedangkan nilai koefisien determinasi terdapat 12,7% dalam hal ini berarti besarnya pengaruh reinforcement terhadap self esteem siswa
A Collaborative Auto-ethnographic Study of Indonesian Higher Degree Research Students’ Adaptation in Anglophone Universities
No full textBackground:
This research explores the experiences of Indonesian doctoral students in English-speaking universities through a collaborative auto-ethnographic approach. Utilising Schartner and Young's (2016) stress and coping strategies and culture-learning frameworks, we analyse narrative data to investigate our academic and sociocultural journeys in the US, UK, and Australia.
Methodology:
To attain a profound comprehension, we participate in personal and group introspection, analysis, and interpretation, utilising imaginative thought, creativity, emotional self-exploration, and ongoing dialogues. The study identifies four major psychological adaptation themes (social support, survival, spirituality, and compliance), a critical socio-cultural adaptation theme (feeling like cultural aliens), and a vital academic adaptation theme (questioning our academic capability amid struggles with critical reading and writing).
Findings:
The findings reveal three themes: Psychological Aspects: “Social Support, Survival, Spirituality, and Compliance”, Sociocultural Aspect: “We Are Cultural Aliens”, Academic Aspect: “Questioning Our Academic Capacity as We Struggled to Read and Write Critically”.
Conclusion:
The findings underscore the significance of awareness and emphasise the necessity for effective adaptation among international doctoral students. This research contributes valuable insights into the challenges faced by Indonesian doctoral students in Anglophone academic settings, shedding light on the importance of support systems, cultural understanding, and academic confidence stop where for a successful academic journey.
Originality:
While previous studies have largely examined the difficulties faced during adaptation, the way these challenges ultimately lead to successful outcomes remains under-explored. This research seeks to address this deficiency by investigating how Indonesian international research students in Anglophone universities convert cultural, psychological, and academic obstacles into successful adaptation.
Reframing EFL Pedagogy via Student Voices: A Reflexive Thematic Study of Non-Cognitive Dimension
No full textBackground:
Learner autonomy and engagement are central to English as a Foreign Language (EFL) instruction. However, relational, emotional, and pedagogical factors shaping students’ experiences remain underexplored in Southeast Asian higher education. This study investigates how second-year undergraduate EFL learners experience and interpret emotionally responsive, participatory, and relationally grounded teaching practices, and how these practices shape learners’ engagement, psychological safety, and agency in English learning.
Methodology:
A qualitative approach was employed with 95 law undergraduate students in a compulsory English course at Universitas Borneo Tarakan. Data were collected through reflective journals, interviews, and classroom observations. Reflexive thematic analysis explored how learners experienced and interpreted emotionally responsive, participatory, and relationally grounded teaching practices.
Findings:
Six interrelated pedagogical dimensions emerged: Voice, Simplicity, Experience, Upliftment, Objectivity, and Accessibility. Across all dimensions, the lecturer’s consistent reinforcement of expectations, encouragement, and responsiveness was pivotal, fostering trust, predictability, and psychological safety. This consistency empowered students to engage confidently, take ownership of their learning, and experience a fair and inclusive classroom. Novel concepts such as pedagogical upliftment, instructional simplicity, and relational accessibility capture the affective and relational qualities of teaching most valued by learners.
Conclusion:
Non-cognitive dimensions, enacted through consistent pedagogical practice, are foundational to effective EFL instruction. Pedagogical consistency reinforces emotional presence, learner agency, and relational trust, creating classrooms where students feel safe, supported, and actively engaged.
Originality:
The study offers a student-informed, empirically grounded framework of non-cognitive EFL pedagogy, bridging theory and practice. By articulating six instructional dimensions and highlighting the role of pedagogical consistency, it addresses a critical gap in Southeast Asian higher education, providing actionable insights for inclusive, humanizing, and context-responsive teaching
EFL Teacher Agency Across Contexts: A Mixed-Methods Study of Instructional Problem-Solving in Urban and Rural Schools
No full textBackground:
EFL teaching in Indonesian urban and rural schools have been experiencing persistent challenges due to linguistic, cultural, geographical and resources differences. However, these conditions have not been portraited from ecological persepctive of agency. Therefore, this study examines EFL teacher agency and instructional problem-solving in urban and rural Indonesian classrooms
Methodology:
This mixed-method study involves 129 EFL instructors (85 from rural schools, 44 from urban schools) who completed a survey, and 35 submitted reflective journals. Quantitative data were assessed using descriptive statistics, and qualitative data were evaluated through thematic analysis.
Findings:
Both urban and rural EFL teachers faced similar classroom issues like low motivation, vocabulary gaps, and speaking anxiety, though rural teachers linked them to limited resources and urban teachers to distractions and pressure. Urban teachers showed stronger and more consistent agency, especially in autonomy, professional growth, and future goals, while rural teachers drew on deep personal motivation but were often hindered by local challenges.
Conclusion:
The study shows that teachers’ ecological past experiences, present conditions, and future goals shaped how they solved problems. Rural teachers relied on local resources and flexible strategies, while urban teachers used creative, student-centered methods to build autonomy and global skills, pointing to the need for context-specific support and policies that empower teacher-led innovation.
Originality:
This study offers how teacher agency is lived out in the everyday problem-solving of EFL classrooms, not just in teachers’ beliefs or intentions. By comparing rural and urban contexts in Indonesia, it reveals how agency looks different across settings and highlights the creativity and resilience of teachers, especially in resource-challenged schools
Peningkatan Minat Belajar Seni Tari Melalui Metode Demonstrasi 5 Gerakan Dasar Tari Tani Di Kelas III SDN Unara
No full textPenelitian ini bertujuan untuk mengetahui dan menganalisis penggunaan metode demonstrasi menggunakan 5 gerakan dasar tari tani. Dengan 16 siswa sebagai subjek penelitian, Penelitian Tindakan Kelas (PTK) merupakan metodologi penelitian yang digunakan. Model PTK yang digunakan adalah proses seperti yang dijelaskan oleh Kemmis dan McTaggart. Model ini terdiri dari 4 langkah yang diselesaikan dalam dua siklus: perencanaan, pelaksanaan, observasi, dan refleksi. Metode yang digunakan dalam penelitian ini untuk memperoleh data adalah observasi dan dokumentasi. penelitian menunjukkan bahwa penggunaan teknik demonstratif untuk mengajar tari dapat meningkatkan minat belajar siswa terhadap mata pelajaran tersebut. Berdasarkan kegiatan pratindakan yang dilakukan sebelum menggunakan pendekatan demonstrasi, diperoleh skor rata-rata 47,81, dengan 12,50% peserta masuk dalam kategori kurang berminat. Hal ini dibuktikan dengan tercapainya rata-rata 60,78 dengan presentase minat 31,25% pada kelompok kurang berminat setelah menerapkan teknik demonstrasi pada siklus I. Dengan batas skor 75, pada siklus II diperoleh rata-rata 78,87 dengan presentase 81,25% pada kategori berminat. Hal ini menunjukkan bahwa dengan menerapkan metode demonstrasi dapat meningkatkan minat belajar seni tari pada siswa