Jurnal Pendidikan Humaniora
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Curbing school interruption during the initiation period: The Role of School Governing Bodies in Mpumalanga Province, South Africa
Full text linkThis study investigates the persistent disruption of schooling caused by traditional male initiation practic-es in Bushbuckridge, Mpumalanga Province, and critically examines the role of School Governing Bodies (SGBs) in mitigating such interruptions. Initiation rites, often extending beyond official school holidays, result in prolonged learner absenteeism and have significant consequences for academic performance, par-ticularly in rural communities with limited remedial support. Using a qualitative research design, data were collected through semi-structured, in-depth interviews with twelve purposively selected participants, in-cluding parents, principals, and teachers. Thematic analysis revealed key concerns such as compromised learner performance, misalignment between cultural practices and schooling policy, high absenteeism dur-ing initiation seasons, and limited dialogue among stakeholders. Findings indicate that SGBs, though structurally mandated to guide school policy, often lack the capacity or initiative to regulate initiation-related absences effectively. The study recommends increased literacy, training, and support for SGBs, as well as collaborative policy revision involving community voices, to ensure the protection of both cultur-al heritage and the educational rights of learners
Coping Strategies to Reduce English Speaking Anxiety Problems
Full text linkSpeaking anxiety in English remains a significant barrier to effective communication among language learners, particularly in academic settings. This qualitative phenomenological study explores the lived experiences of Andrew (a pseudonym), a university professor who experienced intense English speaking anxiety during his undergraduate years. Through in-depth interviews, the study investigates the coping strategies he employed and how these contributed to his eventual communicative competence. The findings reveal five key strategies used to manage his anxiety: participation in a community development camp (social support), self-reflection and mental imitation (cognitive strategy), recitation of religious texts (spiritual grounding), physical adjustment during presentations (comfort regulation), and real-life exposure through teaching responsibilities (professional practice). These strategies reflect a combination of internal regulation and external engagement, aligning with several established language acquisition theories including Chomsky’s Universal Grammar and Tomasello’s Usage-Based Theory.This study underscores the importance of holistic and personalized approaches in addressing speaking anxiety. It highlights how social interaction, cognitive rehearsal, spiritual engagement, and physical comfort can contribute to building confidence and proficiency in oral communication. The case of Andrew provides valuable insights for educators and language learners seeking to understand and address the roots of language-related anxiety
THE IMPORTANT ROLE OF INCLUSIVE EDUCATION FOR THE SOCIAL INTERACTION OF STUDENTS WITH SPECIAL NEEDS
Full text linkInclusive education is an educational approach that shares facilities with children with special needs in a general education environment. This research was conducted to determine the important role of inclusive education on the development of social skills of children with special needs through a literature study of relevant references. The method applied in this research is a qualitative descriptive review carried out through literature study. Data was collected by reviewing books, articles and journals related to the research study. Based on the research, the conclusion is that inclusive education can be an effective solution in improving the social skills of children with disabilities. Placement of children with disabilities in regular classes allows children with disabilities to be directly involved in social activities with benefits such as improved self-image, social skills, fostering more appropriate behaviours, and equal or better academic achievement also allows children with disabilities to develop better social skills in an inclusive school environment
THE ANALYSIS OF PPG ENGLISH TEACHERS' KNOWLEDGE IN IMPLEMENTING GENRE-BASED APPROACH IN SCHOOLS
Full text linkProgram of Teachers Professional Education (PPG) especially in the batch of Piloting 2 activities are centered in Platform of Emancipated Curriculum (PMM). The most striking difference from previous PPG is no more Zoom meeting with the facilitators. As government effort to enhance the teacher professionalism, education quality, and overcome the education problem, the writer would like to know whether or not the platform of emancipated curriculum capable to provide the needs of teacher to have professional and pedagogical competencies although there is no feedback from facilitator during the program. 30 English teachers as participant of PPG that involved as the sample of this study. Moreover, the type of this study is survey research with quantitative method. Next, the data is collected by questionnaire of Google Form. This study shows that English teachers in the Program Profesi Guru (PPG) have a fair understanding of genre-based approaches, especially those based on systemic functional linguistics and the Derewianka model. Moreover, the quantitative data shows that there is a more or less common understanding of genre-based approaches. Qualitative data, though, paints a different picture and suggests that there are concrete difficulties and challenges that teachers experience in employing such strategies. The teachers themselves expected to have more professional development and instructional materials, especially on pedagogical competency. In addition, the result and findings of this study are expected to improve the process during PPG and have better impact for teacher as PPG participant in implementing Genre-Based Approach. In future investigations, it will be also beneficial to increase the volume of the sample size and involve teachers from different regions as a way of understanding the genre-based approaches more in details. Furthermore, it would be interesting to see the studies, which will reveal the effects of some specific programs on teachers’ understanding of Genre-Based Approaches
Literature Study of Intercultural Communication Competence in the Adaptation Process of Indonesian Housekeepers in Japan
Full text linkJapan is one of the countries that often opens job vacancies for foreign workers, but cultural diversity, differences in beliefs, and different seasonal climates often pose challenges in social interactions. This has the potential to cause misunderstandings between foreign workers, including those from Indonesia, and local coworkers. Therefore, intercultural communication competence is crucial to creating a harmonious and productive work environment. This study uses a descriptive qualitative method through a literature review to examine the role of intercultural communication in the work context in Japan. The results of the study indicate that the implementation of effective intercultural communication is a key factor in ensuring the success and comfort of interactions in a multicultural work environment. The right communication strategy has been shown to help Indonesian housekeepers interact with Japanese coworkers and team members more smoothly, thereby reducing the potential for conflict and increasing work efficiency
Tri Hita Karana Approach in Social Studies Learning for Grade IV of SDN Mengani to Build Social and Environmental Harmony
Full text linkThis study aims to explore the implementation of the Tri Hita Karana (THK) approach in Social Studies (IPS) learning in grade IV of SDN Mengani in order to build social harmony and environmental awareness. The THK approach that focuses on three harmonious relationships, namely Parhyangan (human relationship with God), Pawongan (human relationship with others), and Palemahan (human relationship with the environment), is applied through various relevant learning activities. This study uses a qualitative method with data collection techniques in the form of observation, interviews, and questionnaires. The results show that the THK approach significantly increases students' social harmony and environmental awareness. This increase can be seen from the increase in the percentage of social harmony from 65% to 85% and environmental awareness from 60% to 82% after the application of the method. Thus, the application of THK in IPS learning can be an effective approach in forming harmonious and ethical student characters
Exploring Foreign Language Teaching Anxiety: A Case Study of Pre-Service Teachers Professional Education Program
Full text linkForeign Language Teaching Anxiety (FLTA) is a significant concern among pre-service teachers, particularly in the Indonesian educational context. This study explores the key factors contributing to FLTA, the coping strategies employed by teachers, and the role of the Teacher Education Program (PPG) in alleviating teaching-related stress. Using a case study design, interviews were conducted with two in-service teachers who had completed the PPG program, and the data was analyzed thematically based on the Foreign Language Teaching Anxiety Scale (Horwitz, 1996). Findings indicate that students' lack of enthusiasm and teachers' self-perception of language proficiency are primary sources of anxiety. In response, teachers adopt various strategies, including lesson plan modifications and raising students' awareness. Additionally, PPG plays a significant role in reducing anxiety by enhancing pedagogical skills and reshaping instructors' perspectives. The study provides insights into FLTA within Indonesian education, offering valuable implications for teacher training programs and strategies to better support pre-service teachers in overcoming language teaching anxiety
Enhancing Student Literacy and Engagement through the Development of STEM-Focused Educational Materials
Full text linkIn the evolving landscape of education, the fusion of STEM (Science, Technology, Engineering, and Mathematics) disciplines with literacy education emerges as a pivotal strategy for fostering comprehensive learning. Despite its significance, elementary schools face obstacles in seamlessly incorporating STEM principles into their curricula, highlighting a gap in effective STEM- based educational practices. This research endeavors to pinpoint the hurdles impeding STEM integration and to devise strategic interventions aimed at bolstering STEM-centric learning, with a special emphasis on enhancing student literacy. Through detailed observations and dynamic discussions with key school stakeholders including Principals and faculty members the study identified foundational challenges such as a limited grasp of STEM concepts among teachers, a scarcity of relevant instructional materials, an absence of innovative strategies for teaching literacy and technology, and a general unfamiliarity with STEM-focused pedagogy. Responding to these challenges, the study orchestrated a series of targeted interventions. These included Focus Group Discussions (FGD). The post-intervention phase unveiled significant progress: educators exhibited a more profound understanding of how to develop STEM-focused learning materials and acknowledged the critical role of literacy and numeracy in student education. The strategic interventions not only mitigated the initial barriers but also equipped educators in elementary schools with the essential tools and knowledge to guide their students through an integrated learning journey in literacy and numeracy, underpinned by the core tenets of STEM education
The Effect of Peer Feedback to Improve Students’ Writing Ability for Lower Secondary School Students
Full text linkPeer feedback is widely recognized as an effective technique for improving writing skills; however, most existing studies have been conducted at the university level. There is still limited study to find out that peer feedback technique can improve students’ writing skill especially in Lower Secondary Level (SMP). This study was aimed to find out the effectiveness of peer feedback in improving students’ writing skill in lower secondary level. One school from Bangkalan was taken to conduct this research. This was a quasi- experimental study. There were two classess used to be experimental group and control group. The data were obtained by using pretest and posttest from both groups and analyzed by using descriptive and inferential statistics. The hypothesis was tested by using Independent-Samples of T-Test SPSS 16.0 Program. The significance level of was .041. In conclusion, the students who were taught using peer feedback had better writing skill than the students who were taught without using peer feedback
Development of HOTS-Based Independent Curriculum Science Module in Class VI SDN 17 Banda Aceh
Full text linkThis research aims to develop a HOTS-based Merdeka Curriculum science module for class VI SDN 17 Banda Aceh in accordance with the Merdeka Curriculum. The development method used is Research and Development (R&D), namely using the ADDIE model to produce certain products and testing the effectiveness of these products. This research involved 25 class VI students at SDN 17 Banda Aceh and one teacher as respondents. The research instruments used were validation questionnaires and observation sheets. Analysis techniques are used to determine the feasibility of the science module that has been assessed. The results of the research show that the HOTS-based science module developed has a level of validity, namely the first validator for the language aspect is 82%, the design aspect is 82%, and the material aspect is 80%, while the second validator is the language aspect 86%, the design aspect is 89%, and the material aspect is 89%. The evaluation question test validated its effectiveness with scores of 94% and 86%. The implication of this research is that the module developed can be used as an effective learning resource to improve students' high-level thinking abilities in science learning at SDN 17 Banda Aceh. Apart from that, this research also contributes to the development of a curriculum that is relevant to the needs of the times and current global challenges