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The Implementation of Teacher Feedback to Improve Students Writing Skills in Junior High School

Siti Lina Nurlina

This study investigates the implementation of teacher feedback to improve junior high school students' writing skills, focusing on common writing errors and the effectiveness of different types of feedback. English is a significant challenge for many Indonesian students, especially in grammar and syntax. Research using the Taxonomy of Surface Strategies (Dulay, Burt, & Krashen, 1982), established four main types of writing errors: omission, addition, misformation, and misordering. The study further examined teacher feedback by using Hattie and Timperley's (2007) model, which divides feedback into task, process, self-regulatory, and personal types. Data were collected through classroom observations, interviews, and analysis of students' written documents. The main results of the study show that omission errors are the most common among students, followed by addition errors, information errors, and sequencing errors. Feedback from teachers, especially those focusing on task type and process, proved to be very effective in helping students correct errors and improve their writing skills. The study also found that feedback that encourages students' self-regulation can improve their ability to self-correct errors, while personalized feedback helps increase students' motivation. The implications of this study suggest that comprehensive feedback strategies, which include error correction as well as writing process support, are essential to be implemented in English language learning in junior high schools in Indonesia, in order to sustainably improve students' writing skills.

Analisis Materi Ekosistem dalam Buku Teks SD Kelas V: Studi Dokumentasi Kualitatif Deskriptif

This study undertakes a comparative analysis of two Science (Ilmu Pengetahuan Alam – IPA) textbooks concerning ecosystem material for fifth-grade elementary school students. Each textbook distinctively represents the 2013 Curriculum (Student Book Theme 5 Ecosystem) and the Merdeka Curriculum (IPAS-BS-KLS-V Book), respectively. Employing a descriptive qualitative methodology, the research utilized a documentary study approach. A document analysis sheet served as the primary research instrument, facilitating the identification and comparison of the material's scope, pedagogical approaches, and core emphases presented in both textbooks. The analysis reveals that while both resources offer a comprehensive treatment of ecosystem concepts, fundamental distinctions exist in their structural organization and primary focus. The 2013 Curriculum textbook adopts an integrated thematic approach, interweaving ecosystem topics with various other subjects to foster a holistic learning experience, simultaneously stressing character development and literacy skills. In contrast, the Merdeka Curriculum textbook centers on inquiry and project-based learning, thereby prioritizing in-depth conceptual understanding and the cultivation of science process skills through active exploration. The implications of these findings underscore the critical importance for educators to comprehend the unique characteristics and curricular emphases of each textbook when selecting or combining learning resources. This understanding is vital for optimizing the attainment of learning objectives and effectively accommodating diverse student learning styles.

Analisis Konten Komparatif Bahan Ajar IPA Tata Surya: Studi Kritis Kurikulum KTSP-Merdeka

Sintiyani Fatikha Rizki, Adinda Kusuma Mouristi, Firly Hernanda

This study aims to analyze and compare science textbooks focused on the solar system for fourth-grade elementary school students. A literature review identifies several essential criteria that quality textbooks must fulfill. If deficiencies are found, revisions are necessary to ensure effective teaching. Science textbooks should also include activities that promote critical thinking among students. The research evaluates the content feasibility, language use, and presentation suitability of science textbooks aligned with the KTSP and Merdeka Curriculum regarding solar system material. A qualitative descriptive approach is employed, concentrating on science textbooks about the solar system for fourth-grade students. Data collection involves observation, documentation, and analysis of errors and conceptual accuracy within the textbooks. The findings reveal minor errors in the KTSP textbooks, particularly in language and presentation aspects. In contrast, the Merdeka Curriculum textbooks are deemed suitable as learning resources for sixth-grade students. Their comprehensive content, simple and understandable language, and engaging, interactive presentation make these books effective in supporting the learning process. Overall, the Merdeka Curriculum textbooks are more appropriate than the KTSP textbooks as teaching materials for elementary science.

Analisis Perbandingan Materi Ekspor Impor Dalam Buku IPS Kelas VI Pada Kurikulum KTSP dan Kurikulum Merdeka

Adinda Kusuma Mouristi, Sintiyani Fatikha Rizki, Firly Hernanda

This study investigates the comparative presentation of export and import material in sixth-grade Social Studies (IPS) textbooks under the 2006 School-Based Curriculum (KTSP) and the 2022 Independent Curriculum (Kurikulum Merdeka). The research employs a qualitative descriptive method, focusing on content analysis of two government-issued textbooks to explore differences in structure, depth, pedagogical approach, and visual representation. Findings reveal that the KTSP textbook delivers content in a compartmentalized and structured manner, emphasizing conceptual mastery through explicit maps and thematic separation of social and economic aspects. In contrast, the Independent Curriculum adopts an integrated, narrative, and project-based approach through IPAS textbooks, merging science and social studies to foster contextual understanding and critical thinking. However, the lack of concept maps and explicit economic focus in the IPAS book poses pedagogical challenges. The study concludes that curriculum design significantly influences students’ comprehension of global economic concepts and highlights the need for textbooks to align with curriculum philosophy, offer relevant examples, and support 21st-century skills. This research contributes to curriculum development discourse by emphasizing the importance of contextual and integrated textbook design in enhancing economic literacy among elementary students.

Pengaruh Model Project Based Learning Terhadap Berpikir Kritis dan Pemecahan Masalah Sumber Daya Alam IPS Sekolah Dasar

Lidyanti

This study investigates the effect of Project Based Learning (PjBL) on the critical thinking and problem-solving skills of fourth grade elementary school students in Social Studies, specifically on the topic of Natural Resources. A quantitative method with a descriptive-explanatory design was employed, involving 51 purposively selected students in Gunung Jati District. Data were collected using 20 essay items aligned with indicators of critical thinking and problem solving, which were validated (r_count > 0.361) and demonstrated high reliability (Cronbach's α = 0.899). Results of the paired sample t-test indicated a statistically significant improvement (p < 0.05) in students’ cognitive skills after the implementation of PjBL. The approach was particularly effective in enhancing students’ abilities to analyze problems, draw conclusions, and propose relevant solutions. These findings suggest that PjBL supports the development of higher-order thinking skills by engaging students in contextual, inquiry-based learning. However, challenges such as limited time and inadequate project resources were noted. Practically, the findings recommend integrating PjBL in Social Studies curricula to foster active and critical learning. Theoretically, the study reinforces constructivist learning principles as a basis for curriculum development in primary education.

The Influence of Academic Coping And Friendship Quality on Elementary Students’ Learning Engagement

Fitria Yuningsih, Salwa Aulia Azzahra, Astri Istiqomah

This study aims to explore the relationship between academic coping strategies, friendship quality, and learning engagement of elementary school students within a single conceptual framework. A quantitative approach is used through a survey method, with the Partial Least Squares (PLS) analysis technique. The study subjects consisted of 240 students in grades 4 to 6 from three elementary schools. The results of data processing showed that the dimension of friendship quality had a significant influence on student engagement, while the contribution of academic coping strategies was identified as low and not statistically significant. The validity of ACOP constructions is also relatively weak, so it is necessary to develop a more representative instrument. These findings emphasize the important role of social relationships in shaping student engagement in schools, and suggest that educational programs focus more on strengthening supportive social interactions in the learning environment.

Analysis Of Critical Thinking Skills and Learning Independence of Elementary School Students

Monica Astriyanti Sukardi, Reiska Nur Tahbaria, Uni Maelani

The purpose of this observation is to analyze how students' thinking skills are when viewed from the perspective of students' learning independence. This research was conducted in class 4 of SDN Penggung Utara. The research subjects were 38 students consisting of 12 male students and 26 female students. This observation used a qualitative research type. The instruments used in this study were a learning independence questionnaire, and a written test of conceptual understanding consisting of 7 descriptive questions and interviews with homeroom teachers. Data analysis used includes data presentation and drawing conclusions. The results of this study state that students with critical thinking skills of 81-100% are included in the very good category.

Systematic Literature Review: The Influence of The Google Meet Platform on Student Learning

Slamet Waluyo Djati

The development of information technology in the industrial era 4.0 has influenced teaching and learning, especially through platforms such as Google Meet. Students face problems because their activeness and desire to learn online have decreased. The influence of the Google Meet Platform on student learning outcomes is assessed through the Systematic Literature Review (SLR) method. This study found that Google Meet increases students' activeness, motivation, and critical thinking skills. This finding is supported by previous research showing that Google Meet increases student participation directly. Although there are some constraints with access to devices and the internet, Google Meet is considered the best alternative option for online learning today

A Systematic Literature Review (SLR): Analysis of The Use Of Quzizz Learning Media on Improving Student Learning Outcomes

Suradi Fauzi

In the digital era, innovation in learning media is becoming increasingly important to improve the quality of education. One such innovation is the use of Quizizz, a gamification-based learning platform. This study aims to evaluate the effectiveness of using Quizizz learning media in improving student learning outcomes and motivation. The research method used is a literature study by analyzing various relevant research results. Several studies have shown that the use of Quizizz can significantly improve student learning outcomes compared to traditional learning methods, although there are also studies that find that the difference is not significant. In addition, the use of Quizizz has been shown to increase student motivation and engagement in the learning process, making learning more interactive and enjoyable. This study covers various subjects such as science, mathematics, economics, and accounting, and found that Quizizz can improve students' understanding of concepts and academic performance. The results of this study conclude that Quizizz is an effective learning tool in improving student learning outcomes and motivation, although its effectiveness can vary depending on the context and application.

Implementation of Art Learning to Increase the Interest and Talent of Visually Impaired Students SLB Beringin Bhakti Talun, Cirebon Regency

Tesalonika Rouli Hutagaol, Citra Patricia, Suciningsasi

This study examines the implementation of art learning to improve the interests and talents of blind students at SLB A Beringin Bhakti, Cirebon City. Through a qualitative approach, data were collected through observations and interviews with students and teachers. Observations on May 31, 2024 showed that this school uses art learning through subjects, extracurricular activities, exercises, and competitions. Teachers have an important role in guiding students to participate in competitions up to the national level. The results of the study showed that creative and interactive art learning can improve students' motivation and art skills, such as playing musical instruments and recognizing musical instruments through touch. This program also has a positive impact on the development of the potential of blind students. With the right approach, art education becomes an effective forum for optimizing students' talents and interests, providing valuable provisions for their future.

Understanding The Strategies Employed by EFL Learners to Overcome Speaking Anxiety in The Classroom

Veronika Simbolon

This research study aims to investigate the strategies employed by English as a Foreign Language (EFL) learners to overcome speaking anxiety in the classroom. Speaking anxiety is a significant challenge faced by EFL learners, hindering their development of fluency and confidence in speaking. However, there is limited understanding of the specific strategies used by EFL learners to cope with and overcome this anxiety in the classroom context. This study adopts a qualitative research design, utilizing interviews and observations to gather in-depth data from EFL learners. The findings reveal a range of strategies employed by participants, including cognitive strategies (positive self-talk, visualization, and reframing anxious thoughts), preparation and practice, a supportive learning environment, gradual exposure and desensitization, and emotional regulation techniques. These strategies contribute to the effective management of speaking anxiety and the promotion of speaking proficiency among EFL learners. The insights from this study provide valuable implications for educators and practitioners, enabling the development of targeted interventions and instructional approaches to support EFL learners in managing their anxiety and enhancing their speaking skills. By addressing speaking anxiety effectively, language teaching and learning practices in the EFL context can be improved, fostering a positive and inclusive environment for EFL learners to develop their speaking abilities with confidence.

Learning Motivation Impact on Social Skills in Elementary Education

Social skills are essential for pupils’ academic success and peer relationships, yet few studies have examined the internal factors that nurture these skills in the cooperative setting of elementary Social Studies (IPS). This study investigates the relationship between learning motivation and social skills among 42 fourth-grade students at a public elementary school. Data were collected using validated questionnaires and analyzed through two complementary methods. Simple linear regression (SPSS v29) was used to assess the direct effect of motivation, yielding a standardized coefficient (β) of 0.408 and an R² of 0.253, indicating that learning motivation explains 25.3% of the variance in students’ social skills, a moderate and meaningful effect. To validate this relationship, Structural Equation Modeling (SEM) using SmartPLS v4.0.9.9 produced a path coefficient of 0.714 (p < 0.001), confirming a strong, statistically significant influence. This study contributes to the growing literature on motivational determinants of student behavior, particularly in Social Studies contexts. The findings offer practical insights for educators, suggesting that integrating student-centered, engaging activities can enhance both motivation and the development of students’ interpersonal competencies.