Indonesian High School Research Articles

The Role of Digital Media in Optimizing Project-Based Learning to Practice 21st Century Skills

The utilization of digital media in learning is crucial in the current era of education, especially in training 21st-century skills. This study explores digital media's role in optimizing project-based learning in an Islamic high school in Indonesia. The selection of this school as the research subject is based on the utilization of digital media in the learning process, which has been carried out regularly, so it is beneficial in optimizing project-based learning. This research uses a qualitative approach with a case study design. Data collection was conducted through observation, interview, and document analysis. Data analysis techniques include reduction, display, verification, and conclusion drawing. The results showed that examples of project-based learning activities in this school include learning to make dioramas from recycled paper, resin bed lamps, generator mock-ups, environmental campaign posters, and plant naming signs. These project-based learning activities are instrumental in training students' 21st-century critical thinking, creativity, digital literacy, collaboration, and problem-solving skills. Digital media in this study acts as an idea generator and inspiration to find much scientific information, not least related to making name signs on a plant. This study indirectly contributes insight into examples of teacher creativity regarding the use of digital media to create interesting and meaningful learning.

Biblical Perspective and Educational Domains in Sex Education: Addressing Gaps in Indonesian Sex Education

In Indonesia, sex education is delivered in public high schools as part of the biology curriculum and under the topic of reproductive health. According to the government’s view, when schools teach students properly about reproductive health, they will have a good understanding of their sexuality. Therefore, there is no need to have any further sexual education outside of the school curriculum. However, about half of the teenagers living in major cities are involved in premarital sex, and the rate of teen abortion and HIV infections is high. This article examined the implementation of sexual education in public high schools in Indonesia using a combination of qualitative and quantitative research. The survey was done on a sample of 416 students from 30 provinces and 66 cities in Indonesia. The finding support a particular approach to sex education that incorporates cognitive, affective, and psychomotor learning aspects of educational taxonomy. We find that it is essential to develop a separate sex education module in addition to the current reproductive health topic taught in biology to encourage students to practice abstinence, rather than just teaching reproductive health.

Navigating Challenges in E-Learning Implementation at Indonesian High Schools: A Review

Navigating Challenges in E-Learning Implementation at Indonesian High Schools: A Review

Navigating the Digital Shift: The State of Junior High Schools' Technological Readiness in Indonesia

The digital shift in education requires readiness among school members to manage the challenges of organizational change. This study investigates the technological readiness of junior high schools in Indonesia from teachers' perspective, using Weiner's (2009) theory of organizational readiness for change, and examines students' readiness for digital learning. Participants included teachers and students from four junior high schools in Boyolali, Central Java, selected through convenience sampling with a 95% confidence level (0.05). Descriptive statistical analysis indicated a positive readiness for digital transformation (mean = 3.74). The study found that only the Valence of Change factor had a statistically significant correlation with schools' readiness for digital shift. Furthermore, respondents showed a positive attitude toward digital learning, with no significant gender differences in students' perceptions and use of digital tools. These findings offer valuable insights for educators, researchers, and school administrators in driving digital transformation in education. The study recommends integrating digital learning into the curriculum to boost student engagement and interest.

The effect of English learning media in improving student's writing skills through the mastery of different discourse markers

This research aims to determine the effect of learning media and mastery of discourse markers (DMs) on students' writing skills. Students in Indonesia experience many obstacles in their ability to write English. However, along with changes in students' needs in learning to write, digital-based learning media using Google Word Coach Game and Scrabble Word offers new ways to improve students' writing skills through teaching media Google Word Coach Game and Scrabble Word, learning media integrated with Mastering DMs can help improve students' writing skills. However, previous research still needs to incorporate mastery of DMs with the Google Word Coach Game and Scrabble Word learning media. Therefore, this research looks at how the Google Word Coach Game and Scrabble word learning media integrated with mastery of DMs can improve students' English writing skills. This research also examines how the interaction between the Google Word Coach Game and Scrabble word learning media is integrated with mastery of DMs. This research suggests a Google Word Coach Game and Scrabble Word learning media and provides suggestions about the importance of mastering DMs for students in high schools in Indonesia. It also outlines how to test these suggestions and suggests directions for future research.

Utilizing task with scaffolding: growth of students' mathematical understanding from layers of image having to property noticing

Introduction. Learning mathematics accompanied by understanding is an essential component of factual and procedural knowledge skills practical for students in solving real-life problems. Errors in solving systems of linear equations in two variables (SPLDV) among students can be caused by various factors, including students' lack of understanding of this concept, so this problem must be studied in depth by utilizing task with scaffolding. The research aimed to explore the potential of a task to foster mathematical understanding of students from the image-having layer to the property noticing layer in the learning context of a system of linear equations in two variables (SPLDV). Study participants and methods. The study involved three students in grade 8 at a junior high school in Indonesia. They were selected based on their mathematical ability (low, moderate, and high) based on their accumulated score reports in grade 7 and information from the teacher who taught them. This study employed a qualitative research approach, data collection was carried out by giving task to students, observing, and interviews them while doing the task, and data analysis began with transcription and organizing the results of interviews and student task, followed by identification and classification of difficulties faced by students. The results. The study showed that student with low mathematical ability has difficulty recognizing patterns or relationships between coefficients and variables in equations. Even with the help of scaffolding, the student still did not succeed in strengthening her understanding to complete the task given, so her understanding only shifted slightly from the image having layer and could not move completely to the property noticing layer. Next, a student with moderate mathematical ability had a sufficient understanding of the concept of variables and coefficients. However, she still needed additional help to complete task, especially in determining the value of variable. She was observed to be already at the property noticing layer of understanding because she had been able to identify the property of two linear equations in two variables that is equivalence and complete the task given. Lastly, the student with high mathematical ability could understand the relevant mathematical concepts well. She could complete the task assigned well despite folding back and scaffolding. Thus, this student's understanding reached the property noticing layer. Conclusions. The research showed differences in the growth of mathematical understanding from the image having layer to the property noticing layer among junior high school students with low, medium, and high mathematical ability. The student with lower math skills was only slightly shifted from the image having layer and could not be transferred completely to the property noticing layer. The student with moderate mathematical ability had reached the layer of understanding properties because she was able to identify equivalent properties of two linear equations in two variables and complete the given task. Lastly, the student with high mathematical skills has reached the layer of property noticing.

Inspiring Through Interaction: The Impact of Teachers' Verbal and Non-Verbal Communication in EFL Classes

Effective verbal communication, including clear explanations and constructive feedback, ensures that students comprehend the material and feel supported. Nonverbal communication, such as gestures, facial expressions, and eye contact, significantly contributes to sustaining student engagement and motivation. This research examines teachers' various verbal and nonverbal communication techniques in English as a Foreign Language (EFL) classes and explores their impact on student motivation. The study involved two teachers and 57 students from senior high schools in Indonesia, employing a phenomenological qualitative approach. Data collection methods included observation checklists, interviews, and questionnaires. The analysis revealed that teachers utilized seven distinct verbal communication methods—lecturing, questioning, giving directions, providing praise and encouragement, and offering feedback—and seven nonverbal methods, including eye contact, hand movements, physical proximity, facial expressions, physical appearance, and chronemics (the strategic use of time). Among these, students rated suggestions, praise, and encouragement as the most motivating verbal interactions, while eye contact emerged as the most influential nonverbal factor. These findings underscore the need for targeted teacher training in these communication strategies to foster a more engaging and motivating learning environment, thereby enhancing student learning outcomes in Indonesian EFL contexts.

The Influence Of Self-Confidence On Mathematical Problem Solving Ability Of Senior High School in Indonesia

The Influence Of Self-Confidence On Mathematical Problem Solving Ability Of Senior High School in Indonesia

Characteristics, prevalence and tensions of critical thinking in Indonesian high school English language classes resulting from policy-driven teaching

Indonesian government policy has emphasised Critical Thinking development in secondary school students to position the nation for better engagement with global concerns, including the Industrial Revolution 4.0. A vehicle of choice to achieve this Critical Thinking development is English as an Additional Language in Secondary Schooling. This article presents a qualitative study that investigated the characteristics and prevalence of Years 10, 11 and 12 Critical Thinking in English listening and speaking tasks in an Indonesian high school. Data were generated through sustained engagement with one class in each year level, providing rich and detailed classroom data. These data were analysed with a conceptual framework of Critical Thinking in English Listening and Speaking to determine the characteristics of student Critical Thinking. Frequency counts of the characteristics yielded the prevalence of Critical Thinking in the period of engagement with each class. The point of intersection between Critical Thinking policy and its implementation demonstrates the congruence and dissonance between the actualised student Critical Thinking and teacher documents. Results showed that the characteristics and prevalence of Critical Thinking were fundamentally different for each year group, in large part due to the differences in teacher facilitation of Critical Thinking, despite, or because of, the overarching policy directives.

Framework problem solving based augmented reality media to empower scientific explanation skill

Development of scientific explanation abilities in students is an important aspect in science education. However, traditional learning methods such as textbooks and PowerPoint presentations are often less effective in improving skills due to lack of student interactivity and involvement in the learning process. This study aimed to analyze the effectiveness of using augmented reality media based on problem-solving frameworks to empower scientific explanation. The research design was used a Nonrandomized Control Group, Pretest-Posttest Design. The study used a quasi-experimental method with a factorial design of 2 x 2. The research sample was 72 students, one of senior high school in Indonesia. The sample was divided into two groups: the control group using two-dimensional learning media based on books, PowerPoints, and videos. The treatment group used augmented reality learning media based on problem-solving frameworks. The material used in the study is the human circulation system in biology subjects. The instrument used to obtain scientific explanation data is an essay test developed from scientific explanation indicators adapted from McKneill et al. Data analysis using ANCOVA (p=0.05%) with pre-test values as covariates. The results showed that augmented reality media based on problem-solving frameworks could empower and more significantly improve the ability of scientific explanation, this is evidenced by the average value of scientific explanation skills in the experimental class is higher than the control class.

What Drives Student Passion for French in Indonesian High Schools?

What Drives Student Passion for French in Indonesian High Schools?

Academic Motivation as a Mediator of Social Support and Achievement Orientation: Case of Muslim High School in Indonesia

The study of academic motivation is essential in understanding how various factors contribute to students' educational achievements and overall well-being. This research explored the relationship between academic motivation and the mediation effects of social support on achievement orientation. Specifically, it examined how these factors interrelates and supports each other in the context of high school students. The sample for this study consisted of 225 high school students selected through convenient and cross-sectional sampling techniques. The instruments utilized included the Academic Motivation Scale (AMS) for assessing academic motivation, the Multidimensional Scale of Perceived Social Support (MSPSS) for evaluating social support, and the Achievement Goal Orientation Scale for measuring achievement orientation. To analyze the data, several statistical techniques were employed. Descriptive statistics were used to summarize the data, and Pearson correlation was applied to determine the relationships between social support and the dimensions of academic motivation. To measure the reliability of the scales, Cronbach's alpha was calculated. Additionally, regression analysis was conducted to examine the effects of social support on academic motivation and achievement goals. The findings revealed that there was no significant direct effect of social support on students' mastery and performance goal orientations. However, in terms of indirect effects, family support was found to influence academic motivation, which in turn affects achievement orientation.

Level Up Your English: Exploring the Power of Online Games in Indonesian High Schools

Level Up Your English: Exploring the Power of Online Games in Indonesian High Schools

Islamic Education Curriculum in Junior High Schools

The Islamic education curriculum in Junior High Schools (SMP) plays an important role in shaping students' character and spiritual values. This research aims to analyze the curriculum structure, teaching methods, and challenges in implementing the Islamic education curriculum in junior high schools. The research methodology used is qualitative with a case study approach in several junior high schools in Indonesia. Data was collected through interviews, observation and document analysis. The research results show that the Islamic education curriculum in junior high schools includes subjects such as the Al-Qur'an, Hadith, Fiqh, Aqidah, Akhlak, and the History of Islamic Culture. The teaching methods applied vary, from lectures, discussions, to religious practices. The main challenges faced are limited resources, teacher readiness, and support from the school and parents.

A Systematic Review: Use of GeoGebra in Mathematics Learning at Junior High School in Indonesia and Japan

<p>The aim of this research is to analyze the implementation of GeoGebra in mathematics learning at junior high school in Indonesia and Japan. This research examines systematic literature reviews using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method with articles indexed by Web of Science (WoS) and Scopus from 2010 to 2024. The research findings show that; (1) most publicized use of Geogebra begins in 2022; (2) the topic most frequently used in research related to the application of GeoGebra in Indonesia and Japan is geometric transformation; (3) the highest percentage of student perspective analysis results in Indonesia is 25% with the experience, reflect and explain aspects, each of which consists of 6 topics (triangular properties, geometric transformation, matrix operations, cylinders, perform set operations and different parts of a circles); (4) the highest percentage of student perspective analysis results in Japan is 38% with the experience aspect consisting of 6 topics (square roots, quadratic function, triangle similarity condition, inverse of inscribed angle theorem, quadratic equation and Pythagorean theorem). It is hoped that this research can provide input for using GeoGebra in mathematics learning in these two countries, because GeoGebra not only helps students understand mathematical concepts better, but also facilitates more interesting and interactive learning.</p><p> </p><p>Tujuan dari penelitian ini untuk menganalisis implementasi penggunaan GeoGebra pada pembelajaran matematika SMP di Indonesia dan Jepang. Penelitian ini mengkaji tinjauan literatur sistematik menggunakan metode Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) dengan artikel yang terindeks WoS dan Scopus dari rentang tahun 2010 hingga 2024. Temuan penelitian menunjukkan bahwa; (1) penggunaan Geogebra paling banyak dipublikasikan dimulai pada tahun 2022; (2) topik yang paling sering digunakan dalam penelitian terkait penerapan GeoGebra di Indonesia dan Jepang yaitu transformasi geometri; (3) persentase tertinggi hasil analisis perspektif siswa di Indonesia yaitu 25% dengan aspek experience, reflect, dan explain yang masing-masingnya terdiri dari 6 topik (triangular properties, geometric transformation, matrix operation, cylinder, perform set operations dan different parts of a circle); (4) persentase tertinggi hasil analisis perspektif siswa di Jepang yaitu 38% dengan aspek experience yang terdiri dari 6 topik (square roots, quadratic function, triangle similarity condition, inverse of inscribed angle theorem, quadratic equation dan theorem pythagoras). Penelitian ini diharapkan dapat memberikan masukan untuk menggunakan GeoGebra pada pemebelajaran matematika di kedua negara tersebut, karena GeoGebra bukan hanya membantu siswa dalam memahami konsep matematika secara lebih baik, tetapi juga memfasilitasi pembelajaran yang lebih menarik dan interaktif.</p>

ENHANCING GRAMMAR TEACHING IN AN INDONESIAN SENIOR HIGH SCHOOL THROUGH THE USE OF GRAMMAR WHEEL

Attaining proficiency in grammar is crucial for students as it serves as the foundation for language use. However, many individuals shy away from learning it, perceiving it as a daunting and challenging task. This research is aimed at enhancing grammar teaching by applying Grammar Wheel. It focuses on the active and passive voice mastery of three forms of tenses including simple past tense, past continuous tense, and past perfect tense. Conducted in one of the public Senior High Schools in Indonesia, this study was participated by 35 students and an English teacher. Having troubles in comprehending grammar, the teacher needed media and activities to deliver the grammar materials interestingly. Two cycles of Classroom Action Research (CAR) were implemented. The data were collected using observation sheets, field notes, video recordings, interview guidelines, and exercise sheets. The analysis was carried out qualitatively following the steps proposed by Cresswell (2012). The results revealed that language teaching had been successfully improved and students were more motivated to engage in the learning process being in a comfortable and supportive learning environment. Furthermore, learners’ knowledge in mastering the three types of tenses increased significantly as evidenced by their writing. Hence, the Grammar Wheel has proven to be an effective tool for teaching grammar in the classroom.

Implementasi Kurikulum 2013 Mata Pelajaran Pendidikan Agama Islam di SMP PGRI Tebedak

This research aims to analyze the implementation of the 2013 Curriculum in Islamic Religious Education (PAI) subjects at the Junior High School (SMP) level. The 2013 curriculum, introduced by the Indonesian government, prioritizes a competency-based approach with a focus on developing students' attitudes, knowledge and skills holistically. In the context of Islamic Religious Education, the implementation of this curriculum is expected to shape the character and personality of religious students and develop their understanding of Islamic teachings in a comprehensive manner. The research method used is descriptive qualitative with a case study approach in several junior high schools in Indonesia. Data collection was carried out through observation, in-depth interviews with PAI teachers, and analysis of documents related to the implementation of the 2013 Curriculum. The research results showed that the implementation of the 2013 Curriculum in PAI subjects faced several challenges, including limited resources, teacher readiness, and diversity in student abilities. However, several schools have demonstrated success in adapting this curriculum well, especially through ongoing teacher training and the development of creative and contextual learning materials. Other findings from this research indicate that the use of active and collaborative learning methods, such as group discussions and projects, can increase student participation and understanding in PAI lessons. Apart from that, the integration of information and communication technology (ICT) in the learning process also contributes positively to the effectiveness of implementing this curriculum. Overall, this research concludes that although there are various challenges in implementing the 2013 Curriculum for Islamic Religious Education subjects in junior high schools, efforts to increase teacher competency and use innovative learning methods can optimize student learning outcomes. Recommendations are given to the government and education stakeholders to continue to support teacher training programs, develop relevant teaching materials, and improve educational facilities and infrastructure to support the successful implementation of the 2013 Curriculum.

Developing learning and training within industry model to improve work readiness of vocational high school students

<span lang="EN-US">Unemployment is still a national priority that needs to be addressed. In 2022, vocational high schools in Indonesia had the highest open unemployment rate. The highest open unemployment rate is a result of vocational high school students’ insufficient work readiness. Therefore, this research aims to develop a learning and training within industry (LTWI) model, and to evaluate the model’s efficacy in increasing vocational high school students’ work readiness. The research employed a research and development (R&D) design by Richey and Klein with the phases of needs analysis, internal validation, and external validation. There were 12 teachers and 89 students from the automotive engineering department at Muhammadiyah 1 Pakem Vocational High School and 1 Puring Vocational High School, as well as six instructors from the automotive industry: GAS Auto Service, Automotive Jogjakarta Center (OJC), Bengkel Barokah, and RND Auto Service, participated in the research. Data collection strategies adopted were interviews, questionnaires, and performance tests. The data were descriptively evaluated, and the conclusions were drawn using a categorization formula. With an average score of 3.43, the LTWI model can be used to learn very well. With an average final score of 3.32, the efficacy of the LTWI learning model falls into the category of “very good”. The LTWI model can be applied effectively to learning in vocational high schools since it has a positive influence on students’ work readiness.</span>

High school students’ preconceptions about the concept of climate change considered from the perspective of visual representation

Preconceptions are an essential foundation for students, serving as a basis for more effective learning. In the context of climate change concepts, many students harbor misconceptions. One method to uncover students’ preconceptions is through the use of visual representations. Visual representations can elucidate students’ understanding of abstract and complex concepts. This study aims to examine and analyze the extent of high school students’ comprehension of climate change. The research employs a descriptive qualitative approach, with a population and sample comprising 63 tenth-grade science students from a high school in Indonesia. Data collection techniques included observation and interviews, with semi-structured interviews being utilized in this study. The results reveal that students have varied understandings of the concept of climate change, with many exhibiting misconceptions. The study identifies three categories of climate change concepts: (1) correct concepts of climate change, representing 37%; (2) climate change concepts based on objects, as depicted in the visualizations provided by the respondents; and (3) incorrect concepts of climate change, representing 63%. Based on empirical evidence, the students’ preconceptions of climate change are predominantly at the macroscopic level.

Education marketing mix for private vocational high schools in Indonesia

Education marketing mix for private vocational high schools in Indonesia