Abstract:The principal purpose of this study was to find out; (1) Is there students interested in watching Harry Potter and philosopher’s stone by J.K rowling movie (X) in their listening comprehension (Y), (2) Is there any correlation…
orrelation between students‘ interested in watching Harry Potter and the philosopher’s stone by J.K Rowling movie (X) to listening comprehension (Y). It was carried out to the class XI Science students of SMA Mutiara Palabuhanratu. In this research, a quantitative method is used with the Pearson product moment correlation study to answer the research problem. The population of this research is the students of SMA Mutiara Palabuhanratu class XI IPA for the academic year 2021/2022, totaling 30 students. The sample used is the total population. Tests and questionnaires were used to collect data. After getting the data, the researcher corrected and analyzed the test results. Data analysis using Pearson Product Moment Correlation. The results of the study indicate that the level of significance between the variables X and Y based on the results of the correlation value above rcount = 0.481 rtable (5%) (df = n-2 = 30-2 = 28) rtable = 0.374. So it is clearly stated that rcount is higher than rtable or 0.05 <0.374. The result of the correlation coefficient between the two variables is 0.481. That result indicated that there was a medium correlation between students’ interested s in watching Harry Potter movie and their listening comprehension. This statement was proved based on the result rxy was higher than the rtable (0,481 ≥ 0,374 in significant level 5%) it showed that the null hypothesis (Ho) “There is no relationship between students’ interested in watching Harry Potter movie and their listening comprehension” is rejected and the alternative hypothesis (H1), “There is a positive relationship between students’ interested in watching Harry Potter movie and their listening comprehension” is accepted.
Abstract:Academic achievement is a measure of students' learning outcomes, encompassing aspects of knowledge and skills. Academic performance serves as a crucial indicator in evaluating students' learning progress. MAS Al-Wasliyah…
h Petatal is committed to providing quality education but still faces limitations in applying technology to evaluate student learning. The current evaluation process relies on teachers' subjective assessments, which restricts the information about students' progress. Therefore, the implementation of machine learning is proposed as a solution to enhance objectivity in student learning evaluation through more effective data processing. The method used is the K-Means Clustering algorithm, which can group or classify data based on specific patterns. This study aims to evaluate the extent to which machine learning can process student learning evaluation data through the analysis results obtained from the clustering process, which are then used as benchmarks to improve the evaluation system and provide feedback for students needing improvement in their academic performance. The data used comprises students' grades from the odd semester of the 2024/2025 academic year, with a total of 210 data points. The clustering results produced three clusters: the "good" cluster with 60 students, the "average" cluster with 99 students, and the "low" cluster with 51 students.
Abstract:Graduation marks the completion of a certain level of schooling. This study aims to predict the graduation of students at SDN 016528 BP Mandoge based on their abilities. The goal of this research is to reduce the rate of…
student failure to graduate by making predictions based on examination scores collected by the institution. The method used in this study is Naive Bayes, a technique in Data Mining that utilizes probability and statistics to predict future outcomes based on previous data. This method was chosen due to its advantage in predicting graduation rates from concrete data, ensuring the results are reliable and applicable for future predictions. The dataset used in this study includes graduation data for SDN 016528 BP Mandoge students for the 2019/2020 academic year, comprising 171 students, with 120 students used for training data and 51 students for testing data, achieving a model accuracy of 98%.
Abstract:Public speaking is the activity of speaking in front of an audience with the aim of delivering information, providing explanations, entertaining, or influencing the listeners. It also involves conveying messages verbally…
in front of an audience, whether in the form of speeches, presentations, lectures, or discussions. Public speaking is a crucial skill in various aspects of life, ranging from education to the professional world. This ability not only helps in academic presentations but also impacts how a person communicates and influences others. At the high school level and equivalent, students begin preparing for the next stage in their education or entering the workforce. Many challenges arise for students when speaking in front of an audience in a formal setting and explaining their presentations. Students face difficulties due to a lack of self-confidence, nervousness, panic, and a lack of mastery over the material they will present. In addition to a lack of self-confidence, other challenges include limited vocabulary, low communication skills, fear of judgment from others, and insufficient preparation. Basic public speaking training at Al Ma'shum High School in Kisaran would be highly beneficial for students to boost their self-confidence, enhance their communication skills, sharpen their critical and logical thinking abilities, and equip them for entering the workforce. The basic public speaking training will involve methods such as self-introduction exercises, role-playing, speech structure practice, impromptu speaking, expression training, intonation and articulation exercises, as well as feedback and evaluation.
Abstract:This study aims to analyze the impact of using the mind mapping method on the ability to write procedural texts by utilizing Canva media among 11th-grade students at Air Joman Private High School during the 2023/2024 academic…
demic year. This research employs a true experimental design with a posttest-only control group design, involving 124 students randomly selected to be placed in two classes: the control class and the experimental class. The results indicate that the experimental class, which implemented the mind mapping method with Canva media, had an average score of 81.84, higher than the control class, which only used Canva media without the mind mapping method, with an average score of 74.39. Statistical tests revealed that the mind mapping method had a significant impact on improving procedural text writing skills, with a to value of 106.42, far exceeding the critical t-value at the 5% significance level (2.01) and the 1% significance level (2.68). Therefore, the alternative hypothesis is accepted, demonstrating that the use of the mind mapping method along with Canva media is proven to be effective in enhancing students' ability to write procedural texts.
Abstract:Principal academic supervision management is a crucial factor in improving elementary school teacher performance amid the increasing demands for educational quality and digital transformation in the Grogol District, Cilegon…
gon City. The background of the study indicates persistent issues in teacher performance, including suboptimal lesson planning, less innovative teaching methods, and limited integration of educational technology. The research problem is formulated as how principals manage academic supervision to enhance teacher performance through planning, implementation, evaluation, and follow-up processes. This study employs a qualitative case study approach involving eleven public elementary schools. The findings reveal that academic supervision is conducted systematically, collaboratively, and continuously through classroom observations, reflective discussions, workshops, and On-the-Job Training supported by the Academic Learning System. The results indicate a 15 percent improvement in teacher performance, increasing from 75 to 95, as well as an 80 percent improvement in school learning achievement. The study concludes that integrated, collaborative, and technology-based academic supervision management significantly enhances teacher professionalism. The novelty of this research lies in the development of a digital-collaborative supervision model that integrates teacher participation, continuous professional development, and real-time digital monitoring systems to ensure more effective, efficient, and measurable teacher performance management. Supporting factors include principal commitment, teacher openness, collaborative school culture, and technological support. In contrast, the main obstacles include time constraints, administrative workload, and variations in teacher competence. The findings imply that academic supervision should be managed as adaptive, participatory, and sustainable professional development oriented toward continuous improvement of learning quality in Indonesian elementary schools, serving as a reference for developing a more effective, systematic, and sustainable digital-collaborative supervision model.
Abstract:This study was motivated by the low level of professional competence among elementary school teachers despite the fact that most teachers have obtained certification and adequate academic qualifications. Curriculum changes,…
es, advances in educational technology, and the demands of 21st-century learning require teachers to possess adaptive, reflective, and collaborative professional competencies. The research problem focused on the influence of reflective practice and best practice on the professional competence of teachers at A-accredited public elementary schools in Cilegon City. The study employed a quantitative approach with a causal-comparative design involving 105 teachers selected through proportionate stratified random sampling. Data were collected using Likert-scale questionnaires and analyzed through multiple linear regression using EViews 12. The results revealed that reflective practice had a positive and significant effect on teachers’ professional competence, with a t-value of 4.697 and a significance value of 0.000. Best practice also demonstrated a positive and significant effect, with a t-value of 5.065 and a significance value of 0.000. Simultaneous testing indicated that reflective practice and best practice jointly had a significant effect on teachers’ professional competence, with an F-value of 43.72 and a coefficient of determination of 52.2%. The findings confirm that reflective and collaborative cultures are capable of improving teachers’ professional quality continuously through learning evaluation, sharing teaching experiences, and developing innovative instructional strategies. The novelty of this study lies in the simultaneous examination of reflective practice and best practice through a quantitative approach within the context of A-accredited public elementary schools in Cilegon City. The findings also demonstrate that best practice exerts a greater influence than reflective practice on the professional competence of elementary school teachers.
Abstract:This study was motivated by the low mathematics learning outcomes of vocational high school students, which are influenced by affective factors, particularly learning interest and self-confidence. Mathematics plays a crucial…
cial role in developing students’ logical, critical, and systematic thinking skills; therefore, successful mathematics learning constitutes an essential component of vocational education. The research problem focused on the influence of learning interest and self-confidence on the mathematical cognitive learning outcomes of eleventh-grade students at SMK Negeri 7 Kabupaten Tangerang. The study employed a quantitative approach with a correlational survey design. The research sample consisted of 129 students selected through cluster sampling techniques. Data were collected through Likert-scale questionnaires and documentation of students’ mathematics scores. Data analysis was conducted using descriptive statistics, Pearson correlation, and multiple linear regression with the assistance of SPSS software. The findings revealed that learning interest did not have a significant effect on mathematics learning outcomes, contributing only 1.1%, whereas self-confidence had a significant effect with a contribution of 10.8%. Simultaneous testing demonstrated that learning interest and self-confidence collectively exerted a significant influence on mathematics learning outcomes with a contribution of 13.8%. The findings indicate that self-confidence is a more dominant affective factor than learning interest in improving the mathematical cognitive learning outcomes of vocational high school students. The novelty of this study lies in the finding that the vocational practice-oriented characteristics of vocational high school students cause learning interest not to directly influence mathematics learning outcomes, while self-confidence emerges as a more determining factor in students’ academic achievement. The results of this study are expected to serve as a foundation for developing mathematics learning strategies that are more oriented toward strengthening students’ psychological aspects.
Abstract:Schools are positioned as strategic social spaces that play a crucial role in shaping students’ character and social awareness amid the growing complexity of educational challenges in the era of globalization, digitalization,…
zation, and shifting social values. An educational orientation that continues to prioritize academic achievement has generated serious issues, including the weakening of character, low levels of empathy, and declining social concern among students. The research problem addressed in this study concerns how schools can fulfill their function not only as institutions for knowledge transmission, but also as spaces for the sustainable formation of values, attitudes, and social responsibility. This study aims to analyze the role of schools as arenas for character formation and social awareness, as well as to identify relevant educational approaches for internalizing moral, ethical, and social values. A qualitative approach was employed through a literature review with descriptive analysis of scholarly publications, educational policies, and character education practices. The findings indicate that schools function effectively as educational social environments when character values are systematically integrated through the curriculum, pedagogical interactions, school culture, extracurricular activities, and teacher role modeling. Character formation and social awareness become more meaningful when implemented holistically, contextually, and consistently. The conclusion emphasizes that schools bear moral and social responsibility to create a humanistic, participatory educational ecosystem oriented toward the development of students’ holistic personality. The novelty of this scholarly work lies in its conceptual affirmation of the school as a transformative social space that unifies academic dimensions, character development, and social awareness into an inseparable pedagogical whole.
Abstract:This study examines the effectiveness of implementing Collaborative Learning as a strategy to strengthen Literasi digital among elementary school students, emerging as a response to challenges related to students’ limited…
ted ability to access, understand, and utilize digital information critically and responsibly. The main problem addressed in this research concerns the lack of learning models capable of integrating cooperation, creativity, and critical thinking skills with digital competencies relevant to 21st-century demands. Employing a descriptive qualitative method supported by a literature review, the data were collected from various scientific sources such as books, journals, articles, and previous studies. The findings indicate that Collaborative Learning effectively enhances students’ Literasi digital skills through activities emphasizing interaction, discussion, problem-solving, and the use of digital platforms such as Google Classroom, Canva, Kahoot, and Padlet. The teacher’s role as a facilitator is crucial in creating an active, adaptive, and student-centered learning environment. Challenges such as limited devices and internet access still arise, yet these can be mitigated through teacher competency development, parental support, and the optimal use of accessible digital resources. The study concludes that integrating Collaborative Learning with Literasi digital not only improves academic competence but also fosters a learning ecosystem that is engaging, participatory, and aligned with technological advancements. The novelty of this research lies in highlighting that student collaboration, when combined with appropriate technological integration, can serve as an effective strategy for strengthening Literasi digital sustainably at the elementary school level.