MEDIA DIDAKTIKA

The Exploring the Use of Phoenix Wright: Ace Attorney Trilogy as a Visual Novel Game to Enhance EFL Learners’ Vocabulary and Motivation

Fikra Nur Firman — Sun, 30 Nov 2025 23:33:03 +0700

This study explores the integration of Phoenix Wright: Ace Attorney Trilogy, a visual novel game, into English as a Foreign Language (EFL) learning to enhance students’ vocabulary acquisition and motivation. Conducted with 39 ninth-grade students at SMPN 19 South Tangerang, this research employed an explanatory sequential mixed-methods design. Quantitative data were collected through pre-test and post-test vocabulary assessments and analyzed using the Wilcoxon Signed Ranks Test. Qualitative data were obtained through questionnaires and semi-structured interviews to investigate learners’ perceptions and experiences. The findings revealed a statistically significant improvement in vocabulary mastery after the intervention, with mean scores increasing from 43.97 to 86.44 (p < 0.05). Qualitative results supported this improvement, indicating that students found vocabulary learning through the game enjoyable, contextual, and memorable. They also expressed higher motivation, self-confidence, and positive attitudes toward learning English. These findings align with Krashen’s Input Hypothesis, Constructivist Learning Theory, and Gardner’s Instrumental Motivation Theory, suggesting that narrative-driven digital games can effectively enhance both vocabulary acquisition and learner motivation. The study concludes that visual novel games, when integrated purposefully into classroom practice, provide a meaningful and engaging alternative to traditional vocabulary instruction.

OPTIMIZATION OF BIOLOGY LEARNING MEDIA IN IMPROVING LEARNING EFFECTIVENESS BASED ON STUDENTS’ LEARNING STYLES

Hughes Bazura — Sun, 30 Nov 2025 23:34:24 +0700

ABSTRACT

This study aims to analyze the optimization of Biology learning media to improve learning effectiveness based on students’ learning styles. The research was conducted at MAN 1 Medan in September 2025 with one Biology teacher as the main respondent, chosen because of active use of various instructional media and adaptation of teaching strategies to student characteristics. Data were collected through a closed-ended questionnaire and semi-structured interviews to explore the types, effectiveness, and compatibility of learning media with students’ visual, auditory, and kinesthetic styles. The findings show that teachers have implemented various media, including visual, digital, and practical tools, to enhance conceptual understanding. Visual media and practicum activities were found most effective, with agreement levels of 95% and 90%, respectively, while limited infrastructure and teachers’ digital competence remain key challenges. The study highlights that optimizing learning media requires adequate facilities, technological skills, and awareness of learning style diversity. Aligning media selection with students’ learning styles increases motivation, engagement, and learning outcomes, supporting the development of adaptive and student-centered Biology learning strategies.

Keywords: Biology learning, learning media, learning styles, effectiveness, digital learning

DEVELOPING ENGLISH SURVIVORS: A VOCABULARY LEARNING GAME FOR EFL LEARNERS

Taofix Rahman, Mutiarani Mutiarani — Sun, 30 Nov 2025 23:35:15 +0700

This study outlines the design, implementation, and evaluation of English Survivors, an instructional media developed to support EFL learners in intentional vocabulary acquisition using digital gaming principles. The implementation, following the ADDIE model, incorporates quizzes and immediate feedback to enhance vocabulary retention and support learner motivation. An iterative refinement cycle included a pilot study with five learners, succeeded by a controlled classroom implementation involving fifteen participants, and concluded with external validation by experts in educational media and linguistics. Quantitative analysis indicates that 88% of participants considered the vocabulary tasks relevant, 86.67% valued immediate feedback, and 85.34% responded positively to the quiz-based format. A media expert assigned a functionality score of 39 out of a possible 40, with the content expert awarded 40 out of 40. The evidence collectively supports the platform's operational viability and motivational capacity. Statistically significant vocabulary gains, along with trials in authentic instructional settings, support the theory that pedagogical games designed through systematic methods and refined through iterative user and expert evaluation is possible, when integrated into controlled instructional frameworks, significantly improve vocabulary mastery.

PENGEMBANGAN MODUL PEMBELAJARAN BERBASIS PROJECT BASED LEARNING UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS DAN BERPIKIR KRITIS SISWA

Sun, 30 Nov 2025 23:35:39 +0700

ABSTRAK, Penelitian ini mengembangkan modul pembelajaran berbasis Project Based Learning (PjBL) yang valid, praktis, dan efektif untuk meningkatkan keterampilan proses sains serta kemampuan berpikir kritis siswa. Jenis penelitian ini adalah penelitian pengembangan dengan menggunakan model Analysis, Design, Development, Implementation Evaluation (ADDIE). Uji Validasi modul ini dinilai oleh dua ahli materi, media, dan bahasa, sedangkan uji kepraktisan dilakukan melalui observasi pembelajaran dengan modul di kelas dan kuesioner guru serta siswa. Selain dari pada itu uji keefektifan modul ini dinilai dengan menggunakan perhitungan N-gain dan kuesioner guru serta siswa. Modul ini diujicobakan pada kelas 7G SMP Negeri 3 Sugio, Kabupaten Lamongan, yang terdiri dari 24 siswa. Hasil menunjukkan bahwa modul ini: (1) memiliki tingkat validitas tinggi dengan skor 4,4 (kategori “sangat baik”); (2) dinilai praktis dalam pembelajaran IPA (Biologi), dengan skor kuesioner 4,3 (“sangat baik”) dan hasil observasi 4,1 (“baik”); dan (3) terbukti efektif dengan peningkatan N-gain sebesar 0,4 (kategori “sedang”) serta skor angket 4,1 (“baik”). Berdasarkan hasil uji kevalidan, kepraktisan dan keefektifan dapat ditarik kesimpulan bahwa modul pembelajaran berbasis PjBL ini layak diterapkan karena telah memenuhi aspek validitas, kepraktisan, dan efektivitas dalam mendukung peningkatan keterampilan proses sains dan kemampuan berpikir kritis siswa pada pembelajaran IPA (Biologi).

Kata Kunci: Modul Pembelajaran, PjBL, Keterampilan Proses Sains Dan Berpikir Kritis

ABSTRACT, This research designs a valid, practical, and effective Project Based Learning learning module to improve students' science process skills and critical thinking. The type of this research is Research and Development (R&D). The method used in this research is Analysis, Design, Development, Implementation, Evaluation (ADDIE). The validity test was conducted by 2 experts. The practicality test included classroom observation, and teacher and student response questionnaires. The effectiveness test included the N-gain test and teacher and student response questionnaires. The testing of this module was carried out at SMP Negeri 3 Sugio, Lamongan in class 7 G that consists of 24 students. The results of this study stated that (1) this module is valid by experts with a score of 4.4 with the criteria of "very good"; (2) this modul is practical for teaching Science (Biology) from the results of teacher and student responses got a score of 4.3 with the criteria of "very good", from the results of observations got a score of 4.1 with the criteria of "Good"; (3) this module is effective for the teaching from the result of N-gain calculation obtained score 0.4 with the criteria of "moderate". Meanwhile, from the results of the teacher and student response questionnaire got score 4.1 with the criteria of "Good". Thus, it can be concluded that the development of this PjBL-based learning module is feasible in terms of validity, practicality and effectiveness in improving students' scientific process skills and critical thinking in science learning (Biology).

Keywords: Learning Module, PjBL, Science Process Skills and Critical Thinking

STRATEGI GURU DALAM PEMBELAJARAN BERCERITA SISWA KELAS 4 DI SD NEGERI 2 SUMITA

Ni Komang Kembar Tri Dewi — Sun, 30 Nov 2025 23:36:27 +0700

This study aims to analyze the types of strategies and challenges encountered in storytelling instruction for fourth-grade students at SD Negeri 2 Sumita. This research uses a qualitative approach. The data collection methods and instruments used were observation and interviews. The study was conducted at SD Negeri 2 Sumita, with the research subjects being fourth-grade students and their classroom teacher. The results of the study show that: (1) the teacher implemented various storytelling strategies that were communicative, participatory, and interactive. The strategies included the use of visual media such as picture series and videos, small group discussions, practice sessions for storytelling in front of the class, and the provision of direct feedback on students' performances. Each lesson began with a clear explanation of the learning objectives, continued with core activities that actively involved students, and concluded with reinforcement and relevant follow-up assignments. These strategies proved effective in enhancing student participation, creativity, and confidence in oral storytelling; (2) the main challenges faced by the teacher included differences in students’ abilities to construct and deliver stories, lack of self-confidence among some students when speaking in front of the class, limited instructional time, and the lack of varied teaching media. Although strategies and media had been used optimally, these obstacles still hindered equitable learning outcomes. To address these issues, the teacher began to apply a gradual approach through small groups and planned to integrate more engaging digital learning technologies to better accommodate students' needs in a flexible and inclusive manner.

AN ANALYSIS OF ELEVENTH-GRADE STUDENTS' ABILITY TO WRITE SHORT STORIES BASED ON PERSONAL EXPERIENCE

Thresia Trivict Semiun, Delicia Abani — Sun, 30 Nov 2025 23:36:48 +0700

This study examined eleventh-grade students' ability to write short stories based on personal experience at SMAN 2 Kefamenanu. The main focus of this research was to analyze five aspects of writing short stories, namely content, organization, grammar, mechanics, and vocabulary, as well as the level of ability and difficulty of the students in writing short stories. It applied a qualitative and quantitative approach with tests and interviews as the instrument. The results showed that students had a "good" level of writing ability, with an average score of 81.31. However, some students still encountered difficulties in several aspects of writing, namely grammar, vocabulary, mechanics, and content. These difficulties occurred because students could not combine good sentences, lacked vocabulary, could not place punctuation marks and capital letters correctly, and could not explain the meaning of the topic they had determined. Therefore, errors occurred in their writing. The study provided advice for teachers to improve their teaching methods.

THE EFFECTIVENESS OF THINK PAIR SHARE (TPS) TECHNIQUE TO IMPROVE READING COMPREHENSION OF DESCRIPTIVE TEXT FOR THE SEVENTH GRADERS OF SMP NEGERI NUNPO

Thresia Trivict Semiun — Sun, 30 Nov 2025 23:37:46 +0700

This research aimed to determine the significant effect of using the Think Pair Share (TPS) technique to improve reading comprehension of descriptive texts for seventh-graders of SMP Negeri Nunpo. This research was pre-experimental. The population of this study was the seventh-grader students of class at SMP Negeri Nunpo, with a total of 53 students. Through cluster random sampling, 25 students were taken as samples. The research instrument was a reading comprehension test for descriptive texts consisting of 25 multiple-choice items. The researcher applied the TPS technique for two meetings. The researcher analyzed students' pre-test and post-test scores on descriptive texts, which consisted of main idea questions, stated detail questions, vocabulary in context questions, reference questions, and purpose questions. The results of this study showed that there was a significant difference between the average pre-test score of 51.04 and the average post-test score of 80.64. Based on the above results, the researcher concludes that the use of the TPS technique significantly improved reading comprehension of descriptive texts for seventh-grader students of class A at SMP Negeri Nunpo.

BLENDED LEARNING STRATEGIES TO ENHANCE ACADEMIC WRITING SKILLS IN UNDERGRADUATE STUDENTS

Sun, 30 Nov 2025 23:38:16 +0700

Blended learning in Malaysia has become a popular educational approach as it integrates online and face-to-face learning to provide students with a more flexible and engaging experience. Many higher education institutions have adopted this approach to meet the needs of digitally savvy students while maintaining quality education. Using the UBI20402 Academic Reading and Writing course as a case study, the paper evaluates the integration of digital tools, multimodal resources, and structured teaching methodologies to achieve CEFR B2-level learning outcomes. A mixed-methods methodology was employed, comprising the analysis of student performance metrics, surveys to capture student feedback, and instructor observations. The results highlighted that blended learning significantly enhanced students' understanding of academic writing structures and processes. These include students who found the integration of digital tools and multimodal resources highly engaging and helpful for understanding complex academic texts, whilst instructor observations revealed that structured teaching methodologies increased classroom participation, collaboration, and students' critical thinking and analytical skills when combined with digital tools. In conclusion, blended learning strategies offer a solid foundation for teaching academic writing while effectively meeting the needs of a wide range of students. Future research could explore mobile-friendly platforms and examine the long-term impact of blended learning on students’ academic achievement.

From Scroll to Speak: A Quasi-Experimental Study of How TikTok and Instagram Reels Influence Students’ Confidence in Speaking English

Awaliyah Rohmah, Irmayani Irmayani — Sun, 30 Nov 2025 23:38:56 +0700

This study looks at how short-form video platforms—more especially, TikTok and Instagram Reels—have affected students' English language confidence. This study was driven by the growing prevalence of social media among adolescents and its possible role as a medium for expressive, communicative, and reflective learning. A quasi-experimental design of the non-equivalent control group type was used in a quantitative approach. 30 eighth-graders from a junior high school in Turi, Lamongan, participated in the study. They were split into 2 groups: 15 in the experimental group and 15 in the control group. Speaking exercises and a Likert-scale confidence questionnaire were included in the pre-test and post-test used to collect data. Using SPSS version 26, the data was analysed using paired sample t-tests, independent sample t-tests, descriptive statistics, and normality and homogeneity tests, The findings indicated a notable enhancement in the experimental group, which achieved a post-test average of 77.13, in contrast to 65.20 in the control group. The independent sample t-test yielded a significance value of 0.000 (<0.05), demonstrating a statistically significant effect of the treatment. The findings are consistent with Self-Determination Theory (SDT), which highlights the importance of relatedness, competence, and autonomy in promoting learning motivation and self-assurance. Short-form videos are recommended by the research as a new way to boost students' speaking confidence during English language training.

PENGARUH METODE JOYFULL LEARNING BERBASIS ICE BREAKING TERHADAP MINAT BELAJAR SISWA KELAS V MIN 1 TEGAL PADA MATA PELAJARAN IPAS

Muhammad Akmal Falih — Sun, 30 Nov 2025 23:39:12 +0700

Penelitian ini menguji pengaruh metode Joyful Learning berbasis Ice Breaking terhadap minat belajar siswa kelas V MIN 1 Tegal pada mata pelajaran IPAS. Penelitian ini dilatarbelakangi oleh rendahnya minat belajar siswa, yang seringkali disebabkan oleh metode pembelajaran konvensional yang minim partisipasi. Menggunakan pendekatan kuantitatif dengan desain kuasi-eksperimen (posttest-only control group design), penelitian ini melibatkan kelas V.1 sebagai kelompok eksperimen dan kelas V.3 sebagai kelompok kontrol. Data dikumpulkan menggunakan angket minat belajar yang telah diuji validitas dan reliabilitasnya. Hasilnya menunjukkan adanya perbedaan minat belajar yang signifikan antara kedua kelompok, dengan nilai signifikansi uji-t sebesar 0,000 (< 0,05). Analisis effect size Cohen’s d sebesar 2,06 menunjukkan pengaruh yang sangat besar, dan ketika dikonversi, metode ini berkontribusi pada 51,5% peningkatan minat belajar siswa. Peningkatan ini disebabkan oleh lingkungan belajar yang menyenangkan dan interaktif yang mendorong siswa untuk berpartisipasi aktif. Sebagai kesimpulan, metode ini merupakan alternatif efektif untuk meningkatkan minat belajar siswa pada mata pelajaran IPAS secara signifikan.