Artikel Jurnal

Penelitian ini bertujuan untuk mengetahui persepsi warga sekolah terhadap Program Sekolah Penggerak di Kecamatan Siulak Mukai Kabupaten Kerinci. Penelitian ini menggunakan pendeketakan kualitatif deskriptif. Sumber data dalam penelitian ini yaitu kepala sekolah, para guru dan siswa di SDN 122/III Mukai Tengah dan SDN 169/III Mukai Mudik yang merupakan sekolah penggerak jenjang SD di Kec.Siulak Mukai. Teknik pengumpulan data penelitian ini ialah menggunakan teknik wawancara, observasi dan dokumentasi.

Merdeka Curriculum is a curriculum issued by the Indonesian Ministry of Education and Culture in 2020 as an effort to strengthen the nation's character and adapt to the times. The implementation of this curriculum requires readiness from various parties, including teachers as direct implementers in schools. This research aims to find out the teacher's mental readiness and knowledge readiness about the independent curriculum. This research uses a descriptive qualitative approach. The data sources in this study are teachers who teach at SD Negeri Sekolah Penggerak in Kerinci Regency.

This study describes the recruitment and selection of teachers at Private Madrasah Aliyah PTP-VI Berangir, North Labuhanbatu Regency, North Sumatra Province. This research was conducted using a qualitative method with a case study design. Data collection tools using interviews with the head of the foundation, the head of the madrasah, the deputy head of the madrasah in the field of curriculum, and certified teachers, observation, and documentation.

This article will explore the challenges of Islamic religious education for Suku Anak Dalam (SAD) children who are converts or muallaf. We will discuss the problems faced by the Suku Anak Dalam (SAD) converts in obtaining Islamic religious education in the community. This research uses a descriptive qualitative research approach, data collection through in-depth interviews and observations and documentation. Testing data validity with triangulation of sources and methods.

Data-based planning occupies a very important role in determining the success of schools or educational institutions in determining the right strategy to improve the quality of the education provided. Decision-making that is not in favor of student learning interests still often occurs in schools or educational institutions. This study aims to examine the forms and patterns of decision-making and formulate concrete efforts to design data-based plans in schools that are in favor of increasing student learning outcomes and achievements.

This study sought to explore Indonesian tertiary EFL students‟ voices on learner autonomy. Specifically, it investigated the students‟ conceptualization of the concept of learner autonomy, students‟ perceptions of the benefits of learner autonomy, and their perceptions of the factors that hinder and support the development of learner autonomy. The study employed a qualitative design with a case study approach and involved 30 first-year students of two institutions of higher education in Jambi province, Indonesia.

The purpose of this qualitative study was to explore the difficulties of Indonesian undergraduate students in recognizing English letters at one public Islamic higher education institution in Jambi Province, Indonesia as the basis for designing pronunciation teaching strategies for English lecturers. Using a qualitative methodology that attempts to investigate and understand human issues in a particular group (Harrison et al., 2017), 4 participants were interviewed. through semi-structured interview questions.

This study aimed at investigating the language learning strategies and autonomy of 76 Indonesian EFL university students and examining the correlations between the two. The Oxford's (1990) Strategy Inventory for Language Learning (SILL) for ESL/EFL learners was used to collect the data on students’ language learning strategy use and an adapted questionnaire developed by Chan et al. (2002) was used to assess students’ autonomy.

This study sought to measures the foreign language classroom anxiety of the English Department students of a university in Indonesia and to compare the anxiety across independent demographic variables of gender and length of study at the department. The literature shows that foreign language learning anxiety affects one’s achievements in learning a foreign language. Data were collected through administration of the adapted version of Foreign Language Classroom Anxiety Scale to 96 students selected through stratified random sampling technique.

In response to the interest in learner autonomy in recent years, educational research has been increasingly paying attention to students’ out-of-class autonomous learning activities.