Jurnal Pendidikan Indonesia

A Morphological Analysis of Word Formation Processes in CNN News Selected Articles

2026-06-06T02:28:12+00:00

This research conducts a morphological analysis of word formation processes found in selected CNN News entertainment articles. The study aims to identify and categorize the types of word formation processes, analyze their occurrences, and determine the most dominant process used in five selected articles from the entertainment section of CNN News. This research employed a qualitative research design, and the data were analyzed using the theory of word formation proposed by George Yule (2020). The scope of the study was limited to five CNN News entertainment articles published between January and March 2025. The data consisted of words found in the selected news articles from the CNN News entertainment section. Data collection and analysis were carried out systematically following the procedures suggested by Miles and Huberman (1994). The findings revealed seven types of word formation processes in the selected articles: 52 borrowings, 96 compoundings, 12 clippings, 15 conversions, 21 coinages, 248 derivations, and 58 multiple processes. These processes occurred through borrowing words from other languages, combining two words into a single form, shortening existing words, changing word classes, creating words from well-known names or brands, adding affixes, and applying more than one word formation process simultaneously. Furthermore, the results showed that derivation was the most dominant word formation process among all categories identified in the selected articles.

Efforts to Develop Cognitive Learning Interest with Interactive Learning Media Based on Crossword Labs in Students at Madrasah Aliyah

2026-06-10T17:16:57+00:00

This study aims to develop and analyze the effectiveness of interactive learning media based on Crossword Labs in increasing students' cognitive learning interest at MA. Bahrul Ulum. The background of this study is based on the low interest in cognitive learning of students caused by the use of conventional methods that do not involve active participation and higher-order thinking skills. A qualitative approach was used with a qualitative descriptive research type. The research subjects consisted of subject teachers and students. Data were collected through in-depth interviews, direct observation, and documentation of learning activities through the application of Crossword Labs media. The results showed that the use of Crossword Labs media was able to significantly increase cognitive engagement and student learning interest. Students showed high enthusiasm in solving puzzles related to the subject matter, resulting in an increase in aspects of conceptual understanding and critical thinking skills. In addition, teachers found it easier to manage a more interactive and collaborative learning process. These findings indicate that Crossword Labs media can be an innovative alternative in the development of digital learning media in Islamic high schools, especially in developing the quality of learning that focuses on cognitive learning interest.

The Effect of Differentiated Instruction on Eleventh Grade Students’ Narrative Writing Skill at SMA Budi Murni 2

2026-06-04T16:32:49+00:00

This study aims to determine the effect of Differentiated Instruction on students' narrative text writing ability. In this study, there are two variables used, namely Differentiated Instruction as the independent variable and students' narrative text writing ability as the dependent variable. This study was conducted at SMA Budi Murni 2 Medan on eleventh grade students in the 2025/2026 Academic Year. The population of this study was eleventh grade students of SMA Budi Murni 2 Medan, while the research sample consisted of two classes selected by purposive sampling technique, namely eleventh grade students 3 as the experimental class and eleventh grade students 2 as the control class. This study used a quasi-experimental method with a pre-test and post-test control group design. Data were collected through writing tests before and after treatment. The results of the study showed that the narrative text writing ability of students taught using Differentiated Instruction experienced a better improvement compared to students taught using conventional methods. The average score of the experimental class increased from 61.94 in the pre-test to 76.39 in the post-test, while the average score of the control class increased from 58.19 to 66.39. The implementation of Differentiated Instruction is one of the solutions to improve students' writing skills because learning is adjusted to students' learning readiness, interests, and learning profiles so that they are more actively involved in the learning process. Therefore, it can be concluded that Differentiated Instruction is effective in improving the narrative text writing skills of eleventh-grade students of SMA Budi Murni 2 Medan

The Effectiveness of the Outlining Technique in Overcoming Writing Difficulties in Descriptive Text Among Eighth-Grade Students of SMP Negeri 31 Medan

2026-06-05T16:48:15+00:00

This study aims to investigate the effectiveness of the outlining technique in improving students’ writing skill in descriptive texts among Grade VIII students of SMP Negeri 31 Medan in the 2025–2026 academic year. This study is motivated by students’ low writing skill in descriptive texts, particularly in developing ideas, organizing text structure coherently, and using appropriate vocabulary and grammar. This research employed a quantitative approach with a quasi-experimental design using a pre-test and post-test control group design. The sample consisted of 60 Grade VIII students, divided into two groups: the experimental class (VIII-7) and the control class (VIII-8), each consisting of 30 students selected through purposive sampling. The experimental group was taught using the outlining technique, while the control group was taught using conventional teaching methods. The data were collected through pre-test and post-test assessments and analyzed using normality test, homogeneity test, independent samples t-test, and paired sample t-test. The results of the study indicate that there is a significant difference between the experimental and control groups based on the independent samples t-test result, with a t-value of 6.063 and a significance level of 0.000 < 0.05, leading to the rejection of H₀ and acceptance of Hₐ. Furthermore, the paired sample t-test results show that both groups experienced a significant improvement; however, the experimental group achieved a higher increase compared to the control group. The mean score of the experimental group increased from 69.33 to 88.33, while the control group increased from 62.33 to 77.17. Therefore, it can be concluded that the outlining technique is effective in improving students’ writing skill in descriptive texts.

The Influence of the Knowwantlearned (KWL) Strategy on the Tenthgrade Students’ Reading Comprehensionof Recount Textat Sma Santo Yoseph Medan

2026-06-05T16:48:40+00:00

This study looked at how the Know-Want-Learned (KWL) approach affected the tenth grade students at SMA St. Yoseph Medan's reading comprehension of recount texts throughout the 2025–2026 school year. The study was carried out because many students continued to struggle with comprehending recount narratives, including recognizing key concepts, understanding specific details, organizing event sequences, and deciphering the text's meaning. Additionally, during the learning process, pupils demonstrated little enthusiasm and minimal participation. This study used a quantitative methodology and a quasi-experimental design, with 58 students split into two groups of 29 students each: an experimental class and a control class. Validity, reliability, normality, homogeneity, and Mann-Whitney U tests were used to assess the data, which were gathered using pre-test and post-test equipment. The reliability analysis revealed that the instrument was dependable with a Cronbach's Alpha score of 0.699, while the validity analysis demonstrated that every test item was legitimate. Additionally, there was a significant difference between pupils taught using the KWL strategy and those taught using traditional teaching methods, as indicated by the Mann-Whitney U test result of 0.001, which was less than 0.05. Additionally, the effect size computation showed a moderate influence with a Cohen's d value of 0.66. Consequently, the results indicated that the KWL approach had a favorable and noteworthy impact on students' comprehension of recount texts and may be employed as a successful teaching method for reading comprehension .

The Impact of Social Interaction Problems on Students’ participation In English Class

2026-06-17T10:12:01+00:00

This study aims to determine the impact of social interaction problems on students’ participation in English class. In this study, there are two main focuses, namely social interaction problems as the influencing factor and students' classroom participation as the affected variable. This study was conducted at SMP Santo Thomas 3 Medan on seventh-grade students in the 2025/2026 Academic Year. The primary subjects of this study were seventh-grade students, and the data were collected through a triangulation of four instruments: student interviews, student questionnaires, classroom observation checklists, and a teacher questionnaire. This study used a qualitative method to capture students' personal experiences, classroom behaviors, and teacher perceptions. The results of the study showed that students’ participation was heavily shaped by four layered barriers: affective-psychological (fear of making mistakes and low confidence), linguistic-communicative (limited vocabulary and pronunciation difficulties), cognitive-comprehension (difficulty understanding lessons), and socio-environmental barriers (fear of being laughed at by peers and direct questioning pressure). However, the findings also revealed that supportive interaction from the teacher such as giving encouragement, feedback, and utilizing small-group discussions successfully functioned as a reducing factor for these barriers. The implementation of supportive, linguistically scaffolded, and non-threatening interaction patterns is one of the solutions to improve students' verbal engagement. Therefore, it can be concluded that social interaction problems significantly influence students' participation, and creating psychological safety alongside collaborative peer dynamics is essential to move students from passive presence to active participation in English learning.

Improving Students’ Argumentative Writing Skills through Constructivist-Based Project-Based Learning in Indonesian Language Education

2026-06-27T09:26:21+00:00

This study investigated the effectiveness of constructivist-based Project-Based Learning in improving students’ argumentative writing skills in Indonesian language education. The study employed a quantitative approach with a quasi-experimental pretest-posttest design involving 32 students. The intervention was implemented through structured learning stages, including issue orientation, project planning, inquiry and evidence collection, argument construction, drafting and feedback, revision, and final presentation. Data were collected using an argumentative writing test assessed through five components: thesis or claim clarity, argument development, evidence and reasoning, counterargument and refutation, and organization and language use. The results showed that students’ mean score increased from 61.84 in the pretest to 82.19 in the posttest, with a mean difference of 20.35 points. The normality test indicated that the data were normally distributed, and the paired-sample t-test confirmed a significant improvement in students’ argumentative writing skills, t(31) = 17.84, p < 0.001. The normalized gain score was 0.53, which was categorized as moderate. These findings indicate that constructivist-based Project-Based Learning is effective in supporting students’ ability to formulate claims, develop arguments, use evidence, address counterarguments, and organize argumentative texts coherently.

Enhancing Students’ Spatial Reasoning and Applied Geometry Problem-Solving through GeoGebra-Assisted Project-Based Learning

2026-06-27T08:11:29+00:00

This study investigated the effectiveness of GeoGebra-assisted Project-Based Learning in improving students’ spatial reasoning and applied geometry problem-solving ability in an Applied Geometry course. The study employed a quantitative approach with a quasi-experimental pretest-posttest design involving 30 students. The intervention integrated dynamic geometry visualization through GeoGebra with project-based learning activities that required students to construct, analyze, revise, and present applied geometry models. Data were collected using spatial reasoning and applied geometry problem-solving tests administered before and after the intervention. The results showed that students’ spatial reasoning increased from a pretest mean score of 61.27 to a posttest mean score of 82.43, while their applied geometry problem-solving ability increased from 58.80 to 80.67. The normality test indicated that all data were normally distributed, and the paired-sample t-test showed significant improvements in both variables with p < 0.001. The normalized gain scores were 0.55 for spatial reasoning and 0.53 for applied geometry problem-solving, both categorized as moderate. These findings indicate that GeoGebra-assisted Project-Based Learning is an effective instructional approach for strengthening students’ visual-spatial understanding and contextual geometry problem-solving ability.