Proceedings International Conference on Education (ICOTION)

THE IMPLEMENTATION OF CANVA QUIZ IN THE THINK-PAIR-SHARE MODEL ON SELF-CONFIDENCE AND MATHEMATICAL CONNECTION SKILLS

Rizki Fadilah, Ibnu Sina, Isnani — Wed, 19 Aug 2026 00:00:00 +0700

This study aims to determine the simultaneous effect of implementing the Think Pair Share (TPS) learning model integrated with Canva Quiz on students’ self-confidence and mathematical connection skills. The study employed a quantitative approach using a pre-experimental method with a one-group pretest-posttest design. The research was conducted with 31 tenth-grade students at SMA Negeri 3 Kota Tegal, selected through purposive sampling. The instruments consisted of a self-confidence questionnaire and a mathematical connection skills test that had met the validity and reliability requirements. Data were collected through interviews, documentation, questionnaires, and tests. Before hypothesis testing, the data were analyzed using normality and homogeneity tests as prerequisite analyses. The hypothesis was then tested using Repeated Measures Multivariate Analysis of Variance (MANOVA) to examine the simultaneous effect of the implementation of Think Pair Share with Canva Quiz on both dependent variables. The results showed a Wilks’ Lambda value of 0.462, F = 16.904, and Sig. = 0.000 (p < 0.05), indicating a significant simultaneous difference between the pretest and posttest scores. Descriptively, the mean self-confidence score increased from 43.323 to 44.065, while the mean mathematical connection skills score increased from 69.194 to 82.968. These findings indicate that integrating the Think Pair Share learning model with Canva Quiz creates a more interactive and collaborative learning environment, contributing simultaneously to the improvement of students’ self-confidence and mathematical connection skills

EFFECTIVENESS OF MIND MAPPING-BASED FORMATIVE ASSESSMENT ON IMPROVING STUDENTS' LEARNING RETENTION ABILITIES ON THE CONCEPT OF LIGHT

Farah Nurhayati, Mobinta Kusuma, Isrotun Ngesti Utami — Fri, 21 Aug 2026 00:00:00 +0700

This study aims to determine the effectiveness of mind mapping-based formative assessment on students' learning retention ability in the concept of light. A quantitative approach with a quasi-experimental method and One Group Pretest-Posttest design was used. The subjects were 29 eighth-grade students of SMP Negeri 9 Tegal in the 2025/2026 academic year, selected through purposive sampling. Data were collected through pretest-posttest tests, rubric-based mind mapping assessment, and a student response questionnaire, then analyzed using the Shapiro-Wilk normality test, simple linear regression, and N-Gain analysis. The results showed that mind mapping assessment scores had a positive and significant effect on students' learning retention, with a coefficient of determination (R²) of 0.373 (a 37.3% contribution) and a significance value of 0.000 (<0.05). The average N-Gain score was 0.767, categorized as high. Among the retention indicators, recognition achieved the highest attainment (80.3%), followed by recall (75.5%) and concept implementation (69.8%). It can be concluded that mind mapping-based formative assessment is effective as an alternative assessment strategy in science learning to improve students' learning retention on the concept of light.

IMPLEMENTATION OF A REBUTTAL LEARNING STRATEGY IN A SOCIO-SCIENTIFIC ISSUES CONTEXT WITH ENVIRONMENTAL THEMES TO IMPROVE STUDENTS’ SCIENTIFIC ARGUMENTATION

Nikmatul Awaliyah, Bayu Widiyanto, Mobinta Kusuma — Fri, 21 Aug 2026 00:00:00 +0700

This study aims to determine the effectiveness of the Socio-Scientific Issues (SSI) learning model through the Rebuttal Learning strategy in improving students’ individual argumentation skills and to describe the improvement of group argumentation. This research employed a quantitative approach using a quasi-experimental design with a one group pretest-posttest model. The sample consisted of 25 ninth-grade students. The instrument used was a test based on Toulmin Argumentation Pattern (TAP), including claim, data, warrant, and rebuttal. The results showed a significant improvement in students’ argumentation skills. The average pretest score was 66.84 and increased to 90.16 in the posttest. The Paired Samples T-Test showed a significant difference (t = -11.93, df = 24, p < 0.001). The N-Gain score of 0.71 indicates a high category. Group argumentation results also showed improvement in argument structure components. It can be concluded that the implementation of Rebuttal Learning based on SSI is effective in improving students’ argumentation skills.

THE CORRELATION BETWEEN SELF-EFFICACY AND STUDENTS' ACADEMIC ANXIETY DURING SCIENCE LEARNING PRESENTATIONS

Kiki Dian Novita, Mobinta Kusuma, Muriani Nur Hayati — Fri, 21 Aug 2026 00:00:00 +0700

This study aims to determine the level of self-efficacy and the level of academic anxiety among students regarding presentations in science subjects, as well as to analyze the correlation between the two variables. The research method employed was a quantitative correlational design with a sample size of 36 students. Data collection was conducted using psychological scale questionnaires. The results of the descriptive data analysis showed that the mean score for self-efficacy was 69.3 (SD = 12.8) and the mean score for academic anxiety was 51.3 (SD = 12.1). The Shapiro-Wilk prerequisite test indicated that both variables were normally distributed, with a value of p = 0.866 for variable X and p = 0.268 for variable Y. The results of the hypothesis testing using Pearson Product-Moment correlation showed a significance value of p < 0.001, which means there is a significant correlation between the variables. The correlation coefficient value of -0.625 indicates a strong negative correlation. This implies that the higher the level of self-efficacy possessed by the students, the lower their level of academic anxiety when delivering presentations in science learning

SUPPORTING FACTORS FOR THE FORMATION OF DISCIPLINED CHARACTER OF GENERATION Z THROUGH THE DEDICATION OF STUDENTS TO SCHOOL AND ENTREPRENEURIAL SKILLS (DSE) PROGRAM AT MUHAMMADIYAH KRAMAT VOCATIONAL SCHOOL

Anggun Fitriyani, Wahyu Jati Kusuma, Tity Kusrina — Fri, 21 Aug 2026 00:00:00 +0700

Discipline character is one of the essential values that should be developed among Generation Z to prepare them for academic, social, and professional responsibilities. Schools play a strategic role in fostering this character through structured educational programs, including the Dedication of Students to School and Entrepreneurial Skills (DSE) program. This study aims to analyze the supporting factors contributing to the formation of Generation Z's discipline character through the DSE program at SMK Muhammadiyah Kramat. This research employed a qualitative descriptive approach. Data were collected through interviews, observations, and documentation involving the principal, vice principal for student affairs, DSE supervisors, and students participating in the program. The data were analyzed using data reduction, data display, and conclusion drawing, while source triangulation was applied to ensure data credibility. The findings indicate that the formation of discipline character is supported by both internal and external factors. Internal factors include students' self-awareness, motivation, and sense of responsibility. External factors consist of the implementation of the DSE program, teachers' guidance and role modeling, school culture, family support, and a conducive school environment. These supporting factors collectively encourage the development of disciplined behavior among students. The study concludes that the synergy between students' internal readiness and external educational support plays a significant role in strengthening discipline character among Generation Z

THE EFFICACY OF DRTA STRATEGY IN IMPROVING READING COMPREHENSION AMONG SECONDARY EFL STUDENTS

Wika Pancawati, Yuvita, Rofiudin — Fri, 21 Aug 2026 00:00:00 +0700

This investigation evaluates the impact of integrating Padlet into the Directed Reading Thinking Activity (DRTA) framework on the reading comprehension abilities of English as a Foreign Language (EFL) learners. Additionally, it compares the learning outcomes of students instructed through this digitalized approach against those receiving traditional learning methods. Conducted during the 2025/2026 academic calendar at MAN Kota Tegal, this quantitative quasi-experimental study adopted a non-equivalent control group design involving 79 eleventh-graders selected via purposive sampling (Class XI G as the experimental unit, n=39; Class XI H as the control group, n=40). While the control Group underwent conventional teaching, the experimental group utilized Padlet during the DRTA prediction stage. Pre- and post-tests consisting of 40 validated multiple-choice questions on procedural texts served as data collection tools. Post-test results revealed a notable score elevation in the experimental class (from 66.44 to 77.38) compared to the control group (from 65.80 to 73.95). Statistical verification via a paired-samples t-test confirmed significant within-group growth (p=0.000), while an independent-samples t-test indicated a statistically significant difference between both pedagogical approaches (p=0.044). Consequently, the findings substantiate that the technology-infused DRTA model effectively strengthens text comprehension, mitigates learner anxiety, and fosters critical thinking in secondary EFL contexts

A COMPARATIVE EXAMINATION OF SELF-REGULATED LEARNING IN ENGLISH READING FOR ACCOUNTING AND OFFICE MANAGEMENT STUDENTS

Fadlan Nur Rochman, Nur Aflahatun, Rofiudin — Fri, 21 Aug 2026 00:00:00 +0700

Self-regulated learning (SRL) is recognized as significantly beneficial in improving pupils' proficiency in English reading. But there hasn't been much study comparing the SRL of vocational students from various fields of study. Examining whether accounting (AKL) and office management (MPLB) students differ in their ability to self-regulate their reading comprehension of English was the primary goal of this research. This study employed a quantitative comparative methodology with 120 eleventh-grade pupils at SMK Negeri 1 Dukuhturi. The data was collected using a self-regulated learning questionnaire that was based on Zimmerman's cyclical model. Descriptive statistics and an independent samples t-test were used for evaluation. The findings indicated that both cohorts exhibited a notable level of self-regulated learning. The MPLB students achieved superior average scores; nevertheless, the disparity was not statistically significant (p = 0.281). The results indicate that the students' field of study had no substantial effect on their self-directed learning in English reading.

THE EFFECT OF CROSSWORD PUZZLE GAMES ON STUDENTS' VOCABULARY MASTERY: A QUASI-EXPERIMENTAL STUDY AT SMP NEGERI 3 BREBES

Millatun Tazkiah, Nur Laila Molla, Fajar Prihatini — Fri, 21 Aug 2026 00:00:00 +0700

A strong command of vocabulary is essential for students to communicate and understand English effectively. Nevertheless, many learners in English as a Foreign Language (EFL) classrooms still encounter difficulties in expanding and retaining their vocabulary because learning activities often provide limited opportunities for meaningful practice. This research examined whether the use of crossword puzzle games could improve students' vocabulary mastery at SMP Negeri 3 Brebes. The study adopted a quantitative quasi-experimental design involving 64 eighth-grade students, consisting of 32 students in the experimental group and 32 students in the control group. Students' vocabulary achievement was measured through identical pre-test and post-test instruments. The collected data were processed using descriptive statistics, the Shapiro–Wilk normality test, Levene's homogeneity test, paired-samples t-test, and independent-samples t-test. Although vocabulary achievement increased in both groups, the experimental group obtained significantly better post-test results than the control group (t(62) = 3.012, p = .004). These results indicate that crossword puzzle games are an effective classroom strategy for strengthening vocabulary mastery by encouraging active learning, repeated word retrieval, and meaningful engagement with new vocabulary

THE EFFECTIVENESS OF USING @JAYFUJIWARA TIKTOK ACCOUNT TO IMPROVE STUDENTS’ VOCABULARY MASTERY

Dwiki Ahmad Farizi, Rofiudin, Sumartono — Fri, 21 Aug 2026 00:00:00 +0700

The integration of digital learning media has created opportunities to enhance English vocabulary mastery through engaging and accessible platforms. This study aimed to examine the effectiveness of the @jayfujiwara TikTok account in improving the vocabulary mastery of eleventh-grade students at SMK Negeri 1 Dukuhturi. The study employed a quantitative approach using an experimental pre-test–post-test design involving 72 students divided into an experimental group and a control group through cluster random sampling. Data were collected using vocabulary pre-tests and post-tests consisting of 35 multiple-choice and 5 short-answer items, then analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s homogeneity test, paired-samples t-test, and independent-samples t-test. The findings revealed that the experimental group demonstrated significantly greater improvement in vocabulary mastery than the control group, with the independent-samples t-test showing a significance value of 0.000 (p < 0.05). These results indicate that the use of the @jayfujiwara TikTok account effectively enhances students’ vocabulary mastery. The study concludes that integrating short educational videos based on a microlearning approach can serve as an effective digital learning strategy to improve vocabulary acquisition while increasing students’ engagement and motivation in English language learning.

DEVELOPMENT OF VAK BASED TEACHING MATERIALS INTEGRATED WITH MIND MAPPING AS AN INNOVATION IN MATHEMATICS AND STATISTICS INSTRUCTION IN JUNIOR HIGH SCHOOL

Shirley Amalia Elma Fauzia, M. Shaefur Rokhman, Ahmadi — Sat, 22 Aug 2026 00:00:00 +0700

Students’ mathematical problem solving skills in statistics remain low, necessitating the use of instructional tools such as innovative teaching materials to support the learning process. Meanwhile, existing teaching materials still have limitations,including monotonous visual presentations and a lack of variety in the learning experience. This study aims to develop valid and practical visual, auditori, kinestetik (VAK) based mathematics teaching materials integrated with mind mapping, specifcally for statistics. The model used wa Sugiyono’ Research and Development (RnD) model, modified through product revision stages based on feedback from limited pilot test. The study was conducted at SMPN 9 Tegal, with eight grade students from Class VIII G serving as the pilot test participants. Research instruments included an expert validation sheet and a student practically questionnaire. Based on the research results, the expert validation conducted by one mathematics teachers yielded an average score of 92,593% (highly valid), while student responses regarding the practically of the instructional materials yielded an average score of 84,607% (highly practical). The research results indicate that the integrated mind mapping based teaching materials as an innovation in junior high school statistics mathematics instruction are valid and practical.

THE EFFECTIVENESS OF THE KAHOOT-ASSISTED TEAMS GAMES TOURNAMENT (TGT) MODEL ON STUDENTS' ENGAGEMENT AND MATHEMATICAL COMMUNICATION SKILLS

Uswatun Khasanah, Ibnu Sina, Munadi — Sat, 22 Aug 2026 00:00:00 +0700

Mathematics learning at SMP Negeri 15 Tegal, Indonesia, is still dominated by teacher-centered lecture methods, resulting in relatively low levels of learning engagement and mathematical communication skill among eighth-grade students. This study examined the effectiveness of the Kahoot-assisted Teams Games Tournament (TGT) model on students' engagement and mathematical communication skill on the topic of measures of central tendency. A quantitative approach with a quasi-experimental, pretest-posttest control group design was used. The population consisted of 254 eighth-grade students across eight classes; using purposive sampling, class VIII C (32 students) served as the experimental group taught with Kahoot-assisted TGT and class VIII B (32 students) as the control group taught with teacher-centered learning. Data were collected through interviews, a 15-item essay test, documentation, and a Likert-scale engagement questionnaire, then analyzed using normality, homogeneity, Independent Sample t-test, and Normalized Gain (N-Gain) procedures. The results show a significant difference in learning engagement (Sig. 2-tailed = 0.029 < 0.05) and in mathematical communication skill (Sig. 2-tailed = 0.000 < 0.05) between the experimental and control groups, with the experimental class scoring higher on both measures. N-Gain analysis further confirmed that mathematical communication skill improved in the "high" category for both classes, with a slightly larger average gain for the experimental class (0.78 versus 0.74). These findings indicate that the Kahoot-assisted TGT model is effective in improving both students' learning engagement and mathematical communication skill in mathematics instruction

THE EFFECT OF LEARNING INTEREST ON MATHEMATICAL PROBLEM-SOLVING SKILLS BY IMPLEMENTING THE BAAMBOOZLE-ASSISTED TEAMS GAMES TOURNAMENT MODEL

Aris Dwi Feriadi, Isnani, Rizqi Amaliyakh Sholikhakh — Sat, 22 Aug 2026 00:00:00 +0700

This study aims to analyze whether learning interests affect students' mathematical problem-solving skills by implementing the Baamboozle-assisted TGT model. This study uses a quantitative approach with the pre-experimental designs method. The population in this study consisted of all grade VIII students of SMP Negeri 9 Tegal, as many as 214 students. The sampling process uses the purposive sampling method, this technique was chosen because it is based on the characteristics of students who are considered most relevant to the purpose of this research. Data was collected through questionnaires and tests, a learning interest questionnaire consisting of 14 statements, and a mathematical problem-solving ability test consisting of 5 essay questions, which were tested for validity, reliability, difficulty, and differentiation, with a significance level of 5%. The data analysis technique used simple linear regression analysis with a t-test to determine the influence of learning interest on students' mathematical problem-solving ability by implementing the Baamboozle-assisted TGT model. The results showed that learning interest had a significant influence on students' mathematical problem-solving ability by implementing the Baamboozle-assisted TGT model.

THE EFFECTIVENESS OF A QR CODE-ASSISTED POP-UP BOOK LEARNING MEDIA IN ENHANCING STUDENTS' MATHEMATICAL CONCEPTUAL UNDERSTANDING OF POLYHEDRA

Iik Komala Sari, Ahmadi, Ibnu Sina — Sat, 22 Aug 2026 00:00:00 +0700

This study was motivated by the low level of mathematical conceptual understanding among eighth-grade students at SMP Negeri 3 Brebes in learning polyhedra. The problem was primarily caused by students' difficulties in understanding abstract mathematical concepts and their passive participation during classroom learning. This study aimed to describe the differences in students' mathematical conceptual understanding before and after the implementation of a QR Code-assisted Pop-Up Book learning media and to determine its effectiveness in teaching polyhedra.This research employed a quantitative approach using a pre-experimental method with a one-group pretest–posttest design. The population consisted of 336 eighth-grade students from eleven classes at SMP Negeri 3 Brebes. The sample was selected through cluster random sampling, resulting in Class VIII E (30 students) as the experimental group. Data were collected using an essay-based mathematical conceptual understanding test and analyzed through the Shapiro–Wilk normality test, the Paired Sample t-Test, and the N-Gain Score.The findings revealed that the average pretest score increased from 47.13 to 72.53 on the posttest. The Paired Sample t-Test showed that the calculated t value (29.703) exceeded the critical t value (2.045), with a significance value of 0.000 < 0.05, indicating a statistically significant difference in students' mathematical conceptual understanding before and after the treatment. Furthermore, the average N-Gain score was 0.775 (77.54%), which falls into the high category and indicates that the learning media was effective. It can therefore be concluded that the QR Code-assisted Pop-Up Book learning media is effective in improving the mathematical conceptual understanding of eighth-grade students in learning polyhedra during the second semester of the 2025/2026 academic year at SMP Negeri 3 Brebes.

COMMISSIVE SPEECH ACTS IN THE NOVEL DILAN: DIA ADALAH DILANKU 1990 AND ITS IMPLICATIONS FOR INDONESIAN LANGUAGE LEARNING IN VOCATIONAL HIGH SCHOOL (SMK)

Dwi Regina, Sutji Muljani, Wahyu Asriyani — Sat, 22 Aug 2026 00:00:00 +0700

This study was conducted to describe the various types of commissive speech acts found in Pidi Baiq's novel Dilan: Dia Adalah Dilanku 1990, and to relate the findings to Indonesian language teaching at the vocational high school (SMK) level. A commissive speech act is a form of utterance that binds the speaker to carrying out an action in the future, such as promising, offering, threatening, swearing, refusing, or volunteering. This study applies a qualitative approach through descriptive methods and a sociopragmatic perspective. The data were drawn from the utterances of the characters in the novel and were collected through observation and note-taking techniques. Data analysis proceeded through four stages: data provision, data reduction, data display, and conclusion drawing. The findings show 36 instances of commissive speech acts, consisting of promising (12 data), offering (12 data), threatening (2 data), swearing (1 datum), refusing (2 data), and volunteering (7 data). Among these six types, promising and offering appear most frequently in the characters' utterances in the novel. These findings are relevant to Indonesian language teaching in Grade X of SMK, particularly for basic competency 3.11 on analyzing the structure and linguistic features of negotiation texts, given that commissive speech acts are closely related to the adjacency pairs of requesting, offering, proposing, and asking/confirming found in negotiation texts.

Humor Expression Techniques Through Violations of the Cooperative Principle in Raditya Dika’s Cerita Sebelku Stand-Up Comedy and Their Implications for Indonesian Language Learning in Senior High School

Ukhtia Biki Inayah, Agus Riyanto, Leli Triana — Fri, 28 Aug 2026 00:00:00 +0700

This study aims to describe humor expression techniques through violations of the cooperative principle in Raditya Dika’s stand-up comedy Cerita Sebelku and to explain their implications for Indonesian language learning. The study employed a qualitative approach using a descriptive method and content analysis design. The data consisted of utterances containing violations of the cooperative principle and humor expression techniques found in three Cerita Sebelku videos uploaded on Raditya Dika’s YouTube channel. Data were collected through observation, recording, and note-taking techniques and were analyzed using the pragmatic equivalent method with the Determining Element Sorting Technique (Pilah Unsur Penentu). The findings revealed 30 violations of the cooperative principle, consisting of violations of the maxim of quality with 15 data (50.0%), relevance with 9 data (30.0%), quantity with 5 data (16.7%), and manner with 1 datum (3.3%). The dominance of quality maxim violations indicates that humor is primarily constructed through utterances that deviate from factual truth, such as hyperbole and exaggerated statements. Furthermore, 14 humor expression techniques were identified based on Berger’s classification, with exaggeration being the most dominant technique. The findings demonstrate that violations of the cooperative principle not only generate implicatures but also function as pragmatic strategies for constructing humor. Theoretically, this study contributes to the development of pragmatic studies, particularly regarding the relationship between maxim violations, implicature, and humor construction. Practically, the findings may serve as an alternative instructional resource for Indonesian language learning, especially in teaching anecdotal texts and stand-up comedy performances.

SEMIOTIC ANALYSIS (ROLAND BARTHES) OF THES LYRICS IN MAHALINI RAHARJA’S ALBUM FABULA

Tri Astuti, Agus Riyanto, Wahyu Asriyani — Sat, 22 Aug 2026 00:00:00 +0700

This study examines the lyrics in Mahalini Raharja’s album *Fabula* by applying Roland Barthes’s semiotic approach to uncover denotative, connotative, and mythical meanings, while also exploring their potential use as teaching materials for poetry at the high school level. The method used was qualitative descriptive analysis employing the listen-and-note technique, followed by data analysis using the referential correspondence method and the key element sorting (PUP) technique. The research data consisted of words, phrases, and lines extracted from ten songs in the album. The analysis identified 36 data points divided into three types of meaning: 16 denotative data points (44.44%), 18 connotative data points (50.00%), and 2 mythical data points (5.56%). The predominance of connotative meaning indicates that Mahalini primarily expresses her emotional experiences through metaphors of the body and feelings, while the two mythical data points the phrases “tuan” and “putri” and the word “restu”represent the values of social hierarchy and the legitimacy of family blessing that are deeply ingrained in Indonesian society. These findings confirm that the lyrics of popular songs deserve to be treated as literary texts that can be studied scientifically and utilized as alternative teaching materials for poetry, given that their diction, stylistic elements, and layered meanings are relevant to the interpretive skills that high school students need to master particularly within the framework of the Deep Learning Curriculum, which emphasizes meaningful, mindful, and enjoyable learning.

INDONESIAN LANGUAGE TEACHERS' OBSESSION IN FACING CURRICULUM CHANGES

Fitria Yukisolekha, Syamsul Anwar, Wahyu Asriyani — Sat, 22 Aug 2026 00:00:00 +0700

The purpose of this study is to describe the forms of internal conflict among Indonesian language teachers in facing curriculum changes and solutions for overcoming this internal conflict. The research data sources are informants in the form of words and actions, written sources, and photographs. Data were collected through interviews, observation, and documentation. Data were analyzed using qualitative analysis. The results of the study indicate that the forms of internal conflict among Indonesian language teachers in facing curriculum changes, in this case the independent curriculum, are anxiety, obsession, guilt, inadequacy, and fear. The form of internal conflict among Indonesian language teachers in facing curriculum changes is mostly in the form of obsession. This internal conflict triggers teachers to actively read guides, attend seminars, and analyze new teaching modules independently. In a specific context, this internal conflict in the form of obsession can shift into a positive form of internal conflict if interpreted as professional obsession or professional commitment. Solutions to overcome internal conflict among Indonesian language teachers in facing curriculum changes include developing professional capacity, aligning basic competencies, and strengthening support and collaboration. Research suggestions for Indonesian language teachers are expected to be proactive in studying learning approaches that are appropriate to the characteristics of today's students through official platforms and actively participating in Teacher Working Groups (KKG) and Subject Teacher Deliberations (MGMP) to solve common difficulties collaboratively

SARCASTIC LANGUAGE STYLE IN STUDENT COMMUNICATION INTERACTIONS AT SMPN 9 TEGAL AND ITS IMPLICATIONS FOR INDONESIAN LANGUAGE LEARNING

Dwiki Berliandi, Leli Triana, Agus Riyanto — Sat, 22 Aug 2026 00:00:00 +0700

This research is motivated by the use of satirical language style in student communication, which not only serves as a form of expression but also has the potential to influence the school's social environment. This study aims to describe the types and factors influencing the use of sarcastic satirical language style in student communication interactions at SMPN 9 Tegal, as well as its implications for Indonesian Language learning. The research uses a qualitative approach with a descriptive method. The research data consists of spoken utterances containing sarcastic language style. Data collection was carried out using listening and recording techniques, non-participatory observation (SBLC), and documentation. Data analysis was conducted using the pragmatic identity method. The results revealed 5 utterances explicitly classified as sarcastic language style. The use of sarcastic utterances is characterized by harsh, degrading, and direct offensive diction. Based on the analysis, emotional factors serve as the primary trigger for sarcasm, followed by relational closeness, communication situation, language habits, and school communication culture. These findings are expected to enrich sociolinguistic studies and be implemented in the Anecdotal Text learning material for Phase E (Grade X Senior High School) to equip students with a pragmatic understanding of the boundary between constructive criticism and verbal bullying.

IMPROVING VOCABULARY MASTERY USING CULTURE-BASED DICTOGLOSS TECHNIQUE: A QUASI-EXPERIMENTAL STUDY IN INDONESIAN SENIOR HIGH SCHOOL

Dhika Ananda, Yoga Prihatin, Fajar Prihatini — Sat, 22 Aug 2026 00:00:00 +0700

This study measured the effectiveness of culture-based dictogloss on vocabulary mastery among 11th-grade EFL students at SMA Negeri 1 Pagerbarang, Indonesia. Using a quasi-experimental design with a nonequivalent control group, 64 students were divided into experimental and control groups, each consisting of 32 students. The experimental group received four sessions of culture-based dictogloss utilizing Tegal folklore narratives, including Si Gringsing and Si Kasur, Joko Kendil, Ki Gede Sebayu, and Legends of Kramat Tegal Ratu. Meanwhile, the control group received conventional vocabulary instruction without cultural integration. Pre-test and post-test vocabulary assessments were administered to measure students' vocabulary mastery. The collected data were analyzed using descriptive statistics, normality tests, homogeneity tests, paired sample t-tests, and independent sample t-tests through IBM SPSS Statistics. The paired sample t-test results revealed significant improvement in the experimental group from pre-test to post-test, with mean scores increasing from 58.06 to 79.13, representing a gain of 21.07 points with a significance value of p=.013. The control group also showed improvement from 54.88 to 63.81, gaining only 8.93 points with p=.036. Furthermore, the independent sample t-test confirmed significant differences between the two groups on post-test scores (t(62)=12.734, p=.021), indicating that the experimental group significantly outperformed the control group. These findings suggest that integrating culturally relevant local folklore into the dictogloss procedure creates meaningful vocabulary learning experiences that leverage students' existing cultural knowledge. This study contributes to the growing body of research on culturally responsive teaching in EFL contexts and offers practical implications for Indonesian senior high school English teachers

THE CORRELATION BETWEEN CLASSROOM ENVIRONMENT AND STUDENTS’ LEARNING ACTIVENESS IN ENGLISH LANGUAGE LEARNING IN A HOMOGENEOUS MALE CLASS

Cinta Lonny, Anin Eka Sulistyawati, Sumartono — Sat, 22 Aug 2026 00:00:00 +0700

The aim of this study is to describe the classroom environment, identify the level of students' learning activeness, and examine the correlation between classroom environment and students' learning activeness in English language learning in a homogeneous male class. The study used a research design that was quantitative and correlational. The participants were 32 male students of Class X-2 at SMA Al-Irsyad Tegal in the 2025/2026 academic year, selected through total sampling. A classroom environment questionnaire and students’ learning activeness observation sheet was used to collect the data. Prior to data collection, the questionnaire was tested for validity and reliability, while the observation sheet was validated by an expert and assessed through inter-rater reliability. The data were examined through the use of descriptive statistics, the Shapiro–Wilk normality test, a linearity test and a Pearson product-moment correlation analysis. The findings revealed that students generally had a positive perception of their classroom environment, which was categorized as high. Meanwhile, students' learning activeness was categorized as moderate to high. The correlation analysis indicated a significant positive correlation between classroom environment and students' learning activeness (r = 0.633, p < 0.05). These findings suggest that students who perceive their classroom environment more positively tend to participate more actively during English language learning. Therefore, supportive physical and social classroom conditions are associated with greater students' learning activeness

ENHANCING VOCATIONAL STUDENTS’ LISTENING SKILLS THROUGH ELLLO AS AN ONLINE LANGUAGE LEARNING RESOURCE

Halfi Azzahra, Yuvita, Noeris Meiristiani — Sat, 22 Aug 2026 00:00:00 +0700

This study aims to examine the effect of using ELLLO as a language learning resource on improving vocational students’ listening skill. The research employed a quasi-experimental design involving two groups; an experimental class and a control class. The participants were eleventh grade students of a vocational high school. The experimental group was taught using ELLLO, while the control group received conventional instruction. The data were collected through pre-test and post-test instruments to measure students’ listening skill. The results showed that the mean score of the experimental group increased significantly compared to the control group. Statistical analysis using an independent sample t-test revealed that the significance value was lower than 0.05, indicating a significant difference between both groups. Therefore, the null hypothesis (H0) is rejected, and the alternative hypothesis (H1) is accepted. It can be concluded that the use of ELLLO has a significant positive effect on students’ listening skill. This study suggests that integrating interactive website or digital media into classroom instruction can enhance students’ engagement and learning outcomes.

STUDENTS' PERCEPTIONS OF KAHOOT! IN MITIGATING CLASSROOM BOREDOM IN EFL CLASSROOMS: A QUALITATIVE CASE STUDY

Dwi Naya, Nur Aflahatun, Sanday Jamaludin — Sat, 22 Aug 2026 00:00:00 +0700

Classroom boredom continues to be a common challenge in English as a Foreign Language (EFL) classrooms, often reducing students' attention, participation, and enthusiasm for learning. To address this issue, many teachers have begun incorporating gamified learning platforms such as Kahoot! to create a more interactive classroom environment. This study explores how students perceive the use of Kahoot! in reducing classroom boredom during English lessons. A qualitative case study was conducted with 35 tenth-grade students at SMAN 2 Slawi, Indonesia. Data were gathered through classroom observations, open-ended questionnaires, and semi-structured interviews with 15 purposively selected students. The data were analyzed using Braun and Clarke's thematic analysis. The findings reveal that students generally viewed Kahoot! as a learning tool that made English lessons more engaging, enjoyable, and interactive. Features such as quizzes, leaderboards, immediate feedback, and time-based challenges encouraged students to stay focused, participate actively, and interact more confidently during classroom activities. Although a few students reported feeling slightly nervous because of the competitive atmosphere and time limits, they considered these challenges motivating rather than discouraging. Overall, students believed that Kahoot! helped create a more dynamic learning environment, making English lessons less monotonous and reducing feelings of classroom boredom. These findings suggest that integrating gamified learning tools into EFL classrooms can support students' engagement while fostering a more positive learning experience.

QUIZLET-BASED FORMATIVE ASSESSMENT IN EFL READING: ITS EFFECT ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT

Ludwina Rahma, Taufiqulloh, Nur Aflahatun — Sat, 22 Aug 2026 00:00:00 +0700

Reading comprehension is an essential component of English language learning because students must be able to interpret written texts and construct meaning from the information they encounter. However, classroom assessment may not always contribute sufficiently to this process when it focuses mainly on measuring students’ achievement rather than assisting them during learning. To address this concern, this study investigated the use of Quizlet-based formative assessment to support students’ reading comprehension and evaluated its effectiveness in comparison with conventional assessment practices. The study employed a quantitative approach within a quasi-experimental pretest–posttest control group framework, involving 66 tenth-grade students distributed across an experimental group of 32 and a control group of 34. The data were obtained from multiple-choice reading comprehension tests and examined through descriptive statistics, paired-samples t-tests, an independent-samples t-test, and Cohen’s d. The experimental group demonstrated an increase in its mean score from 78.44 in the pre-test to 87.97 in the post-test, while the control group’s mean score increased from 76.47 to 83.38. Although both groups showed statistically significant improvement (p < .001), the experimental group achieved a greater gain. The post-test analysis further revealed a significant difference between the two groups (p = .010), with an effect size of 0.66, indicating a moderate effect. These findings indicate that incorporating Quizlet into formative assessment may contribute to the development of students’ reading comprehension by giving them opportunities for repeated practice, immediate feedback, and more active involvement in the learning process

THE EFFECT OF USING INSTAGRAM PHOTOGRAPHY MEDIA ON STUDENTS’ WRITING ABILITY IN DESCRIPTIVE TEXTS

Yucki Nurul, Yulia Nur Ekawati, Noeris Meiristiani — Sat, 22 Aug 2026 00:00:00 +0700

This study aimed to investigate the effect of using Instagram Photography Media on students' writing ability in descriptive texts at SMP Negeri 15 Tegal. The study was conducted because many students experienced difficulties in generating ideas, organizing paragraphs, and using appropriate vocabulary when writing descriptive texts. This study employed a quantitative approach using a quasi-experimental design with a pre-test and post-test control group. The participants consisted of two eighth-grade classes selected through purposive sampling. Class VIII B served as the experimental group and was taught using Instagram Photography Media, while Class VIII C served as the control group and received conventional instruction. The data were collected through writing tests and analyzed using descriptive statistics and an Independent Samples t-test. The findings revealed that the experimental group achieved better writing performance than the control group after the treatment. The post-test mean score of the experimental group was higher than that of the control group, and the Independent Samples t-test showed a significance value (Sig. 2-tailed) of 0.000, which was lower than 0.05. These results indicated that the null hypothesis was rejected and the alternative hypothesis was accepted, confirming that Instagram Photography Media had a significant positive effect on students' writing ability.

THE EFFECTIVENESS OF CLASSICAL GUIDANCE SERVICES USING QUIZIZZ (WAYGROUND) INTERACTIVE LEARNING MEDIA TO REDUCE STUDENTS' LEARNING BURNOUT

Dzikri Hidayatullah, Suriswo, Sri Adi Nurhayati — Sat, 22 Aug 2026 00:00:00 +0700

Learning burnout is one of the common academic problems experienced by senior high school students. This condition is characterized by emotional exhaustion, decreased learning motivation, reduced concentration, and declining participation during classroom activities. One strategy to address this issue is integrating interactive learning media into classical guidance services. This study aimed to determine the effectiveness of classical guidance services using Quizizz (Wayground) interactive learning media in reducing students' learning burnout.

The research employed a quantitative approach using a One-Group Pretest–Posttest Design. Thirty-six eleventh-grade students were selected through purposive sampling based on preliminary observations and recommendations from the school counselor. Data were collected using a psychological scale, observation, and documentation. The collected data were analyzed using descriptive statistics, the Kolmogorov–Smirnov normality test, and the Paired Sample t-test.

The findings indicated a significant reduction in students' learning burnout after the intervention. The average burnout score decreased from 116.97 during the pretest to 103.44 in the posttest. Normality testing showed that both datasets were normally distributed (Sig. = 0.200). Furthermore, the Paired Sample t-test produced t = 8.417 with Sig. = 0.000 (p < 0.05), indicating that classical guidance services using Quizizz (Wayground) significantly reduced students' learning burnout.

These findings suggest that integrating interactive digital media into guidance services can increase students' engagement and create more enjoyable learning experiences, thereby reducing learning burnout

IMPLEMENTATION OF SFBT GROUP COUNSELING IN ADDRESSING THE VULNERABILITY OF MALADAPTIVE DATING BEHAVIOR IN MOTHERLESS ADOLESCENT GIRLS

Rizqe Ayufauziah, Rahmat Agung Nugraha, M Aris Rofiqi — Sat, 22 Aug 2026 00:00:00 +0700

Parental divorce followed by maternal absence (motherless) triggers psychological vulnerability in adolescent females, frequently manifesting as maladaptive dating behavior as an emotional coping mechanism. This study analyzes the vulnerability patterns of excessive dating and evaluates the implementation of Solution-Focused Brief Therapy (SFBT) group counseling conducted within a junior high school setting. Utilizing a qualitative descriptive-exploratory design, five 8th-grade female students at SMP Negeri 3 Brebes experiencing maternal deprivation due to divorce and labor migration were selected via purposive sampling. Data were gathered through non-participant observation, semi-structured in-depth interviews, and school documentation, analyzed through interactive qualitative analysis (data condensation, data display, conclusion drawing) and source triangulation involving peers and the school counselor. Findings indicate four primary vulnerability archetypes: romantic partners as primary emotional surrogates, compulsive communication demands, anxious overthinking and jealousy, and boundary violations exceeding developmental norms. The 6-session SFBT intervention leveraging miracle, exception, and scaling questions effectively fostered cognitive reframing, emotional self-reliance, and academic re-prioritization. Three participants terminated toxic relationships, one reconstructed her relationship into an academically supportive partnership, while one participant required specialized individual follow-up due to chronic attachment deficits and unmonitored home environments. SFBT group counseling demonstrates operational efficacy in mitigating relational vulnerability by mobilizing internal agencies and alternative support systems without ruminating on past familial trauma.

THE EFFECTIVENESS OF CLASSICAL GUIDANCE USING PSYCHOEDUCATION TECHNIQUES TO REDUCE TIKTOK-RELATED FEAR OF MISSING OUT (FOMO) AND IMPROVE STUDENTS' LEARNING FOCUS

Ubai Zulfan, Mulyani, Hastin Budisiwi — Sat, 22 Aug 2026 00:00:00 +0700

Fear of Missing Out (FOMO) associated with TikTok trends has become a significant issue among students, leading to decreased learning focus and classroom engagement. This study aimed to examine the effectiveness of classical guidance services using psychoeducation techniques in reducing TikTok-related FOMO and improving students' learning focus. A quantitative approach with a pre-experimental one-group pretest-posttest design was employed. The participants consisted of 35 eleventh-grade students of Accounting and Financial Institution (AKL 1) at SMKN 1 Dukuhturi, Indonesia, selected through saturated sampling. Data were collected using Likert-scale questionnaires, observations, and documentation. The data were analyzed using descriptive statistics, normality and homogeneity tests, and a paired-samples t-test. The findings revealed a significant decrease in students' FOMO after the intervention. The mean pretest score decreased from 140.54 to 123.83 in the posttest, with a mean difference of 16.71 points. The paired-samples t-test indicated a significance value of 0.000 (p < 0.05), confirming that the classical guidance service using psychoeducation techniques was effective in reducing TikTok-related FOMO. Furthermore, students demonstrated improved learning focus, including better attention during lessons, reduced smartphone use in class, and greater participation in learning activities. These findings suggest that psychoeducation integrated into classical guidance services can serve as an effective preventive and developmental strategy to promote healthier social media use and enhance students' academic engagement.

FACTORS CAUSING AND ALTERNATIVE SOLUTIONS TO THE PROBLEMS OF ADOLESCENTS AGED 12–15 WHO JOIN THE 'W13K' GANG IN TEGAL CITY

Pratama Andikabayu, Mulyani, Rahmat Agung — Sat, 22 Aug 2026 00:00:00 +0700

This study aims to analyze the problems, causal factors, and alternative solutions for adolescents aged 12–15 years who joined the W13K gangster group in Tegal City. This topic is important because adolescent involvement in gangster groups has become a social issue that contributes to delinquent behavior, violence, and disruption of public order. This research employed a qualitative descriptive approach. Data were collected through observations, interviews, and documentation involving four adolescent members of W13K, four parents, and one community leader selected purposively. Data were analyzed using the stages of data collection, reduction, presentation, and conclusion drawing, while data validity was ensured through source triangulation. The findings indicate that the adolescents were involved in various forms of juvenile delinquency, including physical violence, property damage, social misconduct, and school-related disciplinary violations. The main factors contributing to their involvement were unstable emotional control, peer pressure, lack of parental supervision, negative social environments, and the desire to gain recognition within the group. Alternative solutions include strengthening family supervision, character education in schools, counseling services, positive youth activities, and collaboration among parents, schools, communities, and law enforcement agencies. These findings emphasize the importance of integrated preventive efforts to reduce juvenile delinquency and support positive adolescent development

AI-BASED PEER ASSESSMENT ON EFL STUDENTS’ WRITING

Winda Shofia, Taufiqulloh, Masfuad Edi Santoso — Sat, 22 Aug 2026 00:00:00 +0700

Assessment is a fundamental component of education, serving not only to evaluate students’ learning achievement but also to provide meaningful feedback that fosters continuous improvement. Writing is often seen as one of the most difficult language skills in an EFL environment since it needs constant revision backed by excellent feedback. Although peer assessment has been widely implemented to promote collaborative learning and reflective practice, students often struggle to provide accurate, objective, and constructive feedback. The emergence of Artificial Intelligence (AI) offers new opportunities to enhance this process by assisting learners in generating more immediate and meaningful feedback during peer assessment. Therefore, this study was to ascertain how students' writing performance was affected by AI-Based Peer Assessment. 72 tenth-grade students were divided into an experimental group and a control group for a quantitative study using a quasi-experimental design. Pre-test and post-test writing assignments were used to assess students' writing proficiency. The data were analyzed using descriptive statistics, the Intraclass Correlation Coefficient (ICC) to establish inter-rater reliability, normality and homogeneity tests, paired-samples and independent-samples t-tests, and Cohen’s d effect size analysis. The findings revealed that students who participated in AI-Based Peer Assessment demonstrated significantly greater improvement than those receiving conventional peer assessment. Moreover, the large effect size indicated substantial practical benefits. These findings suggest that integrating AI into peer assessment is an effective strategy for enhancing students’ writing achievement through more accurate, timely, and constructive feedback

THE EFFECT OF DIRECTED READING THINKING ACTIVITY (DRTA) STRATEGY ON STUDENTS READING COMPREHENSION OF ARGUMENTATIVE TEXT

Rifani Rohmatuljazilah, Endang Sulistianingsih, Sanday Jamaludin — Sat, 22 Aug 2026 00:00:00 +0700

Mastering reading comprehension is fundamental for academic achievement, yet many senior high school learners struggle to identify central claims and arguments, especially in argumentative texts that require critical assessment of assertions, reasoning, and evidence. This study explored the implementation and impact of the Directed Reading Thinking Activity or DRTA strategy on eleventh grade students argumentative reading comprehension at SMAN 2 Slawi. Adopting a quantitative quasi experimental research design, the investigation involved 72 participants from two intact classes, with the experimental group receiving DRTA instruction and the control group undergoing traditional teaching. Data collection encompassed observational records along with pre test and post test scores, which were subsequently processed using paired sample and independent sample t tests. Findings indicated that DRTA implementation unfolded across three main phases, namely predicting, reading to confirm predictions, and revising predictions, over eight intervention sessions. In the experimental group, average scores surged from 52.43 at pre-test to 78.54 at post-test, showing a substantially higher gain than the control group's shift from 50.83 to 58.19. Results from an independent samples t-test confirmed that this difference in post-test outcomes was statistically significant (t = 13.326, df = 70, p < .001). These outcomes confirm that the DRTA approach successfully strengthens students capability to recognize main claims, supporting details, and logical connections in text, making it an effective reading strategy for secondary education

BOOSTING EFL STUDENTS’ READING ABILITY THROUGH KAHOOT! IN HORTATORY TEXT INSTRUCTION

Refani Inadiahascuci, Yuvita, Rofiudin — Sat, 22 Aug 2026 00:00:00 +0700

This research examined the effect of Kahoot! on the reading achievement of eleventh-grade EFL students at SMAN 3 Tegal. To accomplish the research objective, a quantitative method employing a true experimental approach was employed. This research involved a population of 356 eleventh-grade students enrolled in the 2025/2026 academic year, from which 70 participants were selected and allocated to either the intervention group or the comparison group. Data collection was carried out using a multiple-choice reading test administered before and after the instructional treatment. The resulting data were processed with SPSS version 26 through normality and homogeneity testing, followed by independent-samples and paired-samples t-tests to evaluate the research hypothesis. The analysis demonstrated that students who learned through Kahoot! Experienced a statistically significant improvement in their reading achievement. Both the independent-samples and paired-samples t-test generated significance values of 0.000, which were below the predetermined threshold of 0.05. These findings confirm that incorporating Kahoot! into classroom instruction positively influenced students’ reading achievement and that the intervention group demonstrated substantially superior outcomes compared with the comparison group receiving conventional instruction. Therefore, Kahoot! may be considered an effective digital learning platform for supporting reading instruction in EFL classrooms.

THE EFFECT OF APPLYING PADLET-BASED DIGITAL INSTRUCTION ON STUDENTS’ NARRATIVE WRITING ACHIEVEMENT

Febiola Tyas, Yulia Nur Ekawati, Fajar Prihatini — Sat, 22 Aug 2026 00:00:00 +0700

This study aimed to investigate the effect of Padlet-Based Digital Instruction on students’ narrative writing achievement at SMA Al-Irsyad Tegal. A quantitative approach with a quasi-experimental design was employed. The participants were 58 students, divided into an experimental class and a control class, with 29 students in each class. Data were collected through narrative writing pre-tests and post-tests, while classroom observations were conducted using an observation checklist. Students’ writing was assessed based on content, organization, and language use. The data were analyzed using descriptive statistics and the Mann-Whitney U test. The results showed that Padlet-Based Digital Instruction was successfully implemented in the experimental class. Students actively participated in collaborative writing activities, shared ideas, and engaged positively throughout the learning process. The experimental class showed greater improvement in writing achievement, with the mean score increasing from 40.97 to 80.03, compared with an increase from 44.55 to 65.66 in the control class. The Mann-Whitney U test showed a statistically significant difference between the two groups (Asymp. Sig. (2-tailed) = 0.000). These findings indicate that Padlet-Based Digital Instruction significantly improved students’ narrative writing achievement. Padlet also supported active participation, collaboration, idea sharing, and feedback during the writing process. Therefore, Padlet can be considered a useful digital learning platform for narrative writing instruction in EFL classrooms

USING WEBTOON APPLICATION TO DEVELOP STUDENTS’ WRITING SKILL IN NARRATIVE TEXT

Evi Dame, Noeris Meiristiani, Sanday Jamaludin — Sat, 22 Aug 2026 00:00:00 +0700

This study aimed to investigate the effect of using the Webtoon Application on students' writing skills in narrative text. A quantitative approach with a true experimental design was employed using a pre-test and post-test control group design. The participants were 64 eighth-grade students of SMP Negeri 4 Tegal in the 2025/2026 academic year, consisting of 32 students in the experimental group and 32 students in the control group. Data were collected through writing tests and analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene's homogeneity test, and an independent samples t-test with IBM SPSS Statistics version 24. The findings indicated that students who learned through the Webtoon Application achieved better writing performance than those who received conventional instruction. The experimental group obtained a higher post-test mean score (82.03) than the control group (72.91). Furthermore, the independent samples t-test revealed a significance value of 0.000 (p < 0.05), confirming that the Webtoon Application had a statistically significant positive effect on students' narrative writing skills. Therefore, Webtoon can be recommended as an effective digital learning medium for teaching narrative writing in junior high school

THE EFFECT OF APPLYING BAAMBOOZLE AS AN INTERACTIVE GAME ON STUDENTS’ VOCABULARY ACHIEVEMENT

Dhiya Putri, Yulia Nur Ekawati, Masfuad Edi Santoso — Sat, 22 Aug 2026 00:00:00 +0700

Vocabulary mastery is an important component of learning English as a foreign language. However, many students have limited vocabulary and may become less engaged when conventional teaching methods are used. Therefore, this study aimed to investigate the effectiveness of the interactive game Baamboozle in improving students’ vocabulary mastery. This quantitative study employed a one-group pre-test and post-test design. The participants were eighth-grade students at SMPN 9 Tegal in the 2025/2026 academic year. Data were collected through multiple-choice vocabulary tests administered before and after the treatment and an observation checklist. The data were analyzed using SPSS version 25, including validity, reliability, descriptive statistics, normality, and t-test analyses. The results showed that the students’ mean score increased from 70.06 on the pre-test to 85.38 on the post-test. The t-test result showed a significance value of 0.000 < 0.05, indicating a statistically significant improvement in students’ vocabulary mastery after using Baamboozle. Therefore, the null hypothesis was rejected, and the alternative hypothesis was accepted. These findings suggest that Baamboozle can effectively improve students’ vocabulary mastery by creating a more engaging and interactive learning environment. The study recommends the use of interactive games such as Baamboozle as a supplementary medium for teaching vocabulary to junior high school students

THE EFFECT OF USING BLENDED LEARNING WITH PIJAR SEKOLAH APPLICATION ON STUDENTS’ READING SKILLS

Rizqi Awallulbahri, Yuvita, Sanday Jamaludin — Sat, 22 Aug 2026 00:00:00 +0700

The central purpose of this study was to systematically explore the impact of integrating a blended learning framework with the localized Pijar Sekolah digital application on the reading comprehension abilities of tenth-grade learners at SMAN 1 Bojong. The investigation utilized a quantitative pre-experimental methodology, explicitly adopting a one-group pretest-posttest structure. Through a purposive sampling technique, 36 students originating from class X-3 were selected as the primary research subjects. The required data were gathered utilizing a highly reliable multiple-choice reading assessment that contained 25 validated questions focusing entirely on narrative texts. Following the evaluation phases, the collected numerical data were statistically processed using IBM SPSS software via the Paired Sample T-Test. The analytical findings exposed a highly significant enhancement in the students' reading capabilities. The classroom average experienced a substantial surge, escalating from 60.33 in the initial pre-test to 77.11 in the final post-test, which indicates an impressive mean cognitive improvement of 16.78 points. Moreover, the inferential statistical testing confirmed that the absolute t-counted value (28.534) vastly exceeded the critical t-table boundary (2.030) at a 5% significance threshold. This was further reinforced by a Sig. (2-tailed) probability value of 0.000, which falls strictly below the 0.05 alpha margin. As a direct consequence, the null hypothesis (H0) was decisively rejected, leading to the acceptance of the alternative hypothesis (H1). To summarize, the systematic combination of conventional face-to-face classroom instruction with autonomous digital exercises through the Pijar Sekolah platform exerts a highly positive influence on the development of students' English reading comprehension skills.

THE EFFECTIVENESS OF USING BAAMBOOZLE DIGITAL GAMES TO IMPROVE STUDENTS’ VOCABULARY ACHIEVEMENT IN 8TH GRADE OF JUNIOR HIGH SCHOOL

Robiatul Adawiyah, Endang Sulistianingsih, Fajar Prihatini — Sat, 22 Aug 2026 00:00:00 +0700

Vocabulary is a key component of learning english, teachers must use engaging and successful teaching techniques. The Baamboozle game platform is one digital learning resource that can help with vocabulary acquisition. The purpose of this study was to determine whether eighth-grade students at SMP Negeri 4 Adiwerna might improve their vocabulary achievement by playing Baamboozle digital games. Additionally, it looked at whether students who learnt using Baamboozle and those who received traditional education differed significantly in vocabulary achievement. This study used a quasi-experimental research design with a quantitative methodology. The sample contained 60 eighth-grade students from SMP Negeri 4 Adiwerna in the 2025/2026 academic year, with Class VIII D serving as the experimental group and Class VIII F serving as the control group. Pre-tests and post-tests were used to gather data, and SPSS was used to analyze the results using the paired samples t-test, independent samples t-test, normality, and homogeneity tests. Students' vocabulary achievement significantly improved following the treatment, according to the paired samples t-test results, which had a significance value (2-tailed) of 0.000 (<0.05). Additionally, the independent samples t-test revealed a significant difference between the experimental and control groups' post-test scores, with a significance value (2-tailed) of 0.035 (<0.05). Thus, it can be said that Baamboozle digital games are useful for raising students' vocabulary attainment and can be utilized as alternative teaching instrument to provide more interesting and successful vocabulary learning

AN ANALYSIS OF TEACHER-MADE ENGLISH SUMMATIVE TEST ITEMS AT SENIOR HIGH SCHOOL

Sahrul Rizki, Taufiqulloh, Ihda Rosdiana — Sat, 22 Aug 2026 00:00:00 +0700

The implementation of Kurikulum Merdeka has changed English teaching and assessment in Indonesian senior high schools by emphasizing communicative and functional language use. In this context, teacher-made summative tests are expected to measure students’ actual achievement accurately and fairly. This study evaluated the psychometric quality of a teacher-made English summative test under Kurikulum Merdeka. Using a quantitative descriptive evaluative design, the research analyzed 35 multiple-choice items administered to 108 Grade XI students from three classes at SMA Negeri 2 Slawi. Item validity was examined using Point-Biserial correlation, reliability using KR-20, and difficulty using item difficulty index. The pooled analysis showed that all items were valid, with 25.7% highly valid, 62.9% moderately valid, and 11.4% low valid. However, cross-class verification revealed instability, with 1 invalid item in XI-1, 3 in XI-2, and 10 in XI-5, indicating sample dependency bias. The test also showed very high reliability (KR-20 = 0.922). In terms of difficulty, 57.1% of items were easy, 42.9% moderate, and none difficult. These results suggest that although the test was reliable and generally valid, its item functioning was not fully stable across classes and its difficulty level was unbalanced

GENDER DIFFERENCES IN VOCABULARY LEARNING STRATEGIES AMONG EFL SENIOR HIGH SCHOOL STUDENTS

Fadli Nur, Anin Eka Sulistyawati, masfuad Edi Santoso — Sat, 22 Aug 2026 00:00:00 +0700

The purpose of this research is to identify the most and the least use of Vocabulary Learning Strategies (VLS) by Indonesian EFL tenth graders and to determine whether there are statistically significant gender differences in the strategies used by male and female students. In order to improve students' ability to understand and communicate in English, expanding their vocabulary is an essential part of language learning. But students may use different strategies for learning new words depending on characteristics about themselves, such gender. Thirty male and thirty female students from Al-Irsyad Senior High School made up the sample for this quantitative cross-sectional survey. A Vocabulary Learning Strategies questionnaire that incorporates determination, social, memory, cognitive, and metacognitive strategies was used to collect data, with the questionnaire being adapted from Schmitt's VLS framework. Descriptive statistics, an independent samples t-test, and the Shapiro-Wilk normality test were used to assess the data. With mean scores ranging from 2.86 to 3.21, the results demonstrated that students utilized vocabulary learning tactics to a modest degree. Out of the five categories, strategies for memory and metacognition were the least employed, while social techniques were the most commonly used. There were statistically significant variations between the sexes in the memory, social, and determination strategies, but no differences in the cognitive or metacognitive strategies. When given the choice between independent and collaborative or memory-based tactics, male students favored the former. We need more diverse and inclusive vocabulary learning activities in EFL learners classes because the results show that gender can affect some parts of how people acquire new words

THE EFFECT OF USING ELEVENLABS PLATFORM BASED ON AI AUDIO TOWARDS STUDENTS’ LISTENING SKILL

Ameliajunisa Putri, Yulia Nur Ekawati, Endang Sulistianingsih — Sat, 22 Aug 2026 00:00:00 +0700

This study investigated whether ElevenLabs AI-generated audio significantly affected students’ listening skills and described its implementation in listening instruction. A quantitative pre-experimental one-group pre-test–post-test design was employed. The population comprised 35 tenth-grade students at SMK NU AL-YAMAN in the 2025/2026 academic year. Using purposive sampling, 20 students of Class X TKJ 1 were selected as the experimental group, while 15 students of Class X TKR 1 participated in the instrument try-out. Data were collected through a 25-item listening test and an observation checklist completed by the English teacher. The participants completed a pre-test, received six treatment sessions using recount-text audio generated through ElevenLabs, and completed a post-test. The test scores were analyzed with SPSS using the Shapiro–Wilk normality test and a paired-samples t-test, while the observation data were summarized descriptively and supported by thematic coding. The mean score increased from 12.75 on the pre-test to 21.65 on the post-test. The paired-samples t-test yielded t(19) = −14.175, p < .001, indicating a statistically significant improvement after treatment. Ten of twelve observation indicators were achieved, showing that the audio was implemented through pre-listening, while-listening, and post-listening activities and that students generally demonstrated attention, participation, and interest. ElevenLabs AI-generated audio therefore supported a significant within-group improvement in listening performance. Nevertheless, because the design did not include a control group, the result should not be interpreted as conclusive evidence that ElevenLabs alone caused the improvement.

HUMAN ONOMATOPOEIA AND MEANING IN THE WEBTOON STUDY GROUP SEASON 1 BY SHIN HYUNG WOOK AND ITS IMPLICATION FOR INDONESIAN LANGUANGE LEARNING IN SENIOR HIGH SCHOOL

Ibda Binafsih, Khusnul Khotimah, Syamsul Anwar — Sat, 22 Aug 2026 00:00:00 +0700

This study aims to describe the forms and meanings of human onomatopoeia in the Webtoon Study Group Season 1 by Shin Hyung Wook, as well as its implications for Indonesian Language learning in Senior High School (SMA). This study employs a descriptive qualitative method. The data source is the Webtoon Study Group Season 1 by Shin Hyung Wook, and the research data consist of onomatopoeic words. Data were collected using the observation and note-taking technique, and subsequently analyzed using the referential identity method based on Thomas and Clara’s (2004) theory of onomatopoeia forms and Simpson’s (2004) theory of onomatopoeia meaning. The results show that the most dominant form of onomatopoeia is sounds made by humans, totaling 35 data points. Based on meaning, 11 data points (31.43%) possess lexical meaning (found in the KBBI), while 24 data points (68.57%) carry non-lexical meaning, where the interpretation depends heavily on the context. The findings of this study are implicated in Indonesian Language learning for Grade XI Phase F, specifically within the short story writing module. Onomatopoeia can be utilized as a linguistic element to depict sounds, movements, atmospheres, and characters' expressions, thereby making the story more vivid and communicative.

IDENTIFICATION OF LEARNING OBSTACLES AND PREPARATION OF DIDACTIC DESIGN OF TECHNOLOGY-ENHANCED LEARNING INTEGRATED HYPOTHESIS IN PYTHAGOREAN THEOREM MATERIAL

Ragil Tri, Rizqi Amaliyakh Sholikhakh, Ahmadi — Sat, 22 Aug 2026 00:00:00 +0700

Learning the Pythagorean Theorem continues to present various learning challenges that may limit students’ conceptual understanding and their ability to apply the theorem across different problem-solving situations. Therefore, this study sought to explore the learning obstacles encountered by students when studying the Pythagorean Theorem and to formulate a hypothetical didactical design incorporating the Technology-Enhanced Learning (TEL) approach. The study employed the Didactical Design Research (DDR) method, focusing on the prospective analysis stage. The research participants consisted of a mathematics teacher and Grade VIII J students of SMP Negeri 03 Brebes as the pre-implementation class. Data were collected through lesson plan analysis, teacher interviews, diagnostic tests, and student interviews. The findings revealed three types of learning obstacles: ontogenic obstacles related to students' learning readiness and their ability to interpret problem information; epistemological obstacles associated with limited conceptual understanding of the Pythagorean Theorem across different representations and contexts; and didactical obstacles influenced by limited instructional time, which reduced students' opportunities to explore concepts in depth. Based on these findings, a hypothetical didactical design was developed by integrating the TEL approach through interactive PowerPoint presentations, GeoGebra, learning videos, QR codes, and Liveworksheet, accompanied by predictions of students' responses and didactical-pedagogical anticipations. The resulting hypothetical didactical design is expected to serve as an alternative instructional design that accommodates students' learning obstacles in learning the Pythagorean Theorem.

THE USE OF CYNICISM IN VALENTINUS RESA'S SPEECH IN THE NEWS ON THE METRO TV YOUTUBE CHANNEL

Fara Afrida, Sutji Muljani Wahyu Asriyani, Wahyu Asriyani — Sat, 22 Aug 2026 00:00:00 +0700

Valentinus Resa's speech while presenting news on Metro TV's YouTube channel is the focal point of this study. The purpose of this study was motivated by the author's desire to determine the form and purpose of the use of cynical satire language contained in Valentinus Resa's speech. In the study, the author collected data using listening methods and note-taking techniques. Data analysis used extralingual equivalents. Based on the results of the study, it can be concluded that in 10 news videos uploaded on Metro TV's YouTube channel with Valentinus Resa as the news presenter, 43 cynical satire data were found. The use of cynicism arises because the speaker is a news presenter who is on duty broadcasting news to the wider public, making the satire uttered by Valentinus Resa not use harsh and harsh sentence structure, but can be clearly understood the intent of his criticism.

ANALYSIS OF STUDENTS' MATHEMATICAL REPRESENTATION ABILITY THROUGH GEOGEBRA-ASSISTED DISCOVERY LEARNING IN TERMS OF SELF-CONCEPT AND LEARNING MOTIVATION

Nadia Dhyfa, Mohammad Shaefur Rokhman, Ibnu Sina — Sat, 22 Aug 2026 00:00:00 +0700

Mathematical representation ability enables students to communicate mathematical ideas through visual, symbolic, and verbal forms. This study analyzed students’ mathematical representation ability through GeoGebra-assisted Discovery Learning in terms of self-concept and learning motivation. A qualitative descriptive approach involved 36 Grade XI-5 students at SMA Negeri 3 Tegal in 2025/2026, with seven students purposively selected based on self-concept and learning motivation categories. Data were collected through questionnaires, mathematical representation tests, and semi-structured interviews and analyzed using Miles, Huberman, and Saldaña’s interactive model. The findings showed that mathematical representation ability varied according to self-concept and learning motivation. Students with high self-concept and high learning motivation performed well across visual, symbolic, and verbal representations, while those with lower levels experienced difficulties, particularly in constructing mathematical models and expressing ideas verbally. Symbolic representation was strongest, whereas verbal representation was most challenging. GeoGebra-assisted Discovery Learning supported representation development, while self-concept and learning motivation influenced reasoning.

AFFECTIVE MEANING IN THE SPEECH OF THE MAIN CHARACTERS IN THE NOVEL ORIGAMI HATI BY BOY CANDRA AND ITS IMPLICATIONS FOR INDONESIAN LANGUANGE LEARNING IN HIGH SCHOOL

Finza Nur, Sutji Muljani, Syamsul Anwar — Sat, 22 Aug 2026 00:00:00 +0700

This study aims to describe the affective meanings found in the speeches of the main character of the novel Origami Hati by Boy Candra, as well as their implications for teaching Indonesian in high schools. This research uses a qualitative descriptive method with a semantic approach. The data source for this study is the novel Origami Hati by Boy Candra, published by MediaKita in 2017. The research data consist of the main character's speech, namely Aruna, which contains affective meaning. The data collection technique was done through observation and noting, while data analysis used the equivalence method with the Determining Elements Sorting technique (PUP). The results of the study show that 22 pieces of data containing affective meaning were found in the main character's speech in Boy Candra's novel Origami Hati. These affective meanings reflect the main character's feelings and attitudes toward various events he experiences and depict the character's emotional condition in the story. The results of this research can be applied in Indonesian language learning in high school, especially in activities analyzing linguistic elements and meaning in novel texts.

HYPOTHETICAL DIDACTIC DESIGN BASED ON COGNITIVE CONFLICT IN THE MATERIAL OF SINGLE AND COMPOUND INTERESTS BASED ON LEARNING OBSTACLES OF HIGH SCHOOL STUDENTS

Nandita Eka, Rizqi Rizqi Amaliyakh Sholikhakh, Dian Nataria Oktaviani — Sat, 22 Aug 2026 00:00:00 +0700

This study aims to produce a hypothetical didactic design based on cognitive conflict on the topic of single and compound flowers based on the learning obstacles of high school students. The study uses a Didactic Design Research (DDR) approach with a qualitative method that focuses on the prospective analysis stage before the implementation of learning. The research subjects consisted of 28 11th grade high school students who took a cognitive diagnostic test, four of whom were selected for in-depth interviews, as well as mathematics teachers as informants. Data were collected through diagnostic tests, semi-structured interviews, and teacher interviews, then analyzed through data reduction, data presentation, and conclusion drawing. The results of the study indicate that students have initial knowledge of the concept of flowers, but this understanding is still procedural and not fully conceptual. Two types of learning obstacles were found, namely epistemological obstacles related to the limited generalization of concepts in new contexts, and didactic obstacles related to previous learning experiences that are oriented towards procedures. Based on these findings, a hypothetical didactic design was developed that integrates the cognitive conflict approach through gradual didactic situations, student response prediction, and Pedagogical Didactic Anticipation (PDI). This design has gone through two stages of expert validation and has been declared suitable for use as an alternative learning design, although its effectiveness cannot yet be concluded because the research has not yet reached the implementation stage.

ROLE PLAYING AS A STRATEGY TO ENHANCE PUBLIC SPEAKING AND LEARNING MOTIVATION OF RETAIL BUSINESS STUDENTS

Dwiagustin Firmansyah, Tomi Azami, Neni Hendaryati — Sat, 22 Aug 2026 00:00:00 +0700

This article investigates how the role-playing instructional model influences two learning outcomes, public speaking competence and learning motivation, among Grade XI Retail Business students enrolled in the Marketing Strategy of Visual Merchandising course at SMK Negeri 1 Dukuhturi, examining each outcome on its own as well as in combination. The inquiry was prompted by a recurring classroom problem: students' oral communication remained weak and their engagement stayed low under a teaching pattern still centered on conventional lecturing. To investigate this, a quantitative, quasi-experimental design employing nonequivalent control groups was adopted. Seventy-two students, selected through saturated sampling, were split into an experimental cohort (36 students from class XI BR 1) and a control cohort (36 students from class XI BR 2). A performance rubric captured public speaking competence, while a questionnaire gauged learning motivation; the resulting data were processed with Multivariate Analysis of Variance (MANOVA) and an Independent Sample T-Test in IBM SPSS Statistics version 26. Findings indicate a statistically significant gain in public speaking competence attributable to role playing (t = 3.530; Sig. = 0.001 < 0.05), with the experimental group's posttest average (79.36) surpassing that of the control group (76.11). By contrast, the treatment's isolated effect on learning motivation fell short of significance (t = 1.389; Sig. = 0.169 > 0.05). Yet when the two outcomes were assessed jointly, MANOVA detected a significant combined effect (Wilks' Lambda = 0.843; Sig. = 0.003 < 0.05). Taken together, the evidence positions role playing as a workable strategy for cultivating students' public speaking ability, whether considered alone or alongside motivation, though a longer intervention period may be needed before its effect on motivation alone becomes detectable.

THE INFLUENCE OF TIKTOK SHOP, POCKET MONEY, AND FINANCIAL LITERACY ON ONLINE SHOPPING INTEREST AT SMKN 01 DUKUHTURI

Nur Azizah, Neni Hendaryati, Dewi Apriani — Sat, 22 Aug 2026 00:00:00 +0700

This study aims to analyze the influence of TikTok Shop, pocket money, and financial literacy on online shopping interest among students of SMK Negeri 1 Dukuhturi, Tegal Regency. The rapid development of social commerce through TikTok Shop has transformed adolescents' consumption behavior by providing interactive shopping experiences through short videos, live shopping, and digital promotions. These conditions are assumed to influence students' online shopping interest, which is also affected by financial capability represented by pocket money and financial management ability represented by financial literacy. This quantitative research employed a survey method involving 296 students selected using proportional random sampling. Data were collected through questionnaires and analyzed using multiple linear regression. The findings reveal that TikTok Shop has no significant effect on students' online shopping interest. Conversely, pocket money and financial literacy have a positive and significant effect on online shopping interest. Simultaneously, all three variables significantly influence students' online shopping interest. These findings indicate that financial capability and financial literacy remain more dominant factors than digital platform attractiveness in shaping students' online shopping interest.

AFFIXED SLANG WORDS IN THE FILM ARGANTARA BY FALISTIYANA AND THEIR IMPLICATIONS FOR LANGUAGE LEARNING

Nadiratul Aulia, Leli Triana Syamsul Anwar, Syamsul Anwar — Sat, 22 Aug 2026 00:00:00 +0700

This study aims to describe the forms of teenage language in the film Argantara, the factors influencing its use, and the implications of the findings for Indonesian language instruction in senior high schools (SMA). A qualitative approach with a descriptive method was employed. The data source consisted of the characters' dialogue in the film *Argantara* by Falistiyana. Data were collected using the *simak bebas libat cakap* (uninvolved observation) and note-taking techniques, analyzed using the intralingual equivalent method, and presented using the informal method. The results identified 42 data points: 9 prefixed words (2.25%), 3 suffixed words (7.14%), 8 full reduplications (19%), 3 acronyms (7.14%), and 2 abbreviations. Slang forms included prefixed words (2 data points; 4.76%) and suffixed words (2 data points; 4.76%), as well as reduplications (5 data points, all full reduplications; 11.90%). *Alay* (youth-specific stylized) language forms included prefixed words (2 data points; 4.76%) and suffixed words (3 data points; 7.14%), as well as reduplications (3 data points, all full reduplications; 7.14%). These findings have implications for Indonesian language instruction in senior high schools, specifically regarding the drama text curriculum for Grade XI (Phase F). The research findings can serve as alternative teaching material to help students understand teenage language usage, identify implied meanings, and apply critical thinking skills when comprehending and creating drama texts.

DEVELOPMENT AND VALIDATION OF AN AUGMENTED REALITY-ASSISTED STUDENT WORKSHEET ON THE PYTHAGOREAN THEOREM FOR MATHEMATICAL CONCEPTUAL UNDERSTANDING

Syafa Disma, Dian Nataria Oktaviani, Ahmadi, Silvia Nurlutfiyani — Sat, 22 Aug 2026 00:00:00 +0700

The limited availability of teaching materials that provide visual support and meaningful learning experiences makes it difficult for students to develop a conceptual understanding of the Pythagorean Theorem. This study aimed to develop and validate an Augmented Reality-assisted Student Worksheet (LKPD) on the Pythagorean Theorem to support students' mathematical conceptual understanding. The study employed a Research and Development (R&D) approach using the ADDIE model and was limited to the Development stage. The product was evaluated by four mathematics teachers using a validation instrument covering LKPD components, learning materials, Augmented Reality integration, mathematical conceptual understanding, didactic requirements, construction requirements, and technical requirements. The validation results showed an overall mean score of 3.88, indicating that the developed worksheet was Very Valid. The findings indicate that the integration of Augmented Reality provides clear visualization of abstract mathematical concepts and contributes to the development of valid instructional materials for junior high school mathematics learning. Therefore, the developed worksheet is considered a valid instructional material intended to support students' mathematical conceptual understanding of the Pythagorean Theorem.

Characters and Characterization in Dukun-Dukunan, a Drama Script by Puthut Buchori

Aema Nurdiana, Tri Mulyono, Syamsul Anwar — Sat, 22 Aug 2026 00:00:00 +0700

This study aims to describe the characters and characterization in Dukun-Dukunan, a drama script written by Puthut Buchori. The data were collected using the reading and note-taking techniques through content analysis. The data were analyzed using the interactive data analysis model, which consists of three stages: (1) data reduction, (2) data display, and (3) conclusion drawing. The findings reveal that the main character in Dukun-Dukunan is the Husband, while the supporting characters are the Wife, Parji, the Nurse, Putri, Mrs. Martabat, and Mr. Martabat. The Husband, as the main character, is characterized as lazy, lacking self-confidence, stubborn, humorous, cowardly, wise, and open-minded. The supporting characters exhibit various traits: (a) the Wife is hardworking, responsible, assertive, and resourceful; (b) Parji is loyal, trusting, and persistent; (c) the Nurse is responsible, optimistic, and professional; (d) Putri is timid, intelligent, and enthusiastic about learning; (e) Mrs. Martabat is caring yet assertive, impatient, and wise; and (f) Mr. Martabat is patient and positive-minded.

The Influence of Peer Conformity and Independent Financial Capability on Impulsive Purchases of TikTok Shop Fashion Products among University Students in Tegal Regency

Sisca Nurhalizah, Dewi Amaliah Nafiati, Dewi Apriani — Sat, 22 Aug 2026 00:00:00 +0700

The rapid development of TikTok Shop as a social-commerce platform has influenced changes in purchasing patterns among university students, particularly in relation to fashion products. Impulsive purchasing behavior may be associated with social influences from peers as well as students’ ability to manage their personal finances. This study looks at how peer pressure and students' financial independence affect their tendency to buy fashion items on TikTok Shop in Tegal Regency. This study used a quantitative research approach that involved conducting surveys. The study included 371 university students who were chosen using a method called proportionate stratified random sampling. Data was collected through structured questionnaires and then analyzed using multiple linear regression. The study shows that when people conform to their peers, it tends to encourage more impulsive buying, but having financial independence does not seem to make much of a difference. When looked at together, peer conformity and financial independence play a big role in how students in Tegal Regency make impulsive purchases of fashion items on TikTok Shop. These results help us understand what factors influence university students' tendency to make impulsive purchases when using social-commerce platforms

GEN Z SLANG ABBREVIATIONS IN THE TIKTOK COMMENT SECTION OF THE @JENNIFER.COPPEN ACCOUNT

Nisa Shafa, Afsun Aulia, Agus Riyanto — Sat, 22 Aug 2026 00:00:00 +0700

The rise of social media has spurred the emergence of various language variations, one of which is slang, widely used by Generation Z in digital communication. The use of slang in TikTok comment sections is worth studying because it reflects both linguistic creativity and the evolving forms of language among teenagers. This study aims to describe the patterns of Generation Z’s slang usage in comments on the TikTok account @jennifer.coppen from January to February 2026, as well as its implications for Indonesian language learning in junior high school. This study employs a descriptive qualitative approach. The data source consists of comments on the TikTok account @jennifer.coppen, while the research data comprises words, phrases, and sentences containing Generation Z slang. Data collection was conducted using the read-and-record technique. The data were analyzed using the distribution method with the Direct Element Division (BUL) technique and presented informally. The results show that complex word forms dominate slang usage, accounting for 40 data points (72.22%), while single words account for 14 data points (27.78%). Complex word forms include affixation, reduplication, abbreviations, clippings, and acronyms, with acronyms being the most dominant form. These findings indicate a tendency among Generation Z to use concise and practical language in digital communication.

PEER COUNSELING TERHADAP KENAKALAN REMAJA PADA ANGGOTA KARANG TARUNA “MEKAR JAYA” DESA TRAYEMAN KECAMATAN SLAWI KABUPATEN TEGAL

Rafi Dwi, Hanung Sudibyo, Yovian Yustiko Prasetya — Sat, 22 Aug 2026 00:00:00 +0700

This research was motivated by the prevalence of juvenile delinquency in rural environments, such as staying up late without a clear purpose, impolite language, wild street racing, alcohol consumption, and online gambling. This study aimed to: (1) describe the level of juvenile delinquency before the implementation of peer counseling, (2) describe the level of juvenile delinquency after the implementation of peer counseling, and (3) examine the effectiveness of peer counseling in reducing juvenile delinquency among members of the “Mekar Jaya” Youth Organization in Trayeman Village, Slawi District, Tegal Regency. This study employed a quantitative experimental method with a Pre-Experimental Design using a One-Group Pretest-Posttest Design. The research population comprised all 39 members of the “Mekar Jaya” Youth Organization. The sample consisted of 15 members selectedusing a purposive sampling technique based on the criteria of exhibiting moderate to high levels of juvenile delinquency. The intervention was delivered in 6 sessions by 3 selected peer counselors who had undergone selection and basic peer counseling training. Data were collected using a 4-point Likert scale juvenile delinquencyquestionnaire (42 valid items, Cronbach’s Alpha = 0.982) supported by observation sheets and documentation. Data analysis techniques included descriptive percentage analysis, Shapiro-Wilk normality test, and Paired Sample T-Test hypothesis testing using SPSS software. The results showed that: (1) the level of juvenile delinquency before (pre-test) receiving peer counseling was in the moderate category with an average score of 127.67 (73.3% moderate, 20% high, 6.7% low); (2) the level of juvenile delinquency after (post-test) receiving peer counselling decreased, with an average score of 111.80 (80% moderate, 13.3% low, 6.7% high); and (3) there was a significant difference between pre-test and post-test scores with an average reduction of 15.87 points. The Paired Sample T- Test results indicated t count > t table and a significance value (Sig. 2-tailed) < 0.05, thereby accepting Ha and rejecting H0. Thus, it can be concluded that peer counseling is effective in reducing juvenile delinquency among members of the “Mekar Jaya” Youth Organization in Trayeman Village, Slawi District, Tegal Regency.

THE EFFECTIVENESS OF THE PROBLEM BASED LEARNING MODEL ASSISTED BY MIND MAPPING ON STUDENTS' ECONOMIC LITERACY ACHIEVEMENT AT SMA NEGERI 2 SLAWI

Rizki Kusumadewi, Dewi Amaliah Nafiati, Beni Habibi — Sat, 22 Aug 2026 00:00:00 +0700

This research was motivated by the suboptimal practical economic literacy achievement of tenth-grade students at SMA Negeri 2 Slawi, resulting from the dominance of the lecturing method and the implementation of problem-based learning that had not been supported by adequate learning media. This study aims to examine the effectiveness of the problem-based learning model assisted by mind mapping on students' economic literacy achievement on the Non-Bank Financial Institutions material. The research employed a quasi-experimental design with a population of all tenth-grade students at SMA Negeri 2 Slawi. The sample was determined through a purposive cluster sampling technique, resulting in class X.7 as the experimental group receiving the treatment of problem-based learning assisted by mind mapping, and class X.1 as the control group undergoing problem-based learning without mind mapping. Data on economic literacy achievement were collected through a questionnaire based on the three OECD (2022) dimensions, namely financial knowledge, financial behaviour, and financial attitude, and then analyzed using the Independent Sample T-Test. The results showed that the posttest mean score of the experimental group (73.57) was higher than that of the control group (64.11), with a t-test result of t = 4.709; df = 69; Sig. = 0.000 (< 0.05). These findings prove that there is a significant difference in economic literacy achievement between the two groups, so that the problem-based learning model assisted by mind mapping is proven effective in improving students' practical economic literacy achievement.

AN ANALYSIS OF METAPHORICAL LANGUAGE IN THE LYRICS OF THE ALBUM LIVE AT THE SRN: POP PARTY BY FOURTWNTY

Arietta Bintaniano, Tri Mulyono, Afsun Aulia — Sat, 22 Aug 2026 00:00:00 +0700

Metaphorical language is a form of figurative language widely used in song lyrics to convey meaning indirectly. This study aims to describe the use of metaphorical language in the lyrics of the album Live at the SRN: Pop Party by Fourtwnty. This study employs a qualitative approach using a descriptive method. The data source consists of the song lyrics from the album Live at the SRN: Pop Party by Fourtwnty. Data were collected through listening and note-taking techniques, then analyzed using content analysis based on Gorys Keraf’s theory. The results show that 42 instances of metaphorical language were identified in the song lyrics of the album. These findings indicate that metaphors are used to express various experiences, feelings, and ideas through figurative expressions, thereby creating a more expressive and aesthetic impression. Thus, metaphorical language serves as a stylistic element that contributes to the beauty of the language and strengthens the delivery of messages in the song lyrics of Fourtwnty’s album Live at the SRN: Pop Party.

VERBAL IRONY IN THE C8 PODCAST YOUTUBE CHANNEL IN THE ROASTING SEGMENT AND ITS IMPLICATIONS IN LANGUAGE LEARNING

Nadia Febrianti, Leli Triana, Afsun Aulia — Sat, 22 Aug 2026 00:00:00 +0700

This study aims to describe the types of verbal irony found in the Roasting segment of the YouTube channel C8 Podcast and its implications for language learning. This study uses a qualitative approach with descriptive methods. The research data sources are the speech of comedians in three videos of the Roasting segment of the YouTube channel C8 Podcast, namely the episodes of Pinkan Mambo, Sarwendah, and Ivan Gunawan. Data were collected using free listening and note-taking techniques, then analyzed using extralingual matching methods and presented using informal methods. The results of the study showed that there were 40 irony data, consisting of 32 data of verbal irony (80%), 2 data of dramatic irony (5%), and 6 data of situational irony (15%). The most dominant type was verbal irony because the comedians conveyed more satire through speech whose meaning was contrary to their actual intention. The results of this study have implications for Indonesian language learning in high school, especially in the material of anecdotal texts for class X. The research findings can be used as alternative contextual teaching materials to help students understand the use of language styles, identify implied meanings, and improve critical thinking skills in analyzing and creating anecdotal texts.

INTEGRATION OF DIGITAL FORMATIVE ASSESSMENT IN DIDACTIC DESIGN TO REDUCE STUDENTS' LEARNING OBSTACLES IN THE MATERIAL OF TWO-VARIABLE LINEAR INEQUALITY SYSTEM

Risa Regitania, Rizqi Amaliyakh Sholikhakh, Munadi — Sat, 22 Aug 2026 00:00:00 +0700

This research set out to characterise the learning obstacles experienced by students and to build a didactical design for the topic of Two-Variable Linear Inequality Systems (SPtLDV) combined with Digital Formative Assessment (DFA). It was prompted by observations that students commonly struggled with modelling contextual problems, locating boundary lines, sketching graphs, and pinpointing solution and intersection regions within SPtLDV. A qualitative Didactical Design Research (DDR) design guided the study, unfolding across three phases: analysis of the didactical situation, metapedadidactic analysis, and retrospective analysis. Grade X.5 students took part in the stage of identifying learning obstacles, while Grade X.3 students were involved in implementing the didactical design, both groups drawn from a state senior high school in Tegal City. Data collection combined diagnostic tests, interviews, classroom observation, and DFA tools comprising Google Form, Canva AI, and QR-code-based digital reflection. The findings indicate that epistemological obstacles predominated, marked by procedural understanding unaccompanied by conceptual grasp, alongside ontogenic obstacles evident in students' difficulty linking verbal, symbolic, and visual representations. These insights informed the design of a three-stage Hypothetical Learning Trajectory (HLT) together with Didactical and Pedagogical Anticipation (ADP) integrated with DFA. Across three teaching sessions, the implementation revealed close alignment between anticipated and actual student responses, accompanied by gains in students' ability to build mathematical models, sketch graphs, determine solution regions, and interpret their solutions. The study concludes that a didactical design grounded in identified learning obstacles and reinforced through DFA meaningfully supports students in developing a deeper understanding of SPtLDV.

THE PREDICTIVE ROLE OF THE MINDFULNESS ATTENTION AWARENESS SCALE (MAAS) ON ACADEMIC STRESS LEVELS AMONG FINAL-YEAR UNIVERSITY STUDENTS

Awang Putri, Mulyani, Hastin Budisiwi — Sat, 22 Aug 2026 00:00:00 +0700

The preparation of a graduation thesis is a crucial phase for senior students so that susceptible to triggering stress. Problems arise when stress pressures are not balanced with adequate self-awareness, potentially hindering the completion process of the final project. The Mindfulness Attention Awareness Scale (MAAS) serves as a predictor of stress levels among Guidance and Counseling students as they write their theses Employing a quantitative predictive correlational approach, involved 40 Guidance and Counseling students from the 2021 cohort as the sample. Data were collected online via Google Forms using the Mindfulness Attention Awareness Scale (MAAS) and the Student Life Stress Inventory (SLSI). The collected data were subsequently then processed using simple linear regression analysis. The result of this study indicate that MAAS has a negative influence. And serves as a significant predictor of stress among students writing their thesis (p=0.037 < 0.05) And shows that mindfulness levels contribute 11% to the reduction of stress levels. Which confirms that a higher level of MAAS in students lead to lower level of stress experienced during the thesis process

THE MEANING OF ACCIDENTAL IN THE ONE PIECE ANIMATION FILM IMPLE DOWN ARC AND ITS IMPLICATIONS FOR INDONESIAN LANGUAGE LEARNING IN HIGH SCHOOL

Zami Mayunah, Wahyu Asriyani, Syamsul Anwar — Sat, 22 Aug 2026 00:00:00 +0700

This study aims to describe the symbolic meanings in the film One Piece Arc Impel Down using Arthur Asa Berger's theory and its implications for Indonesian language learning in high school. The study uses a qualitative descriptive approach with observation, note-taking, and documentation techniques. The results show that there are 95 data points of symbolic meaning, consisting of 30 conventional symbols (31.58%), 33 accidental symbols (34.74%), and 32 universal symbols (33.68%). Accidental symbols are the most dominant category. The study finds that films can be used as audiovisual media to improve visual literacy, critical thinking skills, and the ability to interpret symbolic meanings.

THE EFFECT OF MUSIC AS A MOOD BOOSTER ON REDUCING MENTAL BURDEN CAUSED BY ACADEMIC WORKLOAD AMONG GUIDANCE AND COUNSELING STUDENTS AT THE FACULTY OF TEACHER TRAINING AND EDUCATION, PANCASAKTI UNIVERSITY TEGAL

Nadia Farah, Hanung Sudibyo, Hastin Budisiwi — Sat, 22 Aug 2026 00:00:00 +0700

This study was motivated by the high academic workload experienced by university students, which has the potential to cause stress, anxiety, and mental burden that affect learning motivation and psychological well-being. One of the alternatives commonly used by students to reduce academic pressure is listening to music. Music functions not only as entertainment but also as a mood booster that can create a more positive emotional state, enhance learning motivation, and reduce stress. This study aimed to determine the ability of music to improve learning motivation and reduce students' stress, identify the most effective music genre as a mood booster, and analyze the effect of music as a mood booster in alleviating students' mental burden caused by excessive academic assignments among students of the Guidance and Counseling Study Program, Faculty of Teacher Training and Education, Pancasakti University of Tegal. This study employed a quantitative approach using a survey research design. The population consisted of 58 eighth-semester students, all of whom were selected as research participants using a saturated sampling technique. Data were collected through questionnaires and documentation and analyzed using IBM SPSS Statistics Version 22, including descriptive analysis, prerequisite tests, simple linear regression, t-test, and F-test. The results showed that 75% of respondents were in the high category regarding the ability of music to increase learning motivation and reduce stress. Pop music was identified as the most effective genre as a mood booster (93.3%), followed by jazz (78.3%), acoustic (55%), and classical music (45%), while rock and DJ music were considered the least effective genres. Statistical analysis revealed a post-test significance value of 0.03 (<0.05), while the F-test produced a significance value of 0.000 with an F-value of 14.159, which was higher than the F-table value of 3.16. These findings indicate that music as a mood booster has a positive and significant effect on reducing students' mental burden caused by academic assignments. Therefore, music can be utilized as a simple and effective strategy to help students maintain their psychological well-being, improve learning motivation, and cope more effectively with academic demands.

ANALYSIS OF STUDENTS' MATHEMATICAL CONCEPT UNDERSTANDING REGARDING SIMPLE AND COMPOUND INTEREST WITHIN THE CONTEXT OF FINANCIAL LITERACY

Selviyah Khasanah, Munadi, dian Nataria Oktaviani — Sat, 22 Aug 2026 00:00:00 +0700

A sound grasp of mathematical concepts is essential in mathematics education, particularly when students study simple and compound interest within financial literacy settings. This research examines students’ conceptual understanding of simple and compound interest through a financial literacy context. A qualitative descriptive design was employed. The research involved 32 students from class XI.3 at SMA Negeri 2 Slawi, with eight students chosen purposively for interviews. Data were gathered through written assessments, semi-structured interviews, and documentation. Data credibility was established through technical triangulation, and the analysis followed the Miles and Huberman framework, covering data reduction, data display, and conclusion formulation. The findings show that the majority of students demonstrated a good level of conceptual understanding. They could describe the concepts in their own words, distinguish the characteristics of simple and compound interest, and use the concepts when addressing financial-literacy problems. Nevertheless, several students found it challenging to relate mathematical ideas to everyday financial situations, choose an appropriate way to solve contextual problems, and interpret the results of their calculations. These findings suggest that incorporating financial literacy contexts into mathematics instruction may help students develop a more meaningful understanding of simple and compound interest.

THE RELATIONSHIP BETWEEN GAMING DISORDER AND THE TENDENCY TOWARD ACADEMIC BURNOUT AMONG TENTH-GRADE STUDENTS OF THE MACHINING ENGINEERING PROGRAM AT SMK MUHAMMADIYAH KRAMAT, TEGAL REGENCY

Adiba Nisa, Mulyani, Maufur — Sat, 22 Aug 2026 00:00:00 +0700

The increasing use of online games among adolescents has raised concerns about excessive gaming and its possible effects on academic activities. Gaming disorder may be associated with learning fatigue, decreased motivation and concentration, and reduced confidence in academic abilities, which can contribute to academic burnout. This study examined the relationship between gaming disorder and the tendency toward academic burnout among tenth-grade students of the Machining Engineering Program at SMK Muhammadiyah Kramat, Tegal Regency, in the 2025/2026 academic year. A quantitative approach with a correlational design was employed. The population consisted of 73 students, all of whom were included in the sample. Data were collected through questionnaires, supported by observation, interviews, and documentation. The instruments had met validity and reliability requirements. Data were analyzed using descriptive statistics and the Pearson Product Moment correlation test with SPSS version 22. The findings showed that gaming disorder was mainly categorized as moderate and somewhat high, while academic burnout was predominantly in the somewhat high category. The correlation analysis yielded a coefficient of 0.694 with a significance value of 0.000 (p < 0.05), indicating a positive and significant relationship between gaming disorder and academic burnout. Thus, students with higher gaming disorder tendencies tended to experience higher academic burnout tendencies. These findings may support school counselors in developing guidance services that promote healthy gaming behavior, self-regulation, time management, and prevention of academic burnout.

THE INTEGRATION OF ZEP QUIZ INTO GAME-BASED LEARNING: ITS EFFECTS ON STUDENT ENGAGEMENT AND UNDERSTANDING OF MATHEMATICAL CONCEPTS

Aima Rakhmawati, Isnani, Moh. Shaefur Rokhman — Sat, 22 Aug 2026 00:00:00 +0700

Low levels of student engagement and understanding of mathematical concepts remain a challenge in mathematics education. One of the causes is the use of learning models that lack variety and the suboptimal use of digital technology. This study aims to analyze the effectiveness of integrating Zep Quiz into Game-Based Learning on student engagement and understanding of mathematical concepts. This study employed a quantitative approach using a quasi-experimental design. The research sample was selected through purposive sampling, involving an experimental class, a control class, and a pilot class. Data were collected via a learning engagement questionnaire and a mathematical concept comprehension test. Data analysis was conducted using Multivariate Analysis of Variance. The results showed that students in the experimental class exhibited higher levels of learning engagement and mathematical concept understanding compared to students in the control class. These findings provide empirical evidence that the integration of the Zep Quiz platform into Game-Based Learning is an effective instructional strategy for enhancing students’ learning engagement and mathematical concept understanding in mathematics instruction.

STUDENTS’ ERRORS IN SOLVING MATHEMATICS ESSAY QUESTIONS ACCORDING TO WATSON

Afifudin Rajif Noersy, Munadi, Ibnu Sina — Sat, 22 Aug 2026 00:00:00 +0700

This study aimed to identify specific errors and the most dominant errors made by students in answering mathematics essay questions on the topic of exponents based on Watson’s criteria. The method used was descriptive qualitative research with purposive sampling. The sample consisted of six students, namely four males and two females, from the advanced class at MTs Negeri 1 Tegal Regency in the 2025/2026 academic year. The instruments used to obtain data were essay questions, direct interviews, and documentation. The findings indicate that the types of errors identified included 8 categories: inappropriate procedure (ip), omitted conclusion (oc), response level conflict (rlc), undirected manipulation (um), skills hierarchy problem (shp), and errors other than the seven categories above (above other/ao). The most dominant errors were inappropriate procedure (ip) and errors other than the seven categories above (above other/ao). No inappropriate data (id) or omitted data (od) errors were found. The main contributing factors were a lack of understanding of the concept of exponents, lack of precision, and the habit of rushing when solving problems.

DEVELOPMENT OF STUDENTS' LEARNING INDEPENDENCE THROUGH ENTREPRENEURSHIP-BASED CLASSICAL GUIDANCE SERVICES IN THE DSE PROGRAM AT SMK MUHAMMADIYAH KRAMAT

Ken Ayu Taviani, Mulyani, Hanung Sudibyo — Sat, 22 Aug 2026 00:00:00 +0700

Students’ learning independence is an important aspect in supporting learners to take responsibility for their learning activities, complete tasks, and make decisions without excessive dependence on others. In the context of vocational education, learning independence is also relevant to the development of attitudes and skills through the Dedication of Students to School and Entrepreneurial Skills (DSE) program. This study aims to describe the development of students’ learning independence after participating in entrepreneurship-based classical guidance services through the DSE program. This study employed a descriptive qualitative approach involving three students of class XI TKRO 4 at SMK Muhammadiyah Kramat, namely HA, AKB, and MIM. Data were collected through observation, interviews, and documentation, and were analyzed through data reduction, data display, and conclusion drawing. The findings show that the development of learning independence differed according to the initial conditions of each student. HA showed improvement in courage, initiative, and completing tasks without always waiting for direction. AKB demonstrated improvement in self-control, responsibility, discipline, and involvement in learning activities. Meanwhile, MIM showed greater courage in expressing opinions, initiative, and participation in the DSE program. These developments were supported by the implementation of four classical guidance sessions involving discussion, question-and-answer activities, exercises, and reflection related to students’ experiences in the DSE program. The study concludes that entrepreneurship-based classical guidance services through the DSE program contributed positively to the development of students’ learning independence, although several aspects still require continuous strengthening.

VIOLATIONS OF THE LINGUISTIC POLITENESS PRINCIPLE IN COMMENTS ON DAVINA KARAMOY'S INSTAGRAM ACCOUNT AND THEIR IMPLICATIONS FOR INDONESIAN LANGUAGE LEARNING IN SENIOR HIGH SCHOOL

Jihan Ambaroh, Khusnul Khotimah, Afsun Aulia — Sat, 22 Aug 2026 00:00:00 +0700

This study aims to describe the forms of linguistic politeness principle violations found in comments on Davina Karamoy's Instagram account and to explain their implications for Indonesian language learning in senior high school (SMA). This study employs a qualitative approach with a descriptive research design. Data were sourced from netizens' comments on two posts from Davina Karamoy's Instagram account published in December 2025. Data were collected through listening, reading, and note-taking techniques, then analyzed using a pragmatic approach based on Geoffrey Leech's politeness principle, which encompasses six politeness maxims. The results reveal 35 instances of linguistic politeness principle violations, comprising 16 instances (45.71%) of tact maxim violations, 10 instances (28.57%) of approbation maxim violations, 7 instances (20.00%) of sympathy maxim violations, and 2 instances (5.72%) of agreement maxim violations, while no violations of the generosity maxim or modesty maxim were found. The violations were dominated by insulting speech, negative labeling, unsubstantiated accusations, sarcasm, and a lack of empathy toward the subjects of the comments. This phenomenon reflects a lack of adherence to language ethics in digital communication and carries the potential to trigger cyberbullying. The findings have implications for Indonesian language instruction in senior high schools as contextual teaching material, particularly regarding linguistic politeness and negotiation texts within the Kurikulum Merdeka (Independent Curriculum), and are expected to raise students' awareness of the importance of polite, critical, and responsible communication in social media interactions.

FRONT STAGE AND BACK STAGE : A POTRAIT OF THE SELF PRESENTATION OF PART-TIME WORKING STUDENTS

suci nofiyati, Muhammad Arif Budiman Sucipto, M. Aris Fofiqi — Sat, 22 Aug 2026 00:00:00 +0700

College students who study while working part-time face the demand of presenting themselves differently across two domains—academic and occupational. This study describes the self-presentation of part-time working students, covering front stage and back stage self-management, impression management strategies, influencing factors, and impacts of navigating dual roles. Using a qualitative phenomenological design, the research involved four part-time working students as primary informants and four secondary informants for triangulation. Data were collected through in-depth interviews, observation, and documentation, analyzed using Miles, Huberman, and Saldaña's (2014) interactive model. Findings show all informants displayed a front stage oriented toward friendliness and responsibility, while their back stage served as a private space for concealing exhaustion. Impression management was grounded in honesty and consistency, shaped by need for approval, self-awareness, personality, social context, personal goals, and social interaction. Self-presentation brought positive impacts like improved communication and work readiness, alongside negative impacts including fatigue and burnout risk.

DESCRIPTION OF STUDENTS’ ERRORS BASED ON NEWMAN’S PROCEDURE IN RATIO AND PROPORTION WORD PROBLEMS

Arif Hidayat, dian Nataria Oktaviani, Munadi — Sat, 22 Aug 2026 00:00:00 +0700

This study aims to describe and analyze the types of errors made by students in solving mathematical word problems on ratio and proportion based on Newman’s Error Analysis. This study employed a descriptive qualitative approach. The subjects were Grade VIID students of SMP N 2 Bantarsari selected based on the results of a diagnostic test. Data were collected through a written test consisting of word problems and semi-structured interviews. Data validity was established through technique triangulation by comparing the results of the written test with the interview results. Data were analyzed through the stages of data reduction, data presentation, and conclusion drawing. The results showed that students still made errors at all five Newman stages when solving ratio and proportion word problems. The percentages of student errors were as follows: reading error 0%, comprehension error 37.5%, transformation error 25%, process skill error 16.7%, and encoding error 83.3%. The most dominant errors occurred at the transformation and process-skill stages, where students had difficulty converting word-problem statements into appropriate mathematical models and made errors in fraction or ratio calculations.

ANALYSIS OF STUDENTS' MISTAKES IN SOLVING CONTEXTUAL MATHEMATICS PROBLEMS IN TRIGONOMETRY MATERIALS BASED ON CASTOLINE THEORY

Zahran Khalda, Munadi, Moh. Shaefur Rokhman — Sat, 22 Aug 2026 00:00:00 +0700

The purpose of this study is to describe the mistakes made by students in class X.7 in solving contextual mathematics problems of trigonometric material based on the stages of Kastolan, and to describe the factors that cause mistakes made by students of class X.7 in solving contextual mathematics problems of trigonometric material based on the stages of Kastolan. The method used is qualitative descriptive. The research was conducted at SMA Negeri 2 Slawi by taking research subjects using the cluster sampling method. The data analysis techniques used are data reduction, data presentation, and conclusion drawn. Data collection techniques are tests, interviews, and documentation. Based on the results of the study, it can be concluded that the mistakes made by students include: (a) Conceptual errors, inability to determine the appropriate trigonometric formula, not understanding the basic concepts of trigonometry, and connecting the solution with formulas that are actually not necessary, (b) Procedural errors, incompleteness in the completion step, not writing down the information known and questioned, unsystematic completion steps, and not writing down final conclusion, (c) Technical errors, errors in calculation operations, errors in determining trigonometric comparative values, and not conducting a review of the answers. Then the factors that cause mistakes made by students are: (a) Students do not understand the concept of trigonometry, (b) Students are not thorough in calculating, (c) Students are confused at certain stages and forget, (d) Students are in a hurry when working on the problem, (e) Students do not understand the purpose of the problem.

THE INFLUENCE OF EMOTIONAL INTELLIGENCE ON ACADEMIC RESILIENCE AMONG MALE STUDENTS AT SMP NEGERI 2 PANGKAH

Muhammad Septian, Hastin Budisiwi, Rahmad Agung Nugraha — Sat, 22 Aug 2026 00:00:00 +0700

Observations of male students at SMP Negeri 2 Pangkah revealed low emotional regulation, the use of harsh language, and a lack of empathy. These conditions potentially affect the students' ability to cope with academic challenges, resulting in low academic resilience. This study aimed to determine the levels of emotional intelligence and academic resilience, as well as the influence of emotional intelligence on academic resilience among ninth-grade male students at SMP Negeri 2 Pangkah. A quantitative approach using a correlational method was employed. The study population consisted of 152 ninth-grade male students, with a sample of 30 students selected via purposive sampling. Data were collected using questionnaires to measure emotional intelligence and academic resilience; both instruments underwent validity and reliability testing. Data analysis included descriptive statistics, simple linear regression, Pearson Product-Moment correlation, the coefficient of determination, and the t-test, using SPSS 26 software. The results indicated that 37% of the students fell into the low category for emotional intelligence, while 47% fell into the low category for academic resilience. Simple linear regression analysis yielded the equation Y = 1.227 + 0.840X with an R² of 0.708, meaning emotional intelligence contributed 70.8% to academic resilience. Correlation analysis revealed a very strong positive relationship (r = 0.840), and hypothesis testing showed significant results (t-calculated 8.233 > t-table 2.056) with a significance level of 0.000 (below 0.05). Thus, it is concluded that emotional intelligence has a positive and significant influence on the academic resilience of male students at SMP Negeri 2 Pangkah.

GROUP COUNSELING USING A BEHAVIORISTIC APPROACH TO REDUCE CYBERBULLYING IN GRADE IX C STUDENTS AT SMPN 3 TALANG IN THE 2025/2026 ACADEMIC YEAR

Fara Jequlina, Hastin Budisiwi, Rahmad Agung Nugraha — Sat, 22 Aug 2026 00:00:00 +0700

Cyberbullying is aggressive behavior in the form of oppression, bullying, harassment, or humiliation directed at a victim through digital media with the intent to intimidate, hurt, humiliate, take revenge, or dominate the victim. This study aims to identify the level of cyberbullying before and after the provision of group counseling services using a behavioral approach, as well as to determine whether these services can reduce cyberbullying among high-risk students in Class IX C at SMPN 3 Talang. The study employed a quantitative descriptive method with a one-group pretest-posttest pre-experimental design. The population consisted of 30 ninth-grade students in Class IX C at SMPN 3 Talang. Sampling was conducted using purposive sampling, targeting 5 students in the high cyberbullying category. The results of the paired-samples t-test showed that the post-test mean score was lower at 33.20000 (indicating a decrease in cyberbullying) compared to the pre-test, yielding a t-value of 13.738. This value was then compared to the t-table using (df) = N – 1 = 5 – 1 = 4. Significance (two-tailed) = 0.000 < 0.05, meaning: Since the p-value = 0.000 < 0.05, the null hypothesis (H₀) is rejected and the alternative hypothesis (Hₐ) is accepted. This indicates a statistically statistically significant disparity between the baseline and follow-up conditions of the study, demonstrating that the intervention was statistically proven to reduce cyberbullying.

ANALYSIS OF STUDENTS' MATHEMATICAL CRITICAL THINKING SKILLS IN SOLVING LINEAR EQUATION PROBLEMS BASED ON NCTM INDICATORS

Demas Adzymatullah, Isnani, dian Nataria Oktaviani — Sat, 22 Aug 2026 00:00:00 +0700

Mathematical critical thinking skills are essential for analyzing, evaluating, and concluding mathematical problems. This study aimed to describe students’ mathematical critical thinking abilities on linear equations using a descriptive qualitative approach. The subjects were 28 eighth-grade students of SMP Negeri 9 Tegal, with nine students selected purposively. Data were collected through tests, interviews, and documentation, and analyzed using the Miles and Huberman model. The results showed that students with high ability met all indicators, while medium- and low-ability students experienced difficulties, particularly in evaluating and concluding

THE PHENOMENON OF ACADEMIC PROCRASTINATION AMONG UNIVERSITY STUDENTS PARTICIPATING IN STUDENT ACTIVITY UNIT (UKM) ORGANIZATIONS AT THE FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS PANCASAKTI TEGAL

Nico Raihan, Renie Tri Herdiani, M. Arif Budiman S — Sat, 22 Aug 2026 00:00:00 +0700

Students are individuals who pursue higher education and have a role as agents of change who are expected to contribute to society through knowledge and personal competencies. Students are expected not only to achieve academically but also to participate in student organizations as a means of developing leadership, communication, teamwork, and social skills. However, intensive organizational activities may affect students’ ability to manage time and potentially lead to academic procrastination. This study aims to describe the factors underlying academic procrastination among students participating in Student Activity Unit (UKM) activities, their time management in balancing organizational and academic activities, and the efforts undertaken to overcome procrastination. This study employed a qualitative approach with a case study design. The subjects were two active students participating in UKM Mapakti at the Faculty of Teacher Training and Education, Universitas Pancasakti Tegal, selected through purposive sampling. Data were collected through interviews, observation, and documentation. Data analysis used the interactive model of Miles and Huberman, while data validity was ensured through source and technique triangulation. The findings indicate that academic procrastination was influenced by time-management ability, priority setting, organizational adaptation, activity intensity, organizational responsibilities, and conflicts between organizational and academic schedules. The participants did not show high levels of academic procrastination because they were able to manage their time and responsibilities. They prevented procrastination by setting priorities, completing assignments according to deadlines, and utilizing organizational support, including academic dispensations when organizational activities conflicted with academic obligations. The study concludes that participation in student organizations does not automatically cause academic procrastination. Time management, priority setting, organizational adaptation, and adequate support play important roles in balancing academic and organizational responsibilities.

MAUDY AYUNDA’S LANGUAGE STYLE IN HER YOUTUBE VLOGS: USING THEM AS TEACHING MATERIALS FOR EXPOSITORY TEXTS IN HIGH SCHOOL

Lutfia Khaerunnisa, Leli Triana, Syamsul Anwar — Sat, 22 Aug 2026 00:00:00 +0700

The emergence of digital media has transformed communication practices of the society, including language use on the YouTube platform. This condition makes the study of language attitudes vital to explain the usage of Indonesian among public figures in the practice of multilingual communication.

This study intends to characterize the language attitude of Maudy Ayunda in YouTube vlog content based on markers of language loyalty, language pride and awareness of language standards, and the use of language attitude as material for teaching exposition texts in high school. This research is a qualitative study with a descriptive methodology. The data collection is done using documenting, observation, note keeping and transcription procedures in the form of Maudy Ayunda's speech which is gathered from many vlogs on her official YouTube channel. The data analysis was carried out utilizing the interactive analysis methodology of Miles, Huberman and Saldaña, which involves data reduction, data display and generating conclusions. The results of the research suggest that of the 50-speech data studied, 10 data (20%) show language loyalty, 29 data (58%) show language pride and 11 data (22%) show language norm awareness. The most prominent finding is the highest indicator of language pride. It indicates that Indonesian is still the major language to express ideas and information while the use of English terminology simply complements to maintain conceptual accuracy when used in communication. These findings indicate that the use of English in Maudy Ayunda’s vlog serves more as a support for the conceptual accuracy rather than replacing the role of Indonesian as the major language. Thus, the bilingual practice shown still shows a favorable attitude towards Indonesian. The results of this study also indicate that the contents of Maudy Ayunda's vlog can be used as teaching materials for exposition texts in Indonesian language learning at the high school level, especially to improve students' online literacy, critical thinking skills, and argumentation skills.

A REPRESENTATION OF WOMEN’S CHARACTER IN THE MOVIE OF SORE: ISTRI DARI MASA DEPAN AND ITS IMPLEMENTATIONS IN INDONESIAN LANGUAGE’S LEARNING PROCESS

Khunafatun Ulyati, Khusnul Khotimah, Wahyu Asriyani — Sat, 22 Aug 2026 00:00:00 +0700

This study examines a representation of women’s character in the movie of "Sore: Istri dari Masa Depan" (Sore: Wife from the Future) which was directed by Yandy Laurens. The analysis of women character's representation in this study uses Stuart Hall's theory. The purpose of this study is to describe a representation of women’s character in the movie of "Sore: Istri dari Masa Depan" and to apply it to Indonesian language’s learning process in high school.

This study uses a descriptive qualitative approach. The data source is from the movie of "Sore: Istri dari Masa Depan" which was directed by Yandy Laurens. The data are in the form of dialogues between characters in the movie, which contain meaningful representations according to Stuart Hall’s theory. The data collection technique used in this study are listening and note-taking. The analysis technique used in this study are descriptive techniques for each data item.

Informal methods are used in this study to present the data. The results of this study are data containing representations of women’s character in the movie of "Sore: Istri dari Masa Depan", obtained from the dialogues between the characters in the movie. These data are then applied to Indonesian language’s learning process in high school, particularly in the 10th grade, on the topic of Biographical Texts.

PROPOSITIONAL SARCASM IN THE COMMENTS SECTION OF THE INSTAGRAM ACCOUNT @SALSHABILLAADR AND ITS IMPLICATIONS

Niken Safitri, Afsun Aulia Nirmala, Syamsul Anwar — Sat, 22 Aug 2026 00:00:00 +0700

This study was motivated by the widespread use of sarcasm in Instagram comment sections, particularly in the form of propositional sarcasm. The purpose of this study is to describe the forms and functions of propositional sarcasm in the comment section of the Instagram account @salshabillaadr. This study employs a qualitative approach using a descriptive method. The data consist of utterances containing propositional sarcasm in the comment section of the Instagram account @salshabillaadr from December 2025 to January 2026, which were analyzed using the pragmatic correspondence method. The results show that there were 22 instances of propositional sarcasm with various functions, including the expression of opinions, assertions, questions, commands, comparisons, information, and greetings. The findings indicate that propositional sarcasm is used as a linguistic strategy to convey criticism, insinuations, and opinions directly in digital communication. These findings can be used as contextual teaching materials to help students understand implicit meaning, identify sarcasm, and apply language ethics in the digital space.

DIRECTIVE SPEECH ACTS USED BY TEACHERS IN DRAMA TEXT INSTRUCTION AT SMK MUHAMMADIYAH KRAMAT AND THEIR IMPLICATIONS FOR INDONESIAN LANGUAGE INSTRUCTION

Nurul Fadilah, Khusul Khotimah, Syamsul Anwar — Sat, 22 Aug 2026 00:00:00 +0700

This study aims to describe teachers’ directive speech acts in drama text instruction at SMK Muhammadiyah Kramat and their implications for Indonesian language learning. This study employs a qualitative descriptive approach with a pragmatic analysis. The research data consist of teachers’ utterances during drama text instruction, which were analyzed based on the classification of directive speech acts according to the theory of Bach and Harnish. The results show that the most dominant directive speech act used by teachers was the command (requirements), accounting for 15 data points (31.91%). The implications of these findings can be utilized as teaching materials in the Indonesian language class for 11th-grade students in Phase F, specifically for the drama text unit, to enhance students’ understanding of the use of directive command speech acts in the learning process.

EMOTIONAL RHETORIC IN 172 DAYS NOVEL BY NADZIRA SHAFA

Putri Maharani, Afsun Aulia Nirmala, Agus Riyanto — Sat, 22 Aug 2026 00:00:00 +0700

Emotional rhetoric is a language strategy intended to evoke readers' emotions through linguistic elements that strengthen message delivery. 172 Days, a novel by Nadzira Shafa, portrays themes of love, struggle, loss, and religious values through expressive language capable of touching readers emotionally. This study aims to describe the forms of emotional rhetoric employed in 172 Days and examine their implications for Indonesian language learning at the senior high school level. The study employed a descriptive qualitative method. The data source was the novel 172 Days by Nadzira Shafa, while the research data consisted of words, phrases, clauses, sentences, and paragraphs containing emotional rhetoric. Data were collected using the reading and note-taking technique and analyzed through data reduction, classification, data presentation, and conclusion drawing. The findings revealed 38 instances of emotional rhetoric, consisting of 11 figures of speech, 5 structural rhetorical devices, and 22 instances of imagery. Imagery was identified as the most dominant form of emotional rhetoric, whereas structural rhetorical devices appeared least frequently. Emotional rhetoric in the novel functions to evoke various emotional responses, strengthen persuasive effects, establish emotional closeness between the author and readers, clarify the characters' inner experiences, and create lasting impressions. These findings indicate that 172 Days is relevant as an alternative teaching material for Indonesian language learning in senior high schools, particularly in literary appreciation and the analysis of linguistic features in accordance with the Merdeka Curriculum.

The Effectiveness of Visual-Fragmented Line QR Code Media on Vocational High School Students' Use of Figurative Language and Imagery in Poetry Writing

Riswa Dwi, Syamsul Anwar, Leli Triana — Sat, 22 Aug 2026 00:00:00 +0700

Underdeveloped poetry-writing skills among tenth-grade vocational students characterized by unvaried imagery and weak application of literary devices prompted this research. Utilizing a nonequivalent control group quasi-experimental design, the study examined the impact of Visual-Fragmented Line QR Code media on two groups of 18 students each. Pretest and posttest measures were analyzed quantitatively using a paired samples ????-test, yielding a two-tailed ????-value of < 0. 001. This result underscores a statistically significant performance boost after the treatment. Specifically, the experimental class showed a sharp rise in figurative language and imagery evaluation, escalating from an initial average of 57.83 to 87.67, with an N-Gain index of 72.50 ("medium effectiveness"). In conclusion, the Visual-Fragment Line QR Code medium serves as a highly successful tool for expanding students' creative expression in poetry.

PROFANITY IN JOKO ANWAR’S FILM PENGEPUNGAN DI BUKIT DURI: A SOCIOLINGUISTIC ANALYSIS

Salsa Nadya, Syamsul Anwar, Agus Riyanto — Sat, 22 Aug 2026 00:00:00 +0700

*Corresponding author: salsanadyaa16@gmail.com¹, Syamsulanwar590@gmail.com², akhalifiriyanto@gmail.com³

Abstract

This study is motivated by the use of vulgar language specifically swear words in film dialogue, which not only serves as an expression of emotion but also fulfills specific communicative functions depending on the context of the utterance. This study aims to describe the types and functions of vulgar swear words in Joko Anwar’s film Pengepungan di Bukit Duri. The study employs a qualitative approach using descriptive methods. The research data consists of utterances containing vulgar language in the form of swear words in Joko Anwar’s film Pengepungan di Bukit Duri. Data collection was conducted using the observation method with recording and note-taking techniques, while data analysis employed the pragmatic correspondence method using the Determinant Element Sorting (PUP) technique. The results of the study indicate that there are 35 instances of vulgar language in the form of swear words. Based on the analysis of language functions according to Chaer and Agustina (2014), 22 instances (38%) served a personal function, 9 instances (15%) served a directive function, 3 instances (5.1%) served a referential function, and 1 instance (1.7%) served a phatic function. The personal function was the most dominant because vulgar swear words were used more frequently to express anger, disappointment, and frustration, as well as to depict conflicts between characters in the films. The findings of this study are expected to enrich sociolinguistic research, particularly regarding the use of vulgar language in film media.

THE USE OF FACTS AND DATA IN ARGUMENTATIVE WRITING INSTRUCTION USING THE GROUP INVESTIGATION MODEL FOR VOCATIONAL HIGH SCHOOL STUDENTS

Tara Jumala, Syamsul Anwar, Wahyu Asriyani — Sat, 22 Aug 2026 00:00:00 +0700

This study aimed to examine the effectiveness of utilizing facts and data in improving tenth-grade students' argumentative writing skills at Muhammadiyah Kramat Vocational High School. A quantitative approach was employed using a Nonequivalent Control Group Posttest Design involving two groups. The experimental group participated in learning activities through the Group Investigation model, while the control group received conventional instruction. The research population comprised all tenth-grade students, with Class X TO-8 assigned as the experimental group and Class X TO-9 serving as the control group. Data were processed using SPSS versions 26.0 and 30.0 through a series of statistical analyses appropriate to the research design. The findings revealed a significance value of 0.000, which was below the 0.05. These findings demonstrate that the implementation of the Group Investigation model has a significant positive effect on students' argumentative writing skills and can be considered an effective instructional alternative for tenth-grade learning at Muhammadiyah Kramat Vocational High School.

COLLOQUIAL LANGUAGE IN SINGLE-FORM WORDS IN THE MAIN CHARACTERS’ UTTERANCES IN THE FILM TEMAN TAPI MENIKAH: A SOCIOLINGUISTIC STUDY

Tina Nurlita, Agus Riyanto, Leli Triana — Sat, 22 Aug 2026 00:00:00 +0700

This study was motivated by the use of single-form colloquial language in film dialogues, which reflects linguistic variation within society and functions to support communication among characters in accordance with the social context and speech situation. This study aims to describe the forms and functions of single-form colloquial language, as well as the factors influencing the utterances, in the film Teman Tapi Menikah. A qualitative approach with a descriptive method was employed. The research data consisted of the utterances of the main characters containing single-form colloquial language in the film Teman Tapi Menikah. Data were collected using the observation method with recording and note-taking techniques, whereas data analysis was conducted using the pragmatic identity method with the Determining Element Sorting Technique (Pilah Unsur Penentu/PUP). The findings revealed 19 instances of single-form colloquial language. Based on the analysis of language functions according to Chaer and Agustina (2014, pp. 15–17), six instances of the conative function, two instances of the referential function, and eleven instances of the emotive function were identified. The emotive function was found to be the most dominant, as single-form colloquial language was primarily employed as a means of expressing the speakers’ feelings and attitudes. The findings of this study are expected to enrich sociolinguistic scholarship, particularly regarding the use of colloquial language in film media.

Science Teachers’ Strategies for Differentiated Assessment for Students with Basic Literacy Difficulties

Tia Juniarti, Mobinta Kusuma, Isrotun Ngesti Utami — Fri, 21 Aug 2026 00:00:00 +0700

The diversity of students’ literacy abilities poses a challenge to implementing science assessments, particularly for students with basic literacy difficulties. The predominance of written assessments may not accurately reflect students’ competencies; therefore, differentiated assessment is needed to accommodate students’ learning needs and characteristics. This study aimed to describe science teachers’ strategies for implementing differentiated assessment for students with basic literacy difficulties at SMP Negeri 1 Larangan. The study employed a qualitative case study design. Data were collected through semi-structured interviews, non-participant observations, and document analysis. Data were analyzed using the interactive analysis model of Miles, Huberman, and Saldana, which includes data reduction, data display, and conclusion drawing. The findings revealed that the teachers’ strategies consisted of three stages: planning, implementation, and assessment and evaluation. During the planning stage, teachers identified students’ initial abilities through diagnostic assessment. During the implementation stage, teachers employed various assessment methods, including oral assessments, observations, performance assessments, simplified instructions, and visual media tailored to students’ needs. During the evaluation stage, teachers used the assessment results to provide feedback and improve subsequent learning. These strategies supported the implementation of a more equitable, adaptive, and student-centered assessment process for learners with basic literacy difficulties.