TL;DR
It is concluded that while remote learning offers notable advantages in flexibility and student autonomy, it may require enhanced instructional strategies and more robust engagement practices to match the academic outcomes of traditional teaching methods.
Performance-based assessment has become popular in the English language classes as an alternative to traditional paper-based tests. It provides learners to have chances of showing how much they know about certain concepts by performing presentations, role plays, portfolio and classroom performance. This paper seeks to investigate the perceptions of EFL learners of the effectiveness of performance-based assessment in the English language learning at Takhar University. In this study, quantitative research design was used, and data were collected through a questionnaire distributed to undergraduate students in the English Department. A simple random sample technique was used to collect data from 52 students (13 from each academic level). The questionnaire included several Likert-scale items, and data were analyzed using descriptive statistics. The results obtained show that there is a positive perception towards performance-based assessment among the participants. Learners perceived that performance-based assessment increased their motivation, active participation, collaboration, improved their language skills and increased their sense of responsibility towards learning. The results further revealed that learners find performance-based assessment to be more effective and authentic compared to other conventional forms of assessment. The findings suggest that performance-based assessment is an important part of the English language learning process in EFL classes. The findings may provide useful insights for language teachers, curriculum developers, and educational institutions seeking to improve assessment practices in higher education.
Purpose of the study: This study aimed to examine the effectiveness of differentiated teaching in fostering mathematics learning engagement and improving mathematics achievement among secondary school students with diverse academic abilities through the implementation of classroom action research in a collaborative learning environment. Methodology: This study employed a classroom action research design conducted in two cycles involving 35 tenth-grade students of Madrasah Aliyah Pembangunan UIN Jakarta. Data were collected using mathematics learning engagement observation sheets, formative tests, interview guidelines, field notes, and documentation. Descriptive statistics and qualitative coding techniques were used, while data trustworthiness was established through triangulation procedures. Main Findings: The findings showed that students' mathematics learning engagement increased from 67.61% in Cycle I to 81.11% in Cycle II. The mean score improved from 5.39 to 6.76, while learning mastery increased from 34.3% to 63.0%. Standard deviation decreased from 2.57 to 1.50. Peer tutoring, handouts, quizzes, challenge tasks, and reward systems supported active participation and improved mathematics achievement. Novelty/Originality of this study: The novelty of this study lies in integrating differentiated teaching with cooperative learning mechanisms supported by peer tutoring, handouts, challenge tasks, quizzes, and reward systems to foster mathematics learning engagement. Unlike previous studies emphasizing achievement outcomes, this study highlights learning engagement as the primary focus while addressing students with diverse academic abilities.
This study aims to analyze the implementation of classroom management in a second-grade class at SD N Bororejo and its impact on student learning outcomes, including the supporting factors and obstacles faced by the teacher. Employing a descriptive-qualitative approach utilizing classroom observations, in-depth interviews (guided by a principal interview protocol), and closed-ended teacher questionnaires data were analyzed using the Miles and Huberman interactive model, with source and technique triangulation employed to strengthen the findings' credibility. The results indicate that the teacher implements classroom management systematically through proportional reward systems, heterogeneous student grouping, and individual guidance for students struggling with reading and writing; key supporting factors include family involvement, the community context, and teacher competence, while limited facilities, gadget usage, and low literacy levels constitute the primary obstacles. Overall, the teacher perceives classroom management as having a significant impact on student learning outcomes. As a descriptive-qualitative case study focused on a single class at one elementary school, these findings are contextual and cannot be statistically generalized; consequently, future research is encouraged to employ comparative, mixed-methods, or longitudinal designs across various classes and schools. This study contributes theoretically by illustrating the simultaneous interplay of physical, behavioral, instructional, and socio-relational components of classroom management. It also offers a practical model for teachers and schools to integrate reward systems, heterogeneous grouping, and targeted remediation to address diverse student needs within resource constraints, while emphasizing the importance of family-school collaboration in tackling challenges related to gadget usage and digital literacy.
The integration of learner-centered pedagogy and digital technology has become increasingly important for improving English language learning outcomes. Therefore, this study aimed to investigate the effectiveness of integrating CBL with interactive media to enhance students’ English language proficiency for junior high school students. The study employed an exploratory case study design using mixed methods. Participants included junior high school students and English teachers involved in the implementation of CBL supported by interactive media. Data were collected through pre- and post-tests, questionnaires, classroom observations, and interviews. Instrument reliability analysis indicated acceptable internal consistency (Cronbach’s α = 0.7613). The findings revealed substantial improvements in students’ learning outcomes. The mean score increased from 52.00 on the pre-test to 83.00 on the post-test, exceeding the minimum passing criterion of 75.00. Learning performance also became more consistent, as reflected in the reduction of the standard deviation from 6.51 to 3.61 and the increase in minimum scores from 45 to 74. Questionnaire results showed that student engagement demonstrated the strongest construct validity, while perceived improvement showed adequate validity and motivation exhibited a weaker correlation. Qualitative evidence further indicated higher levels of engagement, clearer understanding of learning materials, greater confidence in English use, and more active classroom interaction. The study concludes that integrating CBL with interactive media effectively enhances English proficiency, engagement, and learner confidence. These findings provide practical guidance for implementing technology-enhanced, learner-centered English instruction in secondary education.
This study aims to improve students’ learning outcomes through the implementation of the Problem-Based Learning (PBL) model in Islamic Education (PAI) for seventh-grade students at SMPN 2 Pringgasela. This research employed Classroom Action Research (CAR) consisting of two cycles, each involving planning, implementation, observation, and reflection stages. The study was conducted collaboratively between the teacher and the researcher as an observer. Data were collected using learning outcome tests and observation sheets to assess teacher and student activities. Quantitative analysis was used to determine individual and classical mastery, while qualitative analysis examined the implementation process. The results showed significant improvements across cycles. Classical mastery increased from 60.71% in Cycle I to 89.28% in Cycle II. Teacher activity scores improved from 65.21 to 86.95, and student activity scores rose from 60.86 to 86.95. These findings indicate that the PBL model effectively enhances student learning outcomes and classroom engagement