JURNAL ASIMILASI PENDIDIKAN

A Structural Equation Modeling Approach to Exploring the Role of Emotional Factors in Student Anxiety amid Public Demonstrations

Sisti Nadia Amalia — 2026-04-18

This study investigates the role of emotional factors in student anxiety amid public demonstrations using a Structural Equation Modeling (SEM) approach. The study focuses on emotional intensity and emotional regulation as key psychological constructs within a socio-political context. The sample consisted of approximately 202 students from the Mathematics Department of the Faculty of Mathematics and Natural Sciences at Universitas Negeri Medan, selected through stratified random sampling. Data were collected using standardized instruments, including the Affect Intensity Measure (AIM), the Emotion Regulation Questionnaire (ERQ), and an adapted student anxiety scale measured on a five-point Likert scale. The SEM analysis indicates that the proposed model achieved an acceptable level of fit based on established goodness-of-fit criteria. However, the findings reveal that environmental stressors related to public demonstrations, emotional intensity, and emotional regulation do not have a significant direct effect on student anxiety. These results suggest the presence of adaptive psychological mechanisms, such as resilience and desensitization, among students in response to recurring socio-political disturbances. This study highlights the importance of considering contextual and psychological complexity when modeling student anxiety using SEM.

Teaching Academic Writing for Publication in ELT: Bridging Students’ Classroom Writing to Scholarly Journal Publication

Evi Safitri Yulandari — 2026-04-29

Academic writing has become an essential skill for university students, particularly in English Language Teaching (ELT), where publication in international journals is increasingly required. However, many English as a Foreign Language (EFL) students face significant challenges in transforming classroom writing into publishable academic articles. This study aims to explore the gap between classroom-based academic writing and publication-oriented writing and to propose an instructional framework to address this issue. This research employed a qualitative descriptive design involving students and lecturers in an ELT program. Data were collected through document analysis, classroom observation, and semi-structured interviews. The findings reveal that students encounter difficulties in linguistic accuracy, rhetorical organization, and understanding academic genre conventions. Additionally, traditional English for Academic Purposes (EAP) instruction is insufficient to prepare students for publication demands. The study proposes a publication-oriented academic writing model integrating genre-based instruction, process writing, and English for Research Publication Purposes (ERPP). The study concludes that academic writing instruction should shift from assignment-oriented practices to publication-oriented pedagogy to enhance students’ scholarly communication skills.

The Paradox of Grammatical Awareness: Interfacing Explicit Knowledge and Grammaring in English Tense Proficiency: A Case of Pre-Service Teachers

Rizki Alawiya — 2026-04-29

Grammar is an important aspect of learning a language because it conveys the full meaning of sentences and how readers or listeners understand them, whereas mastery of English grammar is currently seen as a dynamic process called grammaring. In this process, learners must possess explicit knowledge of rules. They are also required to stay aware of how to integrate three dimensions of language: form, meaning, and use. Many studies have focused on analyzing students' writing errors. Meanwhile, this study aims to examine students' grammatical awareness when identifying and explaining the use of English tenses in a given context. The research involved first-year students in the English Education Department in the 2025/2026 academic year. A descriptive quantitative method was employed to analyze and describe students' current grammatical proficiency, using data from their written responses to a final examination in the Basic Grammar course. The findings showed that students performed better at identifying tenses (54.17%) rather than at explaining their use (43.33%). A paradoxical trend also emerged: whereas the Simple Present produced strong identification but poor explanation accuracy (70% vs 30%), the Past Continuous showed the opposite pattern (30% vs 56.7%). These findings suggest that students have disjointed explicit knowledge, frequently depending on intuitive recognition or memorization instead of a cohesive comprehension of Form, Meaning, and Use.

The Application of The “Ludo” Media on The Human Digestive System on Student Learning Outcomes in Elementary Schools

Kartini — 2026-04-30

The Ludo game is a teaching tool used in science education. This study aims to explore the effectiveness of using the ludo game in teaching the digestive system to students and its impact on their learning outcomes. The study was conducted in the fifth-grade class at SDN 005 Tarakan. It employed a one-group pretest-posttest design, with data analyzed using a t-test. The researcher administered a pretest before the instructional activities began. After the implementation of the Ludo game was completed, a posttest was administered at the end of the learning process. The result showed a significant difference between the pretest and posttest scores for the digestive system Ludo game, as well as an excellent student response with a score of 82.08. the game encourage student to compete and collaborate in achieving learning objectivies simultaneously.

Pengaruh Adversity Quotient Terhadap Pencapaian Akademik Pada Mata Pelajaran IPS

Ika Tija Yanti — 2026-04-30

This study aims to examine the effect of Adversity Quotient (AQ) on students’ academic achievement in Social Studies. AQ refers to an individual’s ability to face, manage, and overcome difficulties encountered during the learning process. Low academic achievement is often influenced by students’ limited ability to cope with learning challenges; therefore, it is necessary to identify internal factors that contribute to this condition. Accordingly, AQ is considered an important factor that needs to be addressed in improving the quality of learning. This study employed a quantitative approach involving 30 students from grades VII and VIII at SMPIT At-Thoyyibah, Ketangga Village, during the second semester of the 2024–2025 academic year. Data were collected through an AQ questionnaire and students’ Social Studies report scores. A simple linear regression analysis was used to test the research hypothesis. The results revealed a significant positive relationship between AQ and students’ academic achievement in Social Studies (r = 0.62, p < 0.01). Students with higher AQ tended to achieve better academic performance. These findings emphasize the importance of developing AQ to improve students’ learning outcomes.

Peran Guru dalam Mengembangkan Kemampuan Membaca Permulaan pada Siswa Kelas 1 MI

Abdul Alim — 2026-04-30

This study aims to describe the role of teachers in developing the early reading skills of first-grade students at MI TGH. Muhammad Shadruddin NW Suralaga in 2026. The background of this study is based on the low and uneven distribution of students' early reading skills, characterized by difficulties in recognizing letters, reading syllables, and reading simple words and sentences. This study used a qualitative approach with a descriptive research type. Data collection techniques were carried out through observation, interviews, and documentation. Data analysis used an interactive model that included data reduction, data presentation, and conclusion drawing. Data validity was tested using triangulation. The results showed that students' early reading skills varied, with the majority falling in the moderate and low categories. The teacher's role was very dominant in developing early reading skills, namely as a facilitator, motivator, guide, and evaluator. Teachers used the syllable method, phonics method, and repeated reading exercises, supported by media such as letter cards, word cards, and picture story books. Obstacles faced included differences in student abilities, low interest in reading, limited time, and lack of parental support. Teachers' efforts, such as individual guidance, motivation, and the use of simple learning media, have been shown to gradually improve students' reading skills. Therefore, it can be concluded that the teacher's role is crucial in successfully developing students' beginning reading skills.