International Journal of Innovation and Education Research

The Impact of the Snakes and Ladders Game on Students' Vocabulary

2025-03-07T05:53:29+00:00

Learning vocabulary is an essential part of language development, as it helps students improve their communication and comprehension skills. Teachers play a key role in this process by using effective methods to teach new words in ways that are engaging and meaningful. Games such as Snakes and Ladders is one of tools for teaching vocabulary, creating enjoyable learning experiences that enhance students' understanding and retention of new words. The study aims to explore whether this game-based learning approach can help students learn and remember new vocabulary more effectively. The research seeks to provide valuable insights into the role of interactive games in making vocabulary learning more enjoyable and impactful. This study uses an experimental design to investigate the effect of the Snakes and Ladders game on students’ vocabulary mastery. A sample is divided into an experimental group, using the game, and a control group, following traditional methods. Both groups complete a pre-test and post-test consisting of 25 multiple-choice questions based on the Merdeka Curriculum. The data is analyzed using descriptive statistics and a T-test to compare the scores, determining whether the game significantly improves vocabulary mastery. The results show a significant improvement in students' vocabulary mastery after using this game. The results revealed an average increase. Statistical analysis using the paired sample T-test confirmed that this improvement was highly significant . These findings highlight the effectiveness of this game as an engaging tool for enhancing students' vocabulary skill. This study demonstrates that this game significantly enhances students' vocabulary mastery.

Keywords: The Effect, Snack and Ladder Game, Vocabulary Mastery

Implementation of The Pentahelix Model on Empowering Family Welfare (PKK) in Malabero Village

2025-03-25T04:17:39+00:00

Community empowerment is a strategic effort to improve economic welfare, especially for the Family Welfare Empowerment (PKK) women group. This research examines the implementation of the Pentahelix model in training on processing seafood into dim sum made from mackerel in Malabero Village, Bengkulu City. The Pentahelix model approach involves synergy between government, academics, communities, business people, and the media in supporting sustainable community empowerment. The method used in this research is descriptive qualitative with observation, interview, and documentation techniques. The research results show that this training increases the skills and insight of PKK women in processing marine products into products of high economic value. In addition, the Pentahelix model has proven effective in strengthening collaboration between stakeholders, supporting product marketing via social media, and opening up culinary-based business opportunities. Through training programs, people not only gain new skills but also have the opportunity to improve their welfare through creative food-based businesses. However, program sustainability is still a challenge that requires long-term strengthening and mentoring strategies. This research recommends the need for more adaptive policies and sustainable support so that empowerment based on local potential can provide a more significant economic impact.

Keywords: Community empowerment, Pentahelix model, Family Welfare Empowerment (PKK), Local Economy

Undergraduate Students' Perceptions of Writing Anxiety in English Academic Writing in Taiwan

2025-05-26T07:14:57+00:00

This study investigates Taiwanese undergraduate students' perceptions of writing anxiety in academic English writing. The goal of the study was to examine anxiety levels and identify the methods students use to cope with them. A mixed-methods approach was employed, using both qualitative interviews and a Writing Anxiety Perception Questionnaire. The questionnaire assessed three forms of anxiety: avoidance behavior, physical anxiety, and cognitive anxiety. The findings revealed that writing anxiety ranged from mild to severe, with physical and cognitive anxiety being the most prevalent. Students reported that the primary causes of their anxiety were physical symptoms such as nervousness and the fear of receiving poor grades. Qualitative interviews identified several coping strategies, including clarifying assignment criteria, breaking tasks into smaller goals, and drawing on prior experiences. Additionally, structured writing techniques such as brainstorming and outlining, along with feedback from peers and teachers, were found to help reduce anxiety and improve writing outcomes. The results emphasize the importance of addressing writing anxiety in educational settings for students to succeed. Educators can support students by teaching effective writing techniques, creating a positive learning environment, and providing regular feedback. Specialized interventions for both local and international students are recommended to further reduce anxiety and improve writing proficiency, ultimately enhancing academic performance.

Keywords: Perceptions of Writing Anxiety, Undergraduate Students, English Academic Writing

Development of Contextualised Numeracy Test Items for the Minimum Competency Assessment for Senior High School Students in Bengkulu

2025-04-08T03:54:13+00:00

The competency outcomes of Indonesian secondary school students, as measured by the Minimum Competency Assessment (AKM) over the past three years, remain suboptimal, particularly in mathematical proficiency. National data from 2023 indicate that less than 50% of students have achieved mastery in mathematical literacy, highlighting the need for improvements in classroom teaching and learning. A key factor in enhancing AKM implementation is the provision of practice test items, which necessitates that teachers develop the ability to design AKM-style questions to familiarise students with problem-solving strategies. This study aims to develop valid and reliable AKM-Numeracy reasoning test items, contextualised to Bengkulu for senior high school students, and to assess their impact on learning outcomes. Employing a development research approach, the study utilised the two-stage Tessmer model, comprising a preliminary stage and a formative evaluation stage that included self-evaluation, prototyping (expert reviews), and a field test. The large-scale trial involved students from three Senior High Schools or Madrasah Aliyah in Bengkulu City. Findings indicate that the contextualized AKM-Numeracy test items meet validity criteria based on expert evaluations and have the potential to enhance students' mathematical literacy skills. Student responses were highly favourable, suggesting that the incorporation of local contexts contributes to improved engagement with the test items contextualized.

Keywords: Minimum Competency Assessment Numeracy (AKM-Numeracy), Development Research, Bengkulu Context, Test Items