EDU AKOMMEDIA : JURNAL ILMU PENDIDIKAN

A Critical Discourse Analysis of Corporate Response to Trump’s Tariff Policy in CNN Coverage

Alfina Roisatul Isnaini — 2026-03-30

This research investigates the prompt reaction of corporation to the renewed tariff regulations enacted by president Trump in 2025, contentrating on presing adjustment tactics actoss different industy categories. By examining publik discosuresand finansial report from leading US firms, we record notable price hikes impacting consumer products, automotive items, and retail goods. Our results indicate that firms such as Walmart, ferrari, Ford, Best Bay, Mattel, and Prokter & Gameble have diclared or initiated price in creases between 5% & 10% due to tariff rates escalating to 25-145% o nan assortment of imported items. The study reveals that the costs associated with tariffs arlargely transferred to consumers instead of being absorbed by the bussinesses, with projected increases in household expenses estimeted at $1,155 to $1,397 each year. The polotical pressure from the administration urging companies to “absorb” the tariff costs has fostered conflict between economic realities and governmental demands. This study enhences the comprehension of the microeconomic pathwais of trade policy and offers practical evidence of the impacts of tariffs in modern US market.

STEM-PJBL MODELS IN HIGH SCHOOL PHYSICS LEARNING : SYSTEMATIC LITERATURE REVIEW

Yuli Yani Permata Sakti — 2026-03-30

Penelitian ini merupakan tinjauan sistematis (systematic review) mengenai penerapan model STEM-PJBL dalam pembelajaran fisika di tingkat Sekolah Menengah Atas (SMA) pada periode 2023–2025. Tujuan kajian ini adalah untuk menganalisis tren publikasi, metodologi penelitian, indeksasi artikel, gender peneliti utama, keterampilan yang diukur, serta materi fisika yang digunakan dalam penelitian. Data diperoleh dari artikel yang terindeks Scopus, Google Scholar, dan Sinta. Hasil kajian menunjukkan adanya peningkatan jumlah penelitian terutama pada tahun 2024, dengan metode quasi-eksperimen sebagai pendekatan yang paling dominan. Keterampilan yang paling banyak diteliti adalah berpikir kritis. Materi sering digunakan beberapanya yaitu gelombang cahaya, suhu dan kalor, serta pemanasan global. Secara keseluruhan, penerapan model pembelajaran STEM-PjBL terbukti mampu meningkatkan pemahaman konsep serta keterampilan peserta didik dalam memecahkan masalah pada mata pelajaran fisika.

Transformasi Pembelajaran Bahasa Inggris melalui Task Based Learning Berbantuan AI terhadap Prestasi dan Kemandirian Belajar Mahasiswa

Neni Iryani — 2026-03-30

This study examines the transformation of English language learning through Artificial Intelligence (AI)-assisted Task-Based Learning (TBL) and its effects on university students’ learning achievement and learner autonomy. A quasi-experimental pretest–posttest control-group design was prepared for 72 EFL university students divided into an experimental class (n = 36) and a control class (n = 36). The experimental class completed six authentic language-task cycles supported by generative AI for brainstorming, interaction rehearsal, language feedback, and reflective revision, whereas the control class implemented conventional Task-Based Learning without generative AI assistance. English learning achievement was measured through an integrated achievement test and task-performance rubric, while learner autonomy was assessed using a 24-item scale covering goal setting, strategic learning, self-monitoring, and self-evaluation. The draft statistical model indicates stronger post-intervention achievement and autonomy in the AI-assisted TBL group, with medium-to-large adjusted effects. The pedagogical mechanism is interpreted as a combination of authentic task orientation, immediate adaptive support, repeated opportunities for revision, and structured reflection. However, AI was most beneficial when its role was restricted to scaffolding rather than replacing students’ decision making. The study proposes a human-in-the-loop AI-TBL sequence consisting of pre-task orientation, AI-supported task performance, verification, peer negotiation, production, and reflective evaluation. These findings highlight that the transformation of English instruction depends not merely on access to AI tools but on the pedagogical architecture that preserves learner agency, critical verification, and accountable language production.