Garuda - Garba Rujukan Digital

Exploring how video conferencing impacts students' cognitive, emotional, and behavioral engagement Hastomo, Tommy; Kholid, Muhammad Fikri Nugraha; Muliyah, Pipit; Septiyana, Linda; Andewi, Widi
Journal of Educational Management and Instruction (JEMIN) Vol. 4 No. 2 (2024): December 2024
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v4i2.9335

Video conferencing has become an essential tool in the realm of education, offering educators a plethora of features to enhance student learning. This study delved into the comparative impact of video conferencing and Learning Management Systems (LMS) on student engagement in online education. The primary objective was to discern the most effective mode of communication for fostering student engagement in online learning, examining cognitive, emotional, and behavioral dimensions of engagement. The researchers used a quasi-experimental design with a historical cohort control group to compare the effectiveness of Zoom and Moodle (LMS) on student engagement. The study involved English education students from a private university in Indonesia, with 20 students in each group. Data collection included recording online interactions, conducting semi-structured interviews, and administering a Likert-style survey. Data analysis involved content analysis, thematic analysis, and the Mann-Whitney U test. The findings underscored the advantages of utilizing Zoom, particularly in nurturing interpersonal relationships among students. Notably, the platform enhanced intimacy and interactivity within the learning environment, bolstering students' intrinsic motivation. Moreover, indicators such as creativity and idea exchange pointed towards heightened cognitive engagement facilitated by Zoom. Additionally, Zoom emerged as a practical tool for fostering social interaction and stimulating higher-order thinking during discussions. Consequently, these results provide compelling evidence supporting the integration of Zoom to enrich learning experiences and promote deeper engagement among students, both practically and theoretically.

Quora: A popular platform to promote students' reading comprehension skill Muliyah, Pipit; Ma'rufah, Desi Wijayanti; Mustangin, Mustangin
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 28 No 2 (2023)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v28i2.8836

Reading comprehension is a fundamental skill in mastering English. Relying solely on classroom instruction is insufficient for providing students with a comprehensive understanding of English texts. As a result, students must actively cultivate their self-directed learning abilities. It enables them to prioritize and focus on the areas they need to improve. Unfortunately, developing independent learning skills can be challenging without encouragement from teachers and an understanding of what they are learning. Thankfully, technology, such as language learning applications, can help overcome this challenge. This study examines using the Quora language learning application to enhance students' reading comprehension skills in English outside the classroom. Using qualitative research, this study involved 18 economic sharia students taking English for Business subject, and data was collected through a questionnaire and interviews. The findings revealed that Quora helped students improve their reading comprehension skills and supported their independent learning by allowing them to study English anywhere and anytime. As a result, students could take control of their learning and significantly improve their English reading skills.

Portraying Teachers' Strategies in Teaching English for Young Learners Muliyah, Pipit
Educalitra: English Education, Linguistics, and Literature Journal Vol. 2 No. 2 (2023)
Publisher : English Language Education Study Program, Faculty of Social, Economics, and Humanities, University of Nahdlatul Ulama Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.8198244

Teaching English to young learners in Indonesia remains a controversial topic among teachers and parents. Parents are particularly concerned about their children's progress in communication and interaction skills. Many English courses and programs are rapidly attracting children and their families from middle-class to upper-class backgrounds. However, there are concerns that teaching English in Indonesia emphasizes rote learning of rules and sentence development. Additionally, some teachers lack the necessary educational experience to effectively teach young learners. To address these concerns, a study was conducted using qualitative methods to explore perceptions and strategies in Teaching English to Young Learners (TEYL). The research subjects included teachers and parents. The study identified two critical factors that need attention in teaching English to young learners. The first factor is perception. Both teachers and parents believe that starting English education at a young age leads to greater knowledge acquisition. Teacher perception received the highest score, with 74 out of 80, while parents' perception scored 57 out of 70. The second factor is strategy. Teachers are encouraged to implement appropriate strategies based on the specific conditions and situations of the school. Video-based instruction was found to be the most suitable method for student engagement and character development. Overall, this study highlights the importance of addressing perceptions and employing effective strategies when teaching English to young learners in Indonesia. By considering these factors, educators can create a more productive and engaging learning environment for children.

Teaching English for Specific Purposes in Vocational High School: Teachers’ Beliefs and Practices Muliyah, Pipit; Aminatun, Dyah
JET (Journal of English Teaching) Vol. 6 No. 2 (2020): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

This study reports the result of a qualitative case study research design. This study aims to explore teachers' beliefs about teaching English for Vocational school, to investigate how those beliefs are reflected in classroom practices, and to explore that affect the shaping of teachers' beliefs in the teaching and learning process. The participant of this study were six English teachers from three different vocational high schools in Majenang. The data was taken using a semi-structured interview, documentation, and classroom observation. Then the data was analyzed using line by line analysis. Teaching English in Vocational High School is believed different from Senior High school (SHS) as it belongs to English for specific purposes (ESP) and demands different knowledge of material, method, and strategies. The result shows that the teacher’s beliefs are not always realized in their classroom practices for a variety of potential reasons. The inconsistency between belief and practices are related to various factors, including class density, time constrains, incompatibility of the assigned text-books, huge workload, and students need.

PENGARUH GAME ONLINE TERHADAP KONSENTRASI BELAJAR SISWA Syafi, Ni'am; Fathurohim, Fathurohim; Muliyah, Pipit
Jurnal Asy-Syukriyyah Vol. 24 No. 2 (2023): Jurnal Asy-Syukriyyah
Publisher : STAI Asy-Syukriyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36769/asy.v24i2.348

Penelitian ini bertujuan untuk menggali informasi mengenai game online, konsentrasi belajar siswa, serta hubungan antara game online dan konsentrasi belajar pada siswa kelas IV MI PP-El Bayan Padangsari Majenang. Penelitian ini menggunakan metode penelitian lapangan dengan pendekatan kuantitatif. Sampel penelitian terdiri dari 52 siswa. Teknik analisis data yang digunakan adalah korelasi product moment. Dalam penelitian ini, terdapat dua variabel, yaitu variabel bebas (game online) dan variabel terikat (konsentrasi belajar siswa). Data dikumpulkan melalui metode observasi, wawancara, dokumentasi, dan angket/kuesioner. Hasil penelitian menunjukkan game online adalah sebuah permainan video yang dapat dimainkan oleh pemain melalui perangkat seperti komputer, laptop, smartphone, atau gadget. Terdapat dampak positif dan negatif dari bermain game online. Melalui analisis data, dapat disimpulkan bahwa terdapat hubungan yang signifikan antara game online dan konsentrasi belajar siswa. Nilai signifikansi yang diperoleh (0,001) lebih kecil dari 0,05, menunjukkan adanya hubungan yang kuat antara kedua variabel tersebut.

INTEGRATION OF AUGMENTED REALITY IN FIQH LEARNING: Improving The Competence of Technological Pedagogical Content Knowledge (TPACK) Of Madrasah Teachers Fathurohim, Fathurohim; Muliyah, Pipit; Nasrulloh, Nasrulloh
Jurnal Asy-Syukriyyah Vol. 25 No. 2 (2024): Jurnal Asy-Syukriyyah
Publisher : STAI Asy-Syukriyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36769/asy.v25i2.638

This study explores the use of Participatory Action Research (PAR) to integrate Augmented Reality (AR) in teaching Fiqh, specifically the Hajj material, at Madrasah Ibtidaiyah in Sidareja District. Involving 20 teachers, the research followed the PAR cycle, consisting of planning, action, observation, and reflection. The implementation of AR, supported by the Technological Pedagogical Content Knowledge (TPACK) framework, helped teachers effectively incorporate technology in the classroom, enhancing their teaching practices. It also made learning more engaging and accessible for students, improving their understanding of the Hajj material. The results show that AR can significantly improve students' comprehension of Fiqh and support interactive, technology-enhanced learning in religious education.

INTEGRATION OF AUGMENTED REALITY IN FIQH LEARNING: Improving The Competence of Technological Pedagogical Content Knowledge (TPACK) Of Madrasah Teachers Fathurohim, Fathurohim; Muliyah, Pipit; Nasrulloh, Nasrulloh
Jurnal Asy-Syukriyyah Vol. 25 No. 2 (2024): Jurnal Asy-Syukriyyah
Publisher : STAI Asy-Syukriyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36769/asy.v25i2.638

This study explores the use of Participatory Action Research (PAR) to integrate Augmented Reality (AR) in teaching Fiqh, specifically the Hajj material, at Madrasah Ibtidaiyah in Sidareja District. Involving 20 teachers, the research followed the PAR cycle, consisting of planning, action, observation, and reflection. The implementation of AR, supported by the Technological Pedagogical Content Knowledge (TPACK) framework, helped teachers effectively incorporate technology in the classroom, enhancing their teaching practices. It also made learning more engaging and accessible for students, improving their understanding of the Hajj material. The results show that AR can significantly improve students' comprehension of Fiqh and support interactive, technology-enhanced learning in religious education.

PELATIHAN PENGENALAN BAHASA INGGRIS UNTUK ANAK USIA DINI MELALUI IGRA Muliyah, Pipit; Fernando, Frendi
DEDIKASI: Jurnal Pengabdian Masyarakat Vol 1 No 1 (2019): Dedikasi: Jurnal Pengabdian Masyarakat, Januari-Juni 2019
Publisher : Pusat Pengabdian Masyarakat LPPM IAIN Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/1413

Abstract This study used a descriptive method with a qualitative approach aimed to describe learning English for early childhood. Data collection used observation, interview, documentation techniques. The research subjects were 26 teachers in IGRA (Ikatan Guru Raudhotul athfal). The results of the study showed: (1) in English language learning planning there were themes, indicators, main activities, media adapted to the needs of students (2) in the implementation, the teacher carried out English language learning in accordance with RPPH, (3) supporting learning English process is the availability of English language learning media provided by institutions and teachers. (4) the inhibiting factor in learning to introduce English is that English is not the main language used by children so that teachers must be creative in teaching; class teachers do not have sufficient English knowledge; child development becomes a consideration so that children are not depressed. Keywords: Learning English, introduction to English, early childhood Abstrak Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitif. Yang bertujuan untuk mendeskripsikan pembelajaran pengenalan bahasa Inggris. Pengumpulan data menggunakan teknik observasi, wawancara, dokumentasi dengan alat pengumpul data yaitu panduan wawancara, pedoman observasi, catatam lapangan, dan dokumen. Subjek penelitian yaitu 26 guru yang terhimpun dalam IGRA (Ikatan Guru Raudhotul Athfal). Hasil penelitian menunjukkan: (1) dalam perencanaan pembelajaran pengenalan bahasa Inggris terdapat tema, indikator, aktivitas utama, media yang disesuaikan dengan kebutuhan siswa (2) dalam pelaksanaan, guru melaksanakan pembelajaran pengenalan bahasa Inggris sesuai dengan RPPH, (3) faktor pendukung pembelajaran pengenalan bahasa Inggris yaitu ketersediaan media pembelajaran pengenalan bahasa Inggris yang disediakan oleh lembaga dan guru. (4) faktor penghambat dalam pembelajaran pengenalan bahasa Inggris yaitu bahasa Inggris bukan bahasa utama yang digunakan anak-anak sehingga guru harus kreatif dalam mengajar; guru kelas tidak memiliki pengetahuan Bahasa Inggris yang cukup; perkembangan anak menjadi pertimbangan agar anak tidak tertekan. Kata Kunci: Pembelajaran bahasa Inggris, pengenalan bahasa Inggris, anak usia dini

Designing EFL Virtual Learning: The Challenges and The Best Practices Muliyah, Pipit; Aminatun, Dyah; Hakim, Lystiana Nurhayat
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 1 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i1.32007

The field of education has experienced significant changes due to technological advancements. In response to these changes, online learning has become a popular teaching mode. The COVID-19 pandemic has made online learning a mandatory approach to education. Therefore, a variety of online learning tools have been developed for use. The primary goal of this research was to explore the viewpoints of educators regarding the implementation of digital media for English language teaching amid the pandemic. This research focused on investigating the challenges and the best practices experienced by Junior High School teachers when designing EFL online learning. Three English teachers were taken as participants. Moreover, a qualitative research method was utilized. Semi-structured interviews and observation were used to collect the data, and descriptive analysis was chosen as the data analysis technique. The findings revealed that the challenges faced by teachers were their difficulties in designing effective online teaching and learning plans. In addition, the best practices experienced by the teachers and students when running virtual learning were using digital media, such as Google Classroom, Instagram, and WhatsApp. Since they were readily available, digital media facilitated students' participation in learning the English language.

Fostering EFL Students' Pragmatic Competence Through Flipped-STAD Learning: A Study of ELT in an Islamic Higher Education Context Muliyah, Pipit; Margana, Margana; Ciptaningrum, Dyah Setyowati; Hawanti, Santhy; Hakim, Lystiana Nurhayat; Danial, Muhammad
Register Journal Vol. 18 No. 1 (2025): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v18i1.129-152

This study investigated the impact of integrating Flipped Learning (FL) and Student Team Achievement Division (STAD) on the pragmatic competence of English as Foreign Language (EFL) students, with a particular focus on their pragmalinguistic competence related to making requests and refusals. Conducted in an Islamic higher education setting, this research addresses a gap in the existing literature, as the combined effect of FL and STAD on pragmatic competence remains underexplored. The study aimed to empirically assess the influence of this integrated pedagogical approach and examining students' perceptions of its effectiveness. The research gathered quantitative and qualitative data using a sequential explanatory mixed-methods design. Initially, quantitative data were collected from pre- and post-test scores using a two-group experimental design (experimental group N=28, control group N=28). Discourse Completion Tests (DCTs), focusing on requests and refusals, were employed to evaluate pragmatic competence. Subsequently, semi-structured interviews with eight students from experimental group were conducted to delve into their perceptions. ANCOVA statistical analysis revealed that the flipped-STAD group significantly outperformed the control group on post-test scores, demonstrating its effectiveness for enhancing pragmatic competence in requests and refusals. In contrast, the control group received traditional teacher-centred instruction, which limited opportunities for interactive pragmatic practice. This comparison between student-centred and teacher-centred methods might inherently favour the interactive approach. The findings from the Interviews indicated that students had positive perceptions of flipped-STAD for developing pragmalinguistic competence. Thus, flipped-STAD seems a promising strategy for enhancing pragmatic competence in EFL, offering educators with an effective method. However, further research is needed to compare it with other student-centred approaches.

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