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All Journal JURNAL PENELITIAN ILMU PENDIDIKAN Journal of Education and Learning (EduLearn) Lentera: Jurnal Ilmiah Kependidikan Dedikasi: Jurnal Pengabdian Masyarakat Lexeme : Journal of Linguistics and Applied Linguistics Pedagogy : Journal of English Language Teaching JOLLT Journal of Languages and Language Teaching Journal of Educational Management and Instruction (JEMIn) SETARA: Jurnal Studi Gender dan Anak Tapis : Jurnal Penelitian Ilmiah
Septiyana, Linda
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Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Introducing eco-literacy to early childhood students through digital learning Ninsiana, Widhiya; Septiyana, Linda; Suprihatin, Yeni
Journal of Education and Learning (EduLearn) Vol 18, No 1: February 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i1.20678

Abstract

The objective of this study is to introduce eco-literacy in early childhood and to look into the role of digital media in increasing children's awareness of eco-literacy in the era of society 5.0 on daily environmental issues. This study applied a literature review of various sources related to eco-literacy through digital media, especially YouTube as well as interviewing class teachers. The results showed that introducing eco-literacy to elementary school students can be accomplished by telling stories, watching videos, or organizing field trips. There are four important points in developing an eco-literacy attitude: developing empathy, joining the community, making observable things visible, and asking children not to cause environmental damage. In addition to digital activities, efforts to improve ecological literacy should be extended through programs and exchanges regarding the need of environmental protection the 5R (refuse, reduce, reuse, recycle, and rot) approach. Further studies in the same topic on teaching eco-literacy to elementary school students can be carried out in a more intensive way through relevant games to instill a love of the environment based on 5R strategies.
Development of A Trilingual E-Dictionary for Early Childhood; Indonesia-English-Lampung Septiyana, Linda; Aneka, Aneka; Mandasari, Berlinda; Ramadhan, Fezka Shella Syafari
Tapis: Jurnal Penelitian Ilmiah Vol 7 No 2 (2023): Tapis : Jurnal Penelitian Ilmiah
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat of Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/tapis.v7i2.7817

Abstract

The development of this trilingual e-dictionary (Indonesian-English-Lampung) is expected to help children learn multi-languages and make it easier for children to learn Indonesian, English, and Lampung language. This study aimed to develop a trilingual e-dictionary (Indonesia-English-Lampung) for early childhood students’ at TK Pertiwi Metro. The study used a Research and Development approach, where the data were collected through questionnaire and interview. Qualitative data were analyzed using interactive analysis and quantitative data analysis used percentages. The research participants consisted of 25 Kindergarten teachers at TK Pertiwi Metro and TK PKK 1 Yosodadi Metro. The results showed that learning media in the form of e-dictionary is very needed to introduce languages to early childhood. The contents of trilingual e-dictionary consists of three volumes. Volume one consists of five themes: numbers, colors, fruits, vegetables, and animals. Volume two consists of four themes: family, human body, transportation, and profession. Volume three consists of four themes: classroom, bedroom, nature, and time. The total vocabulary of the entire volume is 158 vocabularies. Furthermore, the teachers’ responses toward the trilingual e-dictionary (Indonesia-English-Lampung) showed that 0% expressed disagreed, 10% less agreed, 41% agreed, and 49% strongly agreed. The average score is 3,38 and, if converted on a table with a scale of 4, includes into a very good category. Therefore, a trilingual e-dictionary (Indonesia-English-Lampung) is declared suitable to be used as an interactive media in learning languages for early childhood.
SOMATIC, AUDITORY, VISUAL, INTELLECTUAL (SAVI): ITS EFFECTIVENESS TO TEACH WRITING FROM THE PERSPECTIVE OF STUDENTS’ CRITICAL THINKING Septiyana, Linda
Jurnal Pedagogy Vol 4 No 2 (2016): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/pedagogy.v4i2.382

Abstract

SAVI is a method used in teaching and learning process which has four main aspects, they are Somatic, it is learning by moving and doing; Auditory, it is learning by talking and hearing; Visual, it is learning by observing and seeing; Intellectual, it is learning by problem solving and reflecting. This article refers to an experimental study on the effectiveness of SAVI to teach writing at one of senior high school in Metro, Lampung. The samples were two classes namely experimental class which was taugh using SAVI and control class which was taught by TSTS. Each class consisted of two groups based on the level of critical thinking (high and low). To gain the data, two instruments were used namely writing test and critical thinking test. The data were, then, analysed by using Multifactor Analysis of Variance ANOVA 2X2 and Tukey test. Before conducting the ANOVA test, pre-requisite test namley normality and homogeneity test were conducted. The findings of this research are: (1) SAVI is more effective than TSTS (2) The students with high critical thinking have better writing skill than those having low critical thinking; and (3) There is an interaction between teaching methods and students’ critical thinking in teaching writing. Therefore, it is recommended for English teachers to implement SAVI in teaching writing activities because this method gives positive contribution in improving the students writing skill and facilitating the students’ critical thinking to produce a good text.
Co-Authors Adli, Milkul Aisyah Sunarwan Aneka, Aneka Anggraini, Sekar Ayu Chatarina Umbul Wahyuni Fathul Muin Mandasari, Berlinda Much Deiniatur, Much Muhammad Fikri Nugraha Kholid muliyah, pipit Prastiwi, Retno Ramadhan, Fezka Shella Syafari Rosidah Rosidah Setiyana, Leny Siregar, Syareni Suprihatin, Yeni Tommy Hastomo Trisna Dinillah Harya, Trisna Dinillah Widhiya Ninsiana, Widhiya Widi Andewi