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All Journal Delta-Pi : Jurnal Matematika dan Pendidikan Matematika English Education and Literature Journal (E-jou) Proceeding International Conference on Education
Bahara, Susana R
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Social Sciences Other

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PENGEMBANGAN MODEL CETTAR MEMBAHANA DALAM PEMBELAJARAN MATEMATIKA la nani, karman; Hamid, Ikram; Bahara, Susana R
Delta-Pi: Jurnal Matematika dan Pendidikan Matematika Vol 7, No 1 (2018)
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (680.858 KB) | DOI: 10.33387/dpi.v7i1.1223

Abstract

Terciptanya peningkatan kualitas hasil belajar siswa diperlukan kemampuan guru dalam merencanakan dan merealisasikan gagasan yang baru guna mencapai tujuan yang dikehendaki. Kemampuan mengembangkan model pembelajaran untuk selanjutnya diterapkan dalam proses pengajaran memiliki nilai tersendiri bagi guru menuju terciptanya motivasi berkreasi dan berinovasi. Kreativitas dan inovasi guru dalam mengembangkan model pembelajaran diharapkan mendorong terbentuknya kualitas pembelajaran dan hasil belajar siswa untuk mencapai tujuan pendidikan. Penelitian ini bertujuan menghasilkan suatu model Cettar Membahana dalam pembelajaran matematika. Penelitian ini berupaya menghasilkan rumusan pengembangan model pembelajaran Cettar Membahana yang meliputi: pengertian, dan langkah-langkah penerapannya dalam pembelajaran matematika. Pengembangan penelitian ini dibatasi dalam dua tahap, yaitu: tahap pendefinisian dan perancangan. Tahap pengembangan dan penyebaran dilaksanakan sebagai penelitian lanjutannya. Model pembelajaran cettar membahana adalah suatu model pembelajaran dengan menyiapkan bahan ajar, dilaksanakan secara interaktif dalam menggeneralisasi informasi pengetahuan peserta didik secara bermakna berdasarkan tugas-tugas untuk dikerjakan peserta didik, dipecahkan bersama guru selama proses pembelajaran yang diselipkan dengan humor dan nasihat yang terciptanya situasi yang menyenangkan. Pembelajaran cettar membahana dilakukan dalam tiga tahapan, yaitu: perencanaan, pelaksanaan, dan evaluasi.
Eco-Literacy Content in Language Learning and its Impact on Students’ Pro-Environmental Habit at State Junior High School (SMPN) 4 of Ternate City Ali, Silvani Umar; Lestari, Sri Ayu Budi; Bahara, Susana R; Jusnita, Naniek; Yusup Supriyono, Yusup Supriyono; Putri, Ismi Oktalia
English Education and Literature Journal (E-Jou) Vol 4 No 02 (2024): English Education and Literature Journal (E-Jou)
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/ejou.v4i02.1127

Abstract

One of the efforts to develop ecological literacy skills can be done through formal education. The system owned by formal education, namely schools, is able to induce components that support ecological literacy skills, including knowledge, skills, attitudes and actions. The purpose of this study was to find out what eco-literacy content is in language learning and its impacts on students' pro-environmental habit. This research was conducted at SMP Negeri 4 Kota Ternate. The method used in this research is content analysis on textbooks and students interview to obtain information and practical experience of students. Based on the results of data analysis, in class VII and IX, there is one unit each in the textbook which contains literacy ecology with the respective themes 'Let's Clean Up' and 'Let's Live Healthy' (Let’s live a healthy life). For the first theme, the significant impact that is visible and integrated in daily activities at school is that students always maintain cleanliness by sweeping and cleaning before starting lessons, throwing garbage in its place, always cleaning the black-board after use, wearing clean and tidy uniforms when going to school. Interview data also showed that students always helped their parents to clean the house on Sundays, cut thick branches, clean gutters, clean bedrooms, etc. The second theme is about maintaining a healthy life, there are some students who bring food from home because it is cleaner and safer, students regularly cut their nails, cut their hair (for boys), bathe with soap, brush their teeth and wear perfume to school. Based on the analysis and interview data above, it can be concluded that students know, understand, and practice the habit of maintaining cleanliness and healthy living practices in daily life at school and at home, meaning that eco-literacy learning has a positive impact on students' understanding of environmental insights both at school and at home.
Collaborative Learning for EFL Academic Writing Development in Higher Education: A Systematic Literature Review Sari, Fitria Wulan; Jamilah; Aditama, Madya Giri; Bahara, Susana R; Daud, Abdulhalim
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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Abstract

Academic writing is a central competency in higher education, yet many students struggle to meet the demands of disciplinary courses, particularly in English as a Foreign Language (EFL) context. Collaborative learning, grounded in social constructivist theory, has emerged as a promising pedagogical approach to enhance writing development by fostering interaction, peer feedback, and shared knowledge construction. This systematic literature review synthesizes empirical studies published between 2020 and 2025 that examine the implementation of collaborative learning in higher education settings. This study aims to determine the implementation of collaborative learning in EFL writing classroom (benefits and challenges) using the Systematic Literature Review (SLR) method. The SLR method is employed to rigorously identify, examine, evaluate, and interpret the body of existing research concerning a specified phenomenon, guided by clearly defined research questions. This approach enables the systemic identification of relevant scholarly works, with each phase conducted in accordance with predetermined, standardized procedures or protocols. The results indicate that collaborative learning in EFL writing instruction in higher education context boosts organization, grammar, vocabulary richness, fluency, and the ability to structure idea effectively. The students feel more motivated, confident, and less anxious, aligning with the social constructivist view that deeper language development emerges through interaction, meaning negotiation, and collaborative problem solving.
Co-Authors Aditama, Madya Giri Ali, Silvani Umar Daud, Abdulhalim Ikram Hamid, Ikram JAMILAH Jusnita, Naniek la nani, karman Lestari, Sri Ayu Budi Putri, Ismi Oktalia Sari, Fitria Wulan Yusup Supriyono, Yusup Supriyono