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Persuasive Promotions: Leveraging Location Proximity in College Selection Strategies for Prospective Students Fanani, Achmad; Syafrudin, Tomy
Indonesian Journal of Advanced Research Vol. 3 No. 4 (2024): April 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ijar.v3i4.8709

This study explores the critical role of location proximity in the decision-making process of prospective students when selecting higher education institutions. Drawing upon Aristotle's persuasive theories, the research aims to craft effective promotional content that leverages the significance of location proximity in attracting students to colleges and universities. Through a mixed-methods approach, including quantitative surveys and qualitative interviews, the study investigates the extent to which location proximity influences students' decisions and develops persuasive messages based on ethos, pathos, and logos theories. Findings indicate that proximity to home significantly influences students' choices, driven by factors such as convenience, accessibility, and cost-effectiveness. By recognizing and addressing the importance of location proximity, educational institutions can enhance their recruitment strategies, bolster competitiveness, and contribute to student success. This research underscores the need for institutions to tailor offerings and promotional strategies to resonate with prospective students effectively, emphasizing the benefits of attending a nearby institution.

Hambatan Guru dalam Pengajuan Soal Literasi Matematika Bertema Word Problem Syafrudin, Tomy; Vitantri, Ciptianingsari Ayu
Jurnal Tadris Matematika Vol 7 No 2 (2024)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2024.7.2.207-220

Teachers play a crucial role in developing students' mathematical literacy skills. One way teachers can assess their mathematical literacy skills is by how they pose questions with a word problem theme. Word problem questions are mathematical problems that occur in everyday life and are presented in narrative form. However, in reality, mathematics teachers often give questions in the form of mathematical symbols. This study aims to explore the obstacles experienced by teachers in compiling word problem mathematical literacy questions and their solutions. The method used is descriptive qualitative, with data collection techniques using tests and interviews. The data is then analyzed with the stages of reduction, data presentation, and conclusion. The subjects in this study were teachers from seven different schools in Jombang Regency. The results of the study showed that the obstacles for teachers in submitting mathematical literacy questions were: difficulty in developing interesting and relevant questions to real life, difficulty in developing HOTS questions, lack of evaluation in the process of compiling mathematical literacy questions, time constraints, lack of familiarity with interactive technology and lack of training in compiling mathematical literacy questions. The solutions offered: providing mathematical literacy training through discussions and workshops, encouraging teachers to collaborate and share question ideas with other teachers, and providing relevant technology training.

Hambatan Guru dalam Pengajuan Soal Literasi Matematika Bertema Word Problem Syafrudin, Tomy; Vitantri, Ciptianingsari Ayu
Jurnal Tadris Matematika Vol 7 No 2 (2024)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2024.7.2.207-220

Teachers play a crucial role in developing students' mathematical literacy skills. One way teachers can assess their mathematical literacy skills is by how they pose questions with a word problem theme. Word problem questions are mathematical problems that occur in everyday life and are presented in narrative form. However, in reality, mathematics teachers often give questions in the form of mathematical symbols. This study aims to explore the obstacles experienced by teachers in compiling word problem mathematical literacy questions and their solutions. The method used is descriptive qualitative, with data collection techniques using tests and interviews. The data is then analyzed with the stages of reduction, data presentation, and conclusion. The subjects in this study were teachers from seven different schools in Jombang Regency. The results of the study showed that the obstacles for teachers in submitting mathematical literacy questions were: difficulty in developing interesting and relevant questions to real life, difficulty in developing HOTS questions, lack of evaluation in the process of compiling mathematical literacy questions, time constraints, lack of familiarity with interactive technology and lack of training in compiling mathematical literacy questions. The solutions offered: providing mathematical literacy training through discussions and workshops, encouraging teachers to collaborate and share question ideas with other teachers, and providing relevant technology training.

Developing the KATAKU Mobile Application to Enhance Vocabulary Acquisition for Deaf Students Farid, Achmad; Syafrudin, Tomy; Farhan, Ahmad; Qonita, Niswa; Prastyo, Arya Teguh
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 4 No. 4 (2024): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2024 (4)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v4i4.856

This study presents the development of the KATAKU (Kata untuk Tunarungu Interaktif dan Unik) application as an educational tool designed to support vocabulary learning for deaf students. Deaf students, who have the same educational rights as their hearing peers, often attend Special Schools (SLB). The integration of visual aids and technology in learning has proven effective in increasing their engagement and interest. This study employed a mixed-methods approach, including vocabulary assessments for deaf students, classroom observations, and teacher interviews for a needs analysis to identify the specific requirements of schools and students. Results from the vocabulary assessments revealed that deaf students face significant challenges, particularly with academic terms and word categorization. Classroom observations at three SLB schools in Jombang highlighted engaging but challenging learning dynamics, reinforcing the need for accessible and efficient teaching tools for educators. Teacher interviews indicated that using the paper dictionary provided by the Ministry of Education can be time-consuming and lacks efficiency. This study concludes that deaf students in Jombang face substantial obstacles in vocabulary comprehension, especially with academic vocabulary. The findings underscore the need for targeted vocabulary interventions using modern technological tools to better prepare students for advanced educational demands.

Designing E-Comic for English Learning Based on Needs Analysis: A Mixed-Methods Study of Vocational High School Students Farid, Achmad; Yusuf, Adi; Kurniawan, Eddy; Syafrudin, Tomy; Baladina, Ashlaha; Faidah, Desi Nur; Ahmad, Fandi
Linguistics and ELT Journal Vol 13, No 2 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i2.36377

Vocational high school (SMK) students have unique English learning needs compared to those in general schooling, as they require language skills relevant to their vocational fields such as computer, multimedia, and software development. Conventional English learning materials often fail to meet these needs because they lack contextual and engaging content. This study investigates the specific language needs, learning challenges, and media preferences of vocational students as a basis for designing digital learning materials, particularly e-comics, to support vocational English instruction. Adopting a mixed-methods design, data were gathered through questionnaires administered to 104 SMK students and semi-structured interviews with two vocational English teachers. The quantitative data identified vocabulary and comprehension as the most significant challenges, while the qualitative findings revealed students’ struggles in applying technical terminology and maintaining motivation during lessons. Students also emphasized the need for learning activities that promote active language use, such as conversation, storytelling, and task-based projects related to their fields of study. Both students and teachers expressed strong preferences for interactive and contextual learning media, noting that traditional textbooks often feel irrelevant to workplace communication demands. The integration of digital tools, particularly e-comics, was perceived as a promising approach to enhance engagement, vocabulary acquisition, and communicative competence. The study concludes that incorporating needs-based, contextually relevant, and visually appealing digital materials can significantly improve the effectiveness of vocational English learning and better prepare students for professional communication in their respective disciplines.

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