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All Journal English Review: Journal of English Education ETERNAL: English Teaching Journal Indonesian EFL Journal Pendas : Jurnah Ilmiah Pendidikan Dasar SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Wiralodra English Journal (WEJ) ELLITE: Journal of English Language, Literature, and Teaching BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN CONCEPT Community Empowerment Jurnal Abdimas Serawai Proceedings Series on Social Sciences & Humanities JEPAL (Journal of English Pedagogy and Applied Linguistics) Journal of Pedagogy and Education Science NaCoLET Lead Journal Baktimu : Jurnal Pengabdian Kepada Masyarakat Indonesian Journal of Education and Pedagogy Baktimu : Jurnal Pengabdian Kepada Masyarakat Indonesian EFL Journal
Winarto, Eline Rozaliya
Universitas Muhammadiyah Cirebon
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Educate educators: Interactive infographics hands-on-training to foster teacher's visual literacy Eline Rozaliya Winarto; Dila Charisma; Sumliyah Sumliyah; Intan Jahni; Irka Fitri Adha
Community Empowerment Vol 9 No 12 (2024)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/ce.12447

Abstract

The lack of ability among SMPN 1 Jamblang teachers to utilize infographics resulted in low student engagement and a lack of variation in teaching methods. This community service aimed to improve teachers' ability to use infographics as interactive and effective learning tools to enhance the quality of education and student engagement. Activities included initial socialization and a focus group discussion (FGD), followed by a workshop on creating infographics using Canva and Prezi, and training on effective design principles. Monitoring and evaluation were conducted via WhatsApp groups and collaborative assignments uploaded to Google Drive to facilitate feedback and peer learning. Results showed increased teacher proficiency in creating informative and engaging infographics, boosted self-confidence (particularly among teachers previously struggling with technology), and greater enthusiasm for and integration of technology into teaching.
PELATIHAN BAHASA INGGRIS MELALUI BIMBINGAN BELAJAR UNTUK MENINGKATKAN KEMAMPUAN SISWA DALAM MEMAHAMI BAHASA INGGRIS Eline Rozaliya Winarto; Frhiesty Dewi L.H; Putri Alma
BAKTIMU : Jurnal Pengabdian Kepada Masyarakat Vol 2 No 2 (2022)
Publisher : Universitas Muhammadiyah Ahmad Dahlan Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37874/bm.v2i2.517

Abstract

Pembelajaran bahasa Inggris di sekolah-sekolah Desa Benteng Kecamatan Camba Kabupaten Maros dirasa belum menyenangkan dan metode-metode yang  digunakan pun  masih terasa   sangat  kurang. Hal ini disebabkan oleh kuranganya sumber daya manusia sebagai tenaga pengajar yang memiliki bidang keahlian bahasa Inggris. Pengabdian ini berusaha mengungkap kurangnya fasilitas serta media pembelajaran yang membuat siswa-siswi di Desa Benteng kurang memahami pembelajaran Bahasa Inggris dan menyebabkan siswa-siswi menjadi kurang percaya diri dalam pelafalan bahasa Inggris. Dalam melaksanakan kegiatan Bimbingan Belajar Bahasa Inggris, Penulis melakukan beberapa tahap sebagai berikut: (1) Penulis merumuskan rancangan materi yang akan diajarkan, materi yang dibawakan berfokus pada vocabulary atau kosakata Bahasa Inggris. (2) Penulis menentukan media dan metode pembelajaran, media pembelajaran yang digunakan adalah papan tulis, spidol, buku, dan pulpen. Pelaksanaan program bimbingan belajar ini dilakukan di Desa Benteng, Kecamatan Camba, Kabupaten Maros, Sulawesi Selatan. Program ini dilaksanakan sebagai salah satu cara untuk meningkatkan kemampuan para siswa-siswi dalam memahami pembelajaran Bahasa Inggris. Setelah melakukan bimbingan belajar Bahasa Inggris dapat disimpulkan bahwa kegiatan Bimbingan Belajar ini dapat menumbuhkan rasa percaya diri siswa untuk belajar Bahasa Inggris. Hal ini dapat dilihat dari keaktifan siswa dalam diskusi dan menjawab pertanyaan. Kegiatan ini juga mampu menumbuhkan rasa semangat belajar siswa. Kata kunci : Bimbingan belajar, Bahasa Inggris, Pendidikan
Pelatihan disiplin positif bagi guru SMP untuk menciptakan lingkungan belajar yang inklusif dan empatik : dari hukuman ke pemahaman Winarto, Eline Rozaliya; Aprianti, Fitri; Adha, Irka Fitri; Putry, Rizki Aprillia Nabila
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 9, No 4 (2025): Juli
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v9i4.32270

Abstract

Abstrak Penerapan pendekatan disiplin yang bersifat menghukum masih banyak ditemukan dalam praktik pengelolaan kelas, meskipun pendekatan tersebut sering kali menimbulkan dampak negatif terhadap hubungan guru dan siswa serta tidak efektif dalam jangka panjang. Oleh karena itu, disiplin positif menjadi alternatif yang relevan untuk menciptakan lingkungan belajar yang mendidik, aman, dan menghargai martabat peserta didik. Pelatihan disiplin positif merupakan upaya strategis dalam mendukung terciptanya lingkungan belajar yang aman, empatik, dan mendidik. Kegiatan pelatihan dilaksanakan melalui pemaparan konsep, studi kasus, diskusi kelompok, serta evaluasi sebelum dan sesudah pelatihan (pre-test dan post-test). Hasil menunjukkan adanya peningkatan signifikan pada pemahaman guru mengenai perbedaan antara hukuman dan disiplin positif, pentingnya menyusun kesepakatan kelas bersama siswa, serta penerapan konsekuensi logis yang mendidik. Guru juga mulai memahami pentingnya komunikasi yang empatik dan konsisten sebagai landasan hubungan yang sehat dengan siswa. Refleksi dari para peserta menunjukkan adanya perubahan paradigma dari pendekatan otoriter menuju pola pembinaan yang lebih dialogis dan partisipatif. Pelatihan ini menjadi titik awal yang penting dalam membangun budaya sekolah yang lebih manusiawi dan mendukung perkembangan karakter siswa secara holistik. Kata kunci: disiplin positif; pelatihan guru; lingkungan belajar inklusif; komunikasi empatik; pendidikan karakter Abstract Punitive disciplinary measures are still widely used in classroom management practices, despite the fact that they frequently harm teacher-student relationships and are unproductive in the long run. As a result, positive discipline becomes an important alternative for creating an instructive, safe, and dignified learning environment for pupils. Positive disciplinary training is a systematic endeavor to help create a secure, sympathetic, and informative learning environment. The training activities included idea presentations, case studies, group discussions, and evaluations both before and after the training. The findings reveal a significant improvement in instructors' comprehension of the distinction between punishment and positive discipline, the significance of reaching class agreements with students, and the use of educational logical consequences. Teachers are increasingly starting to see the need of compassionate and regular communication as the cornerstone for a strong connection with pupils. The participants' reflections show a paradigm shift from an authoritarian approach to a more dialogic and participative mentoring model. This training is a vital first step toward developing a more humane school culture and supporting children' overall character development. Keywords: positive discipline; teacher training; inclusive learning environment; empathetic communication; character education
Embracing Digital Tools: Understanding Teachers' Attitudes on ICT Integration in Classroom Learning Charisma, Dila; Winarto, Eline Rozaliya; Raman, Arumugam; Sirniawati; Jahni, Intan
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001015

Abstract

This qualitative research analyses the determinants that influence the attitudes of teachers toward integrating Information and Communication Technology (ICT) in teaching-learning. Based on the observation that teacher perception is the success factor of technology enhanced learning, this research would like to identify main drivers and barriers influencing ICT adoption. This study used qualitative methods to gather data, done through semi structured interviews and observing classrooms with 38 teachers of various subjects in different grade levels at a state junior high school in Indonesia and analysed the results thematically relating patterns and connections. Results show that teacher intentions to integrate ICT are affected by three main factors: usefulness, ease of use of digital resources and training in being able to make effective use of such resources, along with support at an infrastructural level. Teachers who attended in-service training and were supported by the institution as they integrated ICT became more self-assured and able to incorporate ICT tools that made it possible for them to be successful teachers. In contrast, obstacles including lack of infrastructure, time limitations and the absence of administrative support were identified as obstacles to successful implementation. The study concludes that enhancing teachers’ positive attitudes toward ICT requires targeted professional development programs, supportive leadership, and equitable resource distribution. These findings have practical implications for schools, teacher education institutions, and policymakers committed to fostering inclusive and sustainable ICT integration within the education system.
APPLYING GENDER DIFFERENCES IN PHONOLOGICAL AWARENESS TO ENHANCE STUDENTS’ READING ABILITY Winarto, Eline Rozaliya; Aprianti, Fitri
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8216

Abstract

Phonological awareness is the first stage in enhancing kids' reading skills. Phonological awareness provides the foundation for youngsters to associate written letters with their voices, which will help them understand the reading process. Primary school reading abilities provide the groundwork for subsequent reading success. The research technique that utilized to conduct study on phonological awareness and reading ability of male and female primary school pupils is a research method that combines quantitative and qualitative data, commonly known as the Mixed-Method. To obtain quantitative data, this method employs one experimental group, whereas to obtain qualitative data, classroom observation, questionnaires, and interviews conducted on experimental. The subjects of this study were low-grade male and female pupils at primary schools in Cirebon. A basic random sampling procedure is used to determine the samples. There were four types of data gathering procedures used in this study: phonological awareness, observation, questionnaires, and interviews.  This study leads to several findings. First, the findings are broadly consistent with previous research in the field of PA in primary children. The study discovered a consistent developmental trajectory in the majority of the PA tasks in favor of primary children. In addition, females outperformed males in some PA subtests. In order to eliminate obstacles to advancing their reading abilities, elementary students must be trained on PA exercises.
UPAYA PENINGKATAN HASIL BELAJAR PENDIDIKAN PANCASILA MELALUI MEDIA DIORAMA DI KELAS 3 SDN SILIH ASUH 2 Khairana, Rika; Mayasari, Ria; Nuraeni, Rani Siti; Rozaliya Winarto, Eline; Muslika, Ika
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.25031

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar peserta didik di kelas III SDN Silih Asuh 2 pada mata Pelajaran Pendidikan Pancasila, khususnya materi penerapan nilai-nilai sila Pancasila di rumah dan di sekolah. Hasil observasi awal menunjukan hanya 38% peserta didik yang mencapai Kriteria Ketuntasan Tujuan Pembelajaran (KTTP). Rendahnya hasil belajar ini diduga karena kurangnya penggunaan media pembelajaran yang belum sesuai dengan karakteristik perkembangan kognitif peserta didik di kelas III yang masih berada pada tahap operasional konkret. Penelitian ini bertujuan untuk meningkatkan hasil belajar peserta didik melalui penggunaan media diorama 2D. metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilakukan dalam dua siklus dengan subjek sebanyak 21 peseta didik. Teknik pengumpulan data meliputi wawancara, observasi, tes dan dokumentasi yang dianalisis secara kuantitif dan deskriptif kuantitatif. Hasil penelitian menunjukan adanya peningkatan signifikan pada hasil peserta didik. Pada prasiklus, Tingkat ketuntasan sebesar 38% meningkat menjadi 57% pada siklus I, dan mencapai 71% pada siklus II. Dari hasil tersebut menunjukkan bahwa penggunaan media diorama 2D dapat membantu peserta didik memahami materi secara lebih konkret menarik dan menyenangkan, sehingga berdampak positif terhadap pencapaian hasil belajar Pendidikan Pancasila.
UPAYA MENINGKATKAN MINAT DAN HASIL BELAJAR PESERTA DIDIK MELALUI MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) PADA MATA PELAJARAN MATEMATIKA KELAS 1 SDN SILIH ASUH 2 Rizka Karima Meilin, Rima Hildayanti, Risna Septiana; Eline Rozaliya Winarto, Ika Muslika
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.29187

Abstract

This research is motivated by the low interest and learning outcomes of first grade students of SDN Silih Asuh 2 in Mathematics, especially in the material on measuring length using non-standard units. Students are less active in learning, do not understand the concept of length, and have difficulty in measuring and comparing the length of objects. The purpose of this study is to improve students' interest and learning outcomes through the application of the Problem Based Learning (PBL) learning model. This research is a Classroom Action Research (CAR) conducted in two cycles. Each cycle consists of four stages, namely planning, implementing actions, observation, and reflection. The subjects of the study were 20 first grade students of SDN Silih Asuh 2. Data collection techniques used include observation, documentation, and learning outcome tests. The results of the study indicate that the application of the Problem Based Learning model can improve students' interest and learning outcomes. In the pre-cycle stage, only 7 students (35%) achieved scores above the Minimum Completion Criteria (KKM). After the implementation of the PBL model, the number of students who completed the program increased to 13 students (65%) in cycle I, and reached 18 students (90%) in cycle II. In addition, students became more active, enthusiastic, and involved in the learning process. Thus, it can be concluded that the Problem Based Learning
Literacy for Peace: A Program to Prevent Bullying and Promote Positive Character in Elementary School Winarto, Eline Rozaliya; Siti Nuraeni, Rani; Mayasari, Ria; Khairana, Rika; Hildayanti, Rima; Septiana, Risna; Meilin, Rizka Karima
JURNAL ABDIMAS SERAWAI Vol. 5 No. 2 (2025): Jurnal Abdimas Serawai (JAMS)
Publisher : Program Studi Administrasi Fakultas Ilmu Sosial dan Ilmu Politik Universitas Muhammadiyah Bengkulu 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/jams.v5i2.8167

Abstract

Bullying in schools can harm children' mental and emotional well-being and possibly result in poor character traits down the road. Bullying has negative effects on learning environments, trauma, and self-confidence. It is crucial to put bullying prevention into practice in order to address this problem. In the community, at school, and at home, literacy activities help youngsters develop morality and comprehend information. This community service was provided using an organized way during the PPL 1 Program at SDN Silih Asuh 2. Enhancing the pupils' literacy culture is the goal of this community service project. Through the "True Friends Do Not Bully" exercise, SDN Silih Asuh 2's literacy program blends character education with literacy abilities. The community service includes preparation, cooperation with guiding lectures and supervising teachers, and the execution of socializing and contests. In addition to outreach initiatives involving students in grades 1–6, this activity includes poetry, short story writing contests, posters for higher classes, and coloring pages for younger grades. Students' creativity is stimulated and literacy is improved through this practice. Students' writing abilities, creative expression, and comprehension of anti-bullying principles are all enhanced as a consequence of this set of exercises. Additionally, there are tangible results in the shape of a book that compiles the students' best poetry and short tales. Because it encourages the integrated development of students' literacy and character, this activity can be used as a model by other educational institutions.
DIFFERENTIATED INSTRUCTION IN INCLUSIVE EFL CLASSROOMS: A TWO-CYCLE CASE STUDY FROM INDONESIA Susilawati; Fitri Aprianti; Eline Rozaliya Winarto
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.111

Abstract

The implementation of inclusive classrooms is a mandated educational policy in Indonesia, requiring schools to accommodate students with diverse learning needs, including those with special educational needs (SEN). Within this framework, this study investigates how differentiated instruction (DI) is enacted in an inclusive junior high school EFL classroom in Cirebon and examines its influence on students’ academic engagement and affective experiences. This study provides the first systematic documentation of all four DI components, including content, process, product, and learning environment, across two instructional cycles in an Indonesian inclusive EFL classroom, with disaggregated analysis of student responses by learning profile. Adopting a qualitative case study design, data were collected through classroom observations, formative assessments, teacher reflections, and semi structured interviews, enabling methodological triangulation across the two cycles. The findings show that the teacher implemented multiple forms of differentiation, particularly in content and process, through strategies such as recorded word lists, peer assisted learning, group discussions, visual scaffolds, and tiered tasks. As instruction progressed, these strategies were refined to respond more consistently to students’ diverse readiness levels and learning challenges. Student experiences varied by learning profile: auditory learners showed strong academic engagement but limited affective involvement; kinesthetic learners demonstrated balanced participation; and verbal social learners benefited most from collaborative activities. Students with SEN were supported through extended time, visual aids, and peer mentoring, while independent learners responded positively to opportunities for creative autonomy. Overall, the study shows that differentiated instruction enhances equitable access to EFL learning while fostering motivation, confidence, and belonging in heterogeneous classrooms..
A AN ANALYSIS OF DEIXIS IN MOANA (2016) MOVIE: A PRAGMATICS STUDY Indri Indra Sari; Hanif Nurcholish Adiantika; Eline Rozaliya Winarto
LEAD (Language, Education and Development) Vol 3 No 2 (2024): Volume 3 Number 2 2024
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.lead.2024.3.2.13023

Abstract

The research aims to understand the types of deixis in the Moana movie and describe their function in conversation. The study uses qualitative research methods, including reading, watching, listening, and taking notes. The researchers identified three types of deixis: person, spatial, and temporal. Person deixis is ranked first with 92% of the total deixis, followed by spatial deixis at 6% and temporal deixis at 2%. Dexis are found in the introduction, beginning, and end of the story. The deixis function is divided into two: pointing and referring. Pointing is divided into singular and plural forms, providing clarity in communication. Referring is divided into words referring objects, people, and places, working as a link between sentences. The total number of types of deixis in the Moana movie is 1,307.
Co-Authors Adha, Irka Fitri Alvita Octavia ATIKA DYAH ANDRIASIWI ANDRIASIWI Atla, Vany Septiyanti Putri Charisma, Dila Daniel Happy Putra Dila Charisma Dila Charisma Dila Charisma Dila Charisma Dinda Tri Azhari Fitri Aprianti Fitri Aprianti, Fitri Frhiesty Dewi L.H Hanif Nurcholish Adiantika Hanif Nurcholish Adiantika Hildayanti, Rima Ika Maonik Ikariya Sugesti Ima Isnaini Taufiqur Rohmah indri fitriani Indri Indra Sari Intan Jahni Irka Fitri Adha Ita Nur'aeni Jahni, Intan Khairana, Rika Kiki Nur Ais Maftukhin Tukhin Meilin, Rizka Karima muhammad fathur rohman Muslika, Ika NAILY HUBBATUL KAROMAH Nia Apriani Novi Berliana Sukoco Nunik Nur Anikah Nuraeni, Rani Siti Nuryati N Octha Ika Rahmawati Putri Alma Putry, Rizki Aprillia Nabila Rachmatul Hikmah Raman, Arumugam REFASURYA RIDHO NURYANDHI Ria Mayasari Rizka Karima Meilin, Rima Hildayanti, Risna Septiana Rizqiyatul Mubarokah Sabila Auliatun Nisa Septiana, Risna Sirniawati Siti Nur Jannah Siti Nuraeni, Rani Siti Sarah Sudrajat, Muhamad Donny Sumliyah, Sumliyah Susilawati Susilawati Susilawati Susilawati Yogi Pratama Yuni Miratun Barokah