Articles
<![CDATA[Penerapan Asesmen Kinerja Pada Kegiatan Praktikum Biologi Untuk Meningkatkan Keterampilan Proses Sains dan Hasil Belajar Kognitif Siswa ]]>
<![CDATA[Purnawati, Purnawati]]>;
<![CDATA[Fatmawati, Any]]>;
<![CDATA[Safnowandi, Safnowandi]]>;
<![CDATA[Murdiyah, Siti]]>
<![CDATA[ Empiricism Journal Vol. 1 No. 1: June 2020 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.36312/ej.v1i1.603
<![CDATA[Tujuan dari penelitian ini adalah untuk mendeskripsikan penerapan asesmen kinerja dalam meningkatkan keterampilan proses sains dan hasil belajar kognitif siswa kelas VII MTs Darul Hikmah Darek. Subjek penelitian ini adalah 20 siswa kelas VII MTs Darul Hikmah Darek. Penelitian ini merupakan penelitian tindakan kelas (PTK) dengan menggunakan dua siklus. Data keterampilan proses sains dikumpulkan menggunakan instrument lembar observasi, sedangkan hasil belajar kognitif siswa dikumpulkan menggunakan instrument tes dengan 20 item soal. Keterlaksanaan pembelajaran juga diukur dalam penelitian ini menggunakan lembar observasi keterlaksanaan (RPP). Data penelitianian dianalisis secara deskriptif. Hasil penelitian menunjukkan (1) keterlaksanaan RPP pada siklus I mencapai 68% dengan kategori baik, sedangkan pada siklus II mencapai 100% dengan kategori sangat baik; (2) keterampilan proses sains pada siklus I mencapai 55% dengan kategori cukup tinggi, dan pada siklus II mencapai 75% dengan kategori tinggi; dan (3) skor rata-rata hasil belajar kognitif siswa pada siklus I mencapai 66 dengan ketuntasan klasikal sebesar 40%, sedangkan siklus II mencapai 77 dengan ketuntasan klasikal sebesar 90%. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan asesmen kinerja dapat meningkatkan keterampilan proses sains dan hasil belajar kognitif siswa pada kelas VII MTs Darul Hikmah Darek. The Implementation of Performance Assessment in Biology Practicum Activities to Improve Students' Science Process Skills and Cognitive Learning Outcomes Abstract The purpose of this study was to describe the implementation of performance assessment in improving science process skills and cognitive learning outcomes of seventh grade students of MTs Darul Hikmah Darek. The subjects of this study were 20 grade VII students of MTs Darul Hikmah Darek. This research is a classroom action research (CAR) using two cycles. Science process skills data were collected using an observation sheet instrument, while students' cognitive learning outcomes were collected using a test instrument with 20 items of questions. The implementation of learning was also measured in this study using the implementation observation sheet (RPP). The researcch data were analyzed descriptively. The results showed (1) the implementation of the lesson plans in the first cycle reached 68% in the good category, while in the second cycle it reached 100% in the very good category; (2) science process skills in the first cycle reached 55% in the fairly high category, and in the second cycle it reached 75% in the high category; and (3) the average score of students' cognitive learning outcomes in the first cycle reached 66 with classical completeness of 40%, while the second cycle reached 77 with classical completeness of 90%. Based on the results of the study, it can be concluded that the implementation of performance assessments can improve science process skills and cognitive learning outcomes of students in class VII MTs Darul Hikmah Darek.]]>
<![CDATA[The Students’ Engagement in Foreign Language Learning through ICT Incorporation ]]>
<![CDATA[Purnawati, Purnawati]]>;
<![CDATA[Rafli, Zainal]]>;
<![CDATA[Setiadi, Syamsi]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(1), April 2024 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21462/jeltl.v9i1.1281
<![CDATA[In this 21st century, the incorporation of Information and Communication Technology (ICT) has become a prominent practice in various educational domains, including the learning of languages in the classroom. However, there are a small number of teachers who are not familiar with incorporating ICT in their classrooms due to numerous causes. By the given situation, this study aims to identify the disparities in students' engagement between English as a Foreign Language (EFL) classrooms that utilize Information and Communication Technology (ICT) and those that do not. Additionally, it seeks to determine the predominant and higher forms of engagement in these two types of EFL classrooms. A descriptive qualitative approach was applied in this research. To obtain the data, the authors examined the level of student involvement during teaching and learning activities in two types of classrooms: those that employed ICT (Information and Communication Technology) and those that did not. Subsequently, the acquired data was scrutinized and categorized based on the parameters of students' involvement (behavioral, cognitive, and emotional). The results indicate that both classrooms are primarily characterized by students' behavioral involvement. The class that included ICT in its teaching and learning process experienced a 9.5% increase in students' cognitive engagement. The implication of this research is to encourage teachers to incorporate ICT in the classroom so that the students’ three engagement types can be achieved better proportionally.]]>
<![CDATA[SISTEM KOPERASI DI INDONESIA ]]>
<![CDATA[Purnawati, Purnawati]]>;
<![CDATA[Wulandari, Wulandari]]>;
<![CDATA[Muhammad Bustomi, Ahmad]]>;
<![CDATA[Ribawati, Eko]]>
<![CDATA[ Sindoro: Cendikia Pendidikan Vol. 5 No. 4 (2024): Sindoro: Cendikia Pendidikan ]]>
Publisher : <![CDATA[CV SWA Anugrah ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.9644/sindoro.v5i4.4085
<![CDATA[Dasar negara Republik Indonesia adalah Pancasila yang nilai moralnya diambil dari budaya leluhur bangsa Indonesia. Pancasila juga dijadikan panduan dalam bidang ekonomi yang dicetuskan oleh Mohammad Hatta sebagai wakil presiden pertama sekaligus dijuluki bapak koperasi Indonesia, yaitu ekonomi pancasila. Sistem perekonomian ini berdasarkan nilai pancasila dan UUD 1945 dengan tujuan mensejahterakan masyarakat. Koperasi menjadi bentuk nyata ekonomi pancasila di Indonesia yang tumbuh berkembang sejak dulu. Koperasi di tanah air tentu saja mengalami perkembangan, tantangan, dan persaingan dengan badan usaha lain. Penelitian ini bertujuan untuk mengetahui perkembangan koperasi di Indonesia dengan metode literatur review.]]>
<![CDATA[Incorporating Thinking Skills and ICT-Competence to Optimize Teachers' Professional Competence in the 21st Century ]]>
<![CDATA[Shopia, Khilda]]>;
<![CDATA[Sudarmaji, Imam]]>;
<![CDATA[Purnawati, Purnawati]]>
<![CDATA[ Indonesian Journal of Community Services Vol 5, No 2 (2023): November 2023 ]]>
Publisher : <![CDATA[LPPM Universitas Islam Sultan Agung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30659/ijocs.5.2.228-238
<![CDATA[Cara Berpikir dan Kompetensi TIK merupakan bagian dari keterampilan abad 21 yang menjadi kebutuhan bagi guru dan siswa saat ini. Perkembangan era informasi yang sangat pesat melalui kemajuan teknologi mendorong masyarakat untuk memiliki kemampuan dalam mengakses, menyerap, menginterpretasikan dan mengevaluasi informasi dengan baik. Pengabdian masyarakat ini dilakukan untuk membekali para guru dengan keterampilan abad 21 yaitu Cara Berpikir dan Kompetensi TIK serta bagaimana mengintegrasikan keduanya dalam perangkat pembelajaran seperti Rencana Proses Pembelajaran (RPS) dan kegiatan pembelajaran di kelas. Metode yang digunakan dalam melaksanakan kegiatan tersebut adalah sosialisasi dan pelatihan guru dengan peserta sebanyak 21 orang guru. Mitra kegiatan pengabdian ini yaitu Yayasan Pendidikan Daarul Hikmah Al-Madani Kota Tangerang yang mencakup dua sekolah yakni MI Darul Hikmah dan SMP Garuda. Hasil kegiatan menggambarkan bahwa para guru setuju cara berpikir dan Kompetensi TIK penting bagi siswa di masa sekarang. Selain itu, untuk menghadapi tantangan abad 21 saat ini, mengharuskan guru untuk meningkatkan professionalisme guru abad 21. Kegiatan pengabdian ini memfasilitasi guru mendapatkan pelatihan terkait bagaimana merumuskan dan mengintegrasikan indicator cara berfikir dan kompetensi TIK dalam perangkat pembelajaran. Dengan demikian diharapkan guru dapat merumuskan indikator cara berpikir dan Kompetensi TIK secara mandiri di kemudian hari dan mengetahui bagaimana mengintegrasikan dalam perangkat pembelajaran yang dapat membantu mereka untuk mendorong siswa dalam tantangan saat ini di abad ke-21.Thinking skills and ICT-Competences as the skills in 21st century become a necessity for teachers and students nowadays because the information age is currently developing rapidly through the advancement of technology. Today's society must have the ability to access, absorb, interpret, and evaluate information properly. This community service is conducted to equip the teachers with 21st-century skills; Thinking skills and ICT-Competences and how to integrate both of them in learning tools such as Rencana Proses Pembelajaran (RPS) and learning activities in the classroom. The method used in conducting the activity is a socialization and teachers’ training with 21 teachers participating. The partner of this PKM activity is Daarul Hikmah Al-Madani Education Foundation which includes the teachers from Garuda Junior High School and MI Darul Hikmah in Tangerang Municipality. The result of the activity illustrated that teachers agree that thinking skills and ICT Competence is important for students in the present and this community service facilitate the teachers to improve their professionalism to face 21st century challenges in education. In improving the professionalism of 21st-century teachers, several ways can be done, one of them is participating this socialization and training about formulating and incorporating thinking skills and ICT-Competences in teaching and learning. Teachers are expected that in comprehending how to formulate indicators of thinking skills and ICT Competence and how to integrate in learning tools can help them to encourage the student in the current challenges in 21st century.]]>
<![CDATA[THE ANALYSIS OF AFFECTIVE FACTORS ENHANCEMENT ON EFL TEACHING ACTIVITY ]]>
<![CDATA[Purnawati, Purnawati]]>;
<![CDATA[Kurniawan, Andri]]>;
<![CDATA[Shopia, Khilda]]>
<![CDATA[ JIPIS Vol. 31 No. 1: April 2022 ]]>
Publisher : <![CDATA[FKIP, UNIVERSITAS ISLAM SYEKH-YUSUF TANGERANG ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33592/jipis.v31i1.1818
<![CDATA[Learning English has its own challenge for Junior High school students in Indonesia. One of the ways to cope with the challenges is by enhancing students’ affective factors such as self-confidence, language ego, risk-taking willingness, and connecting with first language culture. However, researches on these types of affective factors are insufficient thus the researchers were interested to conduct research on the topic. The current study was implementing the narrative qualitative method, where EFL teaching activity was observed. It intended to analyze the teachers’ effort to develop EFL students’ affective variables. The EFL class observed the 9th grade of a private junior high school in West Java which was involving one EFL teacher and 29 students. The research shows that teachers did give favor the development of students’ affective variables as many as 32% from the lists observed. However, it is not sufficient, not programmed, and not systematical. The researchers suggest the educators systematically enhance students’ affective factors in the classroom setting. For further research, it is recommended to conduct research related to the effective factors with broader scopes and samples. Keywords: Affective Factors, Affective enhancement, EFL Students, Teacher Effort]]>
<![CDATA[HIGHER EDUCATION STUDENTS' PERCEPTION TOWARDS THE IMPLEMENTATION OF SYNCHRONOUS AND ASYNCHRONOUS LEARNING MODES ]]>
<![CDATA[Shopia, Khilda]]>;
<![CDATA[Hamid, Syifa Fadhilah]]>;
<![CDATA[Purnawati, Purnawati]]>;
<![CDATA[Isnaniah, Isnaniah]]>
<![CDATA[ JIPIS Vol. 32 No. 1: April 2023 ]]>
Publisher : <![CDATA[FKIP, UNIVERSITAS ISLAM SYEKH-YUSUF TANGERANG ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33592/jipis.v32i1.3694
<![CDATA[The perception of higher education students towards synchronous and asynchronous learning modes plays a vital role in determining the success of these pedagogical approaches. Students' preferences and attitudes towards these modes can impact their engagement, motivation, and overall learning outcomes. Thus, this research aimed to analyze the students’ perception on the modes of English learning activities employed a descriptive quantitative and qualitative approach. Students of all majors became the respondents and filled online questionnaire via Google form. There were 464 respondents filled in the questionnaire. The result showed that students were fully aware of the implementation, characteristics, and consequences of these two learning modes. Furthermore, students can shift and adapt with ease to the modes employed. Then, it can be concluded that students have adapted to the modes of learning and face no difficulty in the employment of synchronous and asynchronous classes.]]>
<![CDATA[Designing a Syllabus of Writing Course Integrated by ICT Competencies and CEFR for English Education Study Program ]]>
<![CDATA[Maulida, De Lara siti]]>;
<![CDATA[Purnawati, Purnawati]]>
<![CDATA[ IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 6 No. 1 (2024): Issues in Applied Linguistics and Language Teaching ]]>
Publisher : <![CDATA[Pendidikan Bahasa Inggris (Universitas Internasional Batam) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37253/iallteach.v6i1.9168
<![CDATA[There have been standards required to be incorporated for education especially designing English syllabus. The standards are varied such as integrating Information and Communication Technology (ICT) and Common European Framework of Reference (CEFR) for language that have been applied as 21st century skill. Thus, this study explores the ICT competences and CEFR level incorporated in writing syllabus for English Study Program in Indonesian universities. Nine syllabuses of writing course from English Study Program in Indonesia have been selected purposely regarding the availability of the universities. All the writing syllabuses are identified as Basic Writing, Professional Writing, Creative Writing, and Academic Writing. The result found that; Basic Writing, the CEFR level was A1-A2, Professional Writing, CEFR level was A2-B1, Creative Writing, CEFR level was A2-B2, and Academic Writing, CEFR level was B2-C1. While ICT competences in entire. ]]>
<![CDATA[Penyusunan Laporan Keuangan untuk Raudhatul Athfal ]]>
<![CDATA[Challen, Auliffi Ermian]]>;
<![CDATA[Faisal, Muhammad]]>;
<![CDATA[Sari, Imelda]]>;
<![CDATA[Purnawati, Purnawati]]>
<![CDATA[ Jurnal Abmas Negeri (JAGRI) Vol. 5 No. 1 (2024): Volume 5 Nomor 1 Juni 2024 ]]>
Publisher : <![CDATA[Sarana Ilmu Indonesia (salnesia) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.36590/jagri.v5i1.863
<![CDATA[Penyusunan laporan keuangan merupakan bagian dari pengelolaan lembaga pendidikan. Laporan keuangan yang baik dapat memberikan gambaran lembaga pendidikan telah dikelola dengan baik. Penggunaan uang lembaga pendidikan harus dapat dipertanggungjawabkan demi kelancaran pencapaian tujuan pendidikan. Pelatihan ini bertujuan untuk memberikan peningkatan pemahaman kepada guru-guru di IGRA mengenai penyusunan laporan keuangan Raudhatul Athfal. Tahapan yang dilakukan yakni perencanaan, persiapan, pelaksanaan, dan evaluasi. Metode pelatihan yang dilaksanakan berupa ceramah, tanya jawab, dan simulasi. Hasil yang diharapkan dari pelatihan ini adalah pengelolaan keuangan Lembaga Pendidikan Raudhatul Athfal menjadi lebih bermutu dengan adanya laporan keuangan. Pelatihan ini telah memberikan kontribusi yang sangat berharga dalam pengembangan pengetahuan dan keterampilan guru-guru dalam menyusun laporan keuangan pada Lembaga Pendidikan Raudhatul Athfal.]]>
<![CDATA[The Evaluation of Academic Writing Courses Using CIPP Model ]]>
<![CDATA[Purnawati, Purnawati]]>;
<![CDATA[Suseno, Muchas]]>;
<![CDATA[Satiadi, Samsi]]>
<![CDATA[ Globish: An English-Indonesian Journal for English, Education, and Culture Vol 14, No 1 (2025): Globish: English-Indonesia Journal for English Education and Culture ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Tangerang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31000/globish.v14i1.11709
<![CDATA[One of the most challenging disciplines for university students is academic writing. According to this assertion, a number of thesis advisors voiced their displeasure with the writing abilities of the students, pointing out numerous errors in syntax, vocabulary, main concept development, and other areas. Thus, evaluation on Academic Writing course in necessary. The purpose of this research is to apply the CIPP (Context, Input, Process, Product) assessment model to assess the learning process of Academic Writing courses in a state university in Tangerang. The Miles and Hubberman data analysis and descriptive evaluative data approach of the qualitative research method was used. strategies for gathering data that involve Questionnaire fulfilment, document analysis and interviews. Result showed that Context, Input, and Product of Academic writing courses gained Strongly agree to the indicators meaning very good implementation, while the aspect of process gained Agree that means Good implementation. However, students and lecturer are recommended to focus on only in the product of writing but also in the process as there was indication of students’ over-relying on AI writing generator such as ChatGPT dan Perplexity.]]>
<![CDATA[ANALYZING ENGLISH TEACHERS’ INSTRUCTION AND MEDIA INVOLVEMENT OF BLENDED LANGUAGE LEARNING IN HIGHER EDUCATION ]]>
<![CDATA[Purnawati, Purnawati]]>;
<![CDATA[Forsia, Lastry]]>;
<![CDATA[Shopia, Khilda]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 12, No 1 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24127/pj.v12i1.6869
<![CDATA[Previous researchers have widely investigated the analysis of teachers’ instruction as a micro-learning. These researches need to be continued by analyzing other teaching aspects such as the involvement of learning media and blended learning model. Therefore, this study aims to analyze the teachers’ instruction in Higher Education by using learning media in the context of the blended learning model. By employing a qualitative descriptive analysis approach, this research examined five samples of blended classes’ instruction, including two online synchronous learning, one offline synchronous learning, and two online asynchronous learning. These samples are observed, transcribed, and analyzed to highlight the specific instruction in the classes.Meanwhile, the employment of learning media was gathered using an interview with the teachers. The result of data analysis found that various teachers’ instruction can be implemented in synchronous and asynchronous classes of blended learning context to support students centered learning. Meanwhile, slide shows, Zoom, G-meet, and LMS are the media often used. Moreover, blended learning can support student-centered learning as well as offline learning. This finding contributes to the student-centered approach implementation, which aligns with the 21st-century learning model.]]>
