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KONDISI TERUMBU KARANG DI PERAIRAN PULAU BATANGLAMPE KABUPATEN SINJAI Permatasari, Armita; Yustisia, Dian; Alamsyah, Ridha; Fauzi, Irfan
Sebatik Vol. 27 No. 2 (2023): Desember 2023
Publisher : STMIK Widya Cipta Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46984/sebatik.v27i2.2400

Informasi kondisi terumbu karang yang terbaru, detail dan akurat sangat dibutuhkan saat ini. Mulai dari komposisi, status dan dinamika yang terus mengalami perubahan dari waktu ke waktu. Informasi ini akan sangat berguna sebagai persyaratan mutlak dalam proses konservasi dan manajemen ekosistem terumbu karang yang berkelanjutan. Untuk itu diperlukan sebaran data di beberapa wilayah untuk mengetahui kondisi terumbu karang sebagai dasar dalam melakukan pengelolaan sumberdaya terumbu karang di Indonesia. Pengamatan terumbu Karang menggunakan metode transek foto di bawah air. Penentuan kondisi terumbu karang dilakukan berdasarkan kriteria baku kerusakan terumbu karang dengan kondisi kategori buruk 0 – 24,9% sedang 25 – 49,9% baik 50 – 74,9% sangat baik 75 – 100 %. Hasil yang diperoleh menunjukkan bahwa karang bercabang dan masif mendominasi pertumbuhan karang di Perairan Pulau Batanglampe. Jumlah karang yang mengalami kematian lebih tinggi dibandingkan karang hidup. Persentase tutupan karang sebesar rata-rata 28,36% dan termasuk dalam kategori sedang.

The Role of Technology in Inclusive Education: Challenges and Opportunities in Developing Countries Kushariyadi, Kushariyadi; Mustofa, Mustofa; Permatasari, Armita; A. Fitriani; Faridah, Luluk
International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v3i2.1132

The objective of inclusive education is to guarantee that every individual, irrespective of physical, intellectual, social or emotional limitations, is provided with equal access to educational opportunities. The advent of technology has led to the emergence of new possibilities for the implementation of inclusive education, particularly in resource-constrained developing countries. However, the implementation of technology in inclusive education in developing countries is confronted with a multitude of challenges, encompassing deficiencies in infrastructure and constraints in educator training. This article seeks to examine the role of technology in inclusive education in developing countries and identify the challenges and opportunities that arise. The research employs a literature review methodology to collate data from pertinent studies and proffer policy recommendations to enhance the role of technology in inclusive education.

The Effect of Using Technology in Learning on Student Learning Motivation: Analysis of the Effectiveness of Inclusive Education Programs Latumeten, Victoria D. V.; A. Fitriani; Permatasari, Armita; Juniati, Sri Rahayu; Wahyuniar
International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 1 (2024): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v3i1.878

The objective of this study is to assess the efficacy of technology in inclusive education on enhancing student learning outcomes. The research methodology employed is a comprehensive literature review, encompassing data from various sources pertaining to the integration of technology in educational settings. The findings indicate that the incorporation of technology in inclusive classrooms can markedly enhance student learning outcomes, particularly in developing cognitive and critical thinking abilities. Additionally, technology can facilitate the optimization of the learning process in terms of efficiency and effectiveness. It is also important to note that the use of technology in education presents certain challenges and risks that must be managed effectively in order to achieve optimal outcomes. Therefore, when considering the use of technology in education, it is essential to carefully select and integrate technology in a manner that is conducive to achieving desired results.

The Role of Technology in Inclusive Education: Challenges and Opportunities in Developing Countries Kushariyadi, Kushariyadi; Mustofa, Mustofa; Permatasari, Armita; A. Fitriani; Faridah, Luluk
International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v3i2.1132

The objective of inclusive education is to guarantee that every individual, irrespective of physical, intellectual, social or emotional limitations, is provided with equal access to educational opportunities. The advent of technology has led to the emergence of new possibilities for the implementation of inclusive education, particularly in resource-constrained developing countries. However, the implementation of technology in inclusive education in developing countries is confronted with a multitude of challenges, encompassing deficiencies in infrastructure and constraints in educator training. This article seeks to examine the role of technology in inclusive education in developing countries and identify the challenges and opportunities that arise. The research employs a literature review methodology to collate data from pertinent studies and proffer policy recommendations to enhance the role of technology in inclusive education.

THE PROJECT-BASED LEARNING AND ITS IMPACT ON ENGLISH PRESENTATION SKILL DEVELOPMENT Permatasari, Armita; Juniati, Sri Rahayu
International Journal of Research on English Teaching and Applied Linguistics Vol. 6 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v6i2.10755

Abstract Project-Based Learning (PBL) has increasingly gained attention in English as a Foreign Language (EFL) instruction because it creates meaningful, student-centered learning experiences that support communicative competence. However, despite its recognized benefits, research focusing on the impact of PBL on the English presentation skills of non-English majors in General English classes remains limited, particularly within Indonesian private universities. To address this gap, this study aimed to examine the effect of PBL on non-English majors’ English presentation skills at Universitas Muhammadiyah Sinjai. A quasi-experimental design was employed involving a pretest–posttest control group. The experimental group was taught using PBL, while the control group received conventional instruction. An analytic rubric assessing content, organization, language accuracy, pronunciation, delivery, and use of visual aids was used to measure students’ presentation performance. The results indicated that students taught through PBL showed a significant improvement in overall presentation skills compared to those in the control group. The qualitative observations also revealed increased motivation, collaboration, and confidence among students in the PBL class. These findings suggest that PBL offers a more engaging and effective learning environment for developing presentation skills, especially for non-English majors who often have limited exposure to authentic English-speaking tasks. The study concludes that integrating PBL into General English courses can enhance students’ oral communication abilities and support more meaningful learning outcomes. Implications for teaching practice and recommendations for future research are also provided. Keywords: Project-Based Learning, Presentation Skills, English Foreign Language

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