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Menafsir Arah Pendidikan Multikultural: Sebuah Pendekatan Teori Belajar Konstruktivistik dalam Perspektif Pendidikan di Indonesia Mubarok, Fakhri; Kustini, Titin; Masitoh, Siti; Patras, Yuyun Elizabeth; Wulandari, Dian
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 7, No 1 (2024): Volume 7 No 1 Maret 2024
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um027v7i12024p37

Abstract. This article aims to understand the significance of multicultural education studies and to what extent its application is in the educational perspective in Indonesia. The method used in making this article is a literature study or library research by taking relevant reference sources and interpreting them in our own language. Multicultural education uses the constructivism learning theory approach, which has features relevant to multicultural education activities that are active, adaptive, and contextual. In general, it can be concluded that with the broad scope of areas and diversity in Indonesia compared to other countries, multicultural education studies are very important to continue and be studied. On the other hand, multicultural education needs to be continuously implemented integrally in the national curriculum, providing space for each region to apply it more contextually according to its conditions. Indonesia is believed to have adapted to multicultural education for a long time. Although the curriculum often changes, the uniqueness of the Indonesian curriculum, which always carries the character and values of the nation's cultural heritage, is evidence of continuous implementation.Keywords: Multikultural Education, Constructivism, Education in Indonesia Abstrak. Artikel ini dibuat dengan tujuan memahami seberapa penting kajian pendidikan multikultural dan sejauh mana penerapannya dalam perspektif pendidikan di Indonesia. Metode yang digunakan dalam pembuatan artikel ini adalah kajian literatur atau penelitian pustaka dengan mengambil sumber-sumber referensi yang relevan dan ditafsirkan dengan bahasa sendiri. Pendidikan multikultural menggunakan pendekatan teori belajar konstruktivisme yang memiliki ciri yang relevan dengan aktivitas pendidikan multikultural yang aktif, adaptif, dan kontekstual. Secara umum dapat disimpulkan bahwa dengan luasnya lingkup wilayah dan keberagaman di Indonesia dibanding negara lain, maka kajian pendidikan multikultural menjadi sangat penting untuk terus dilakukan dan dipelajari. Disisi yang lain pendidikan multikultural perlu terus diimplementasikan secara integral dalam kurikulum nasional, dengan memberi ruang bagi masing-masing daerah untuk menerapkannya secara lebih kontekstual sesuai kondisi daerahnya. Indonesia sendiri diyakini telah mengadaptasi pendidikan multikultural sejak lama. Meskipun kurikulum kerap kali berganti, namun kekhasan kurikulum Indonesia yang selalu mengusung karakter dan nilai luhur budaya bangsa menjadi bukti implementasi yang berkelanjutan.Kata kunci: Pendidikan Multikultural, Konstruktivisme, Pendidikan di Indonesia

A Comparative Study Of the Students’ Competence in Finding Figurative And Lexical Meaning To Improve Speaking Ability at the Eleventh Grade of SMAN 1 Maja Kustini, Titin
Journal of English Language Learning Vol. 8 No. 1 (2024)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v8i1.9830

Students often have difficulty understanding figurative meanings compared to lexical meanings. Figurative meaning refers to the immediate meaning conveyed when a language is spoken in isolation, while the secondary meaning is dependent on the context; this is known as figurative meaning. On the other hand, lexical meaning refers to the literal meaning of language elements as symbols of things. The research aims to assess students’ proficiency in identifying figurative and lexical meanings and to compare this between the experiment and control classes. The study involved 46 students from the eleventh year at SMAN 1 Maja. It was a quantitative research study, indicating that the data collected were presented in numerical form and then interpreted using statistical analysis. The research tools included a questionnaire, observation, pre-test, and post-test. The results of the research showed that students' competence in identifying figurative and lexical meanings was low during the pre-test (5.23) and reached a sufficient level during the post-test (6.07). The post-test scores for figurative and lexical meanings were 6.57 and 6.92, respectively. The difference between pre-test and post-test scores was analyzed using t-tests, which yielded significant results for both the control class (t=4.84) and the experiment class (t=3.94) for figurative meaning, and for lexical meaning in the control class (t=2.712) and the experiment class (t=3.98). These results demonstrate that students' competence in identifying figurative and lexical meanings can improve their English proficiency, particularly in enhancing their speaking ability.

Book Development Model “English for Public Speaking” Toward Islamic Boarding Students Nurhidayah, Yayah; Rofii, Agus; Kustini, Titin
Buletin Ilmiah Pendidikan Vol. 3 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/bip.v3i1.948

English Public Communication refers to the process of conveying information, ideas, or messages to an audience in English with the aim of creating understanding, persuasion, or influence. This research aims to develop English for Public Speaking teaching materials to improve the English public communication skills of students in Islamic boarding schools. This study was carried out by considering the specific context of Islamic boarding schools as an educational environment. The research method used iR&D or Research and Development. In its implementation, the development of teaching materials includes the stages of needs analysis, design, development, implementation and evaluation. A needs analysis is carried out to understand the level of students' English public communication skills, as well as identifying aspects that need to be improved. The design and development of teaching materials was carried out by utilizing the principles of English for Public Speaking and adapted to the characteristics of Islamic boarding schools. The effectiveness of the "English for Public Speaking" book for Islamic boarding students can be seen in its ability to improve their public speaking skills, boost their confidence, and align with their cultural and religious values. The book's systematic development, based on the ADDIE Model, ensured its effectiveness as an educational resource.

Menafsir Arah Pendidikan Multikultural: Sebuah Pendekatan Teori Belajar Konstruktivistik dalam Perspektif Pendidikan di Indonesia Mubarok, Fakhri; Kustini, Titin; Masitoh, Siti; Patras, Yuyun Elizabeth; Wulandari, Dian
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 7, No 1 (2024): Volume 7 No 1 Maret 2024
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um027v7i12024p37

Abstract. This article aims to understand the significance of multicultural education studies and to what extent its application is in the educational perspective in Indonesia. The method used in making this article is a literature study or library research by taking relevant reference sources and interpreting them in our own language. Multicultural education uses the constructivism learning theory approach, which has features relevant to multicultural education activities that are active, adaptive, and contextual. In general, it can be concluded that with the broad scope of areas and diversity in Indonesia compared to other countries, multicultural education studies are very important to continue and be studied. On the other hand, multicultural education needs to be continuously implemented integrally in the national curriculum, providing space for each region to apply it more contextually according to its conditions. Indonesia is believed to have adapted to multicultural education for a long time. Although the curriculum often changes, the uniqueness of the Indonesian curriculum, which always carries the character and values of the nation's cultural heritage, is evidence of continuous implementation.Keywords: Multikultural Education, Constructivism, Education in Indonesia Abstrak. Artikel ini dibuat dengan tujuan memahami seberapa penting kajian pendidikan multikultural dan sejauh mana penerapannya dalam perspektif pendidikan di Indonesia. Metode yang digunakan dalam pembuatan artikel ini adalah kajian literatur atau penelitian pustaka dengan mengambil sumber-sumber referensi yang relevan dan ditafsirkan dengan bahasa sendiri. Pendidikan multikultural menggunakan pendekatan teori belajar konstruktivisme yang memiliki ciri yang relevan dengan aktivitas pendidikan multikultural yang aktif, adaptif, dan kontekstual. Secara umum dapat disimpulkan bahwa dengan luasnya lingkup wilayah dan keberagaman di Indonesia dibanding negara lain, maka kajian pendidikan multikultural menjadi sangat penting untuk terus dilakukan dan dipelajari. Disisi yang lain pendidikan multikultural perlu terus diimplementasikan secara integral dalam kurikulum nasional, dengan memberi ruang bagi masing-masing daerah untuk menerapkannya secara lebih kontekstual sesuai kondisi daerahnya. Indonesia sendiri diyakini telah mengadaptasi pendidikan multikultural sejak lama. Meskipun kurikulum kerap kali berganti, namun kekhasan kurikulum Indonesia yang selalu mengusung karakter dan nilai luhur budaya bangsa menjadi bukti implementasi yang berkelanjutan.Kata kunci: Pendidikan Multikultural, Konstruktivisme, Pendidikan di Indonesia

Implementation of Phase F Learning in Kurikulum Merdeka: How Well Students Able to Analyze Text? Kustini, Titin; Ilyas, Rahma
Jurnal Educatio FKIP UNMA Vol. 11 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v11i1.10431

"Kurikulum Merdeka" allows teachers to choose the material they find necessary to teach in class. Phase F is a learning phase for grades 11 and 12 at vocational/senior high schools, with the final learning outcome that students should have standard competence in spoken, written, and visual English to communicate according to the situation, purpose, and audience/reader. In this phase, various texts can be used as the main learning material, as they can help students improve their vocabulary, grammar, interpretation, and ability to analyze and produce texts. However, many students face challenges with their basic English skills. A study was conducted to assess students' abilities in analyzing text, specifically analytical exposition texts. Fourteen students majoring in software engineering were involved in the qualitative descriptive study, and data was collected through observation and assessment. Students were required to analyze the text and record it as videos, aiming to increase their technological literacy through mastery of various applications such as Bandicam.The research findings revealed that students showed very good ability in analyzing the generic structure of the text, but struggled with analyzing language features like simple present tense, conjunctions, and terms related to the context. On the positive side, students demonstrated strong technological literacy as they were able to master various video-making applications.

The Use of Student-Centered Learning Method For Speaking Skill in EFL Classroom Gunawan Indrapurnama; Afief Fakhruddin; Titin Kustini
Papanda Journal of English Education Vol. 1 No. 2 (2022)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

The objective of this research is to find out the effectiveness of using the Student-Centered Learning (SCL) method to develop the speaking skill of second grade students. This research applied classrooom action research. The population of this research was the second-grade students that were XI IPA as experimental class and the research sample was selected using purposive sampling technique to determine the sample. The data were collected through pre-test and post-test. Data were analyzed using formula to calculating the mean score of the pre-test and the post-test. The results showed that the mean differences between using Teacher-Centered Learning method and when using Student-Centered Learning method. Pre-test result got 14.3 score and Post-test 17.56, which means that the use of SCL has an impact on students speaking achievement.

The Effectiveness of Brainstorming in Teaching Writing Yayan Sutisna; Agus Rofi’i; Titin Kustini
Papanda Journal of English Education Vol. 1 No. 2 (2022)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

In this research problem, it was found that there were several problems faced by students in writing, such as grammar, spelling, punctuation, and vocabulary choice. Likewise when researchers face problems in teaching programs students are still confused in learning to write, both in expressing ideas or in the correct composition of writing. Brainstorming is a technique that provides a free environment to present individual ideas, without attracting criticism. Each idea generated is recorded and considered as a solution to a problem. the function of the brainstorming technique is one of the techniques that serve to improve writing skills in narrative texts for class XI IPS students at Madrasah Aliyah PUI Maja in 2021/2022. This study aims to determine the effect of using brainstorming in the writing learning process. This research method is a quantitative quasi-experimental, the population in this study is the eleventh social science class, and the data collection technique uses purposive sampling with a total sample of 29 experimental classes and 29 control classes with a total of 58 sample data. The study used normality tests, homogeneity tests, and hypothesis testing. Based on the results of the study, it can be concluded that the experimental class in the std table. deviation can be seen in the difference between the experimental class and the control class 2.117 < 2.525. it means that the experimental class is smaller than the control class, in this case, the brainstorming technique in learning to write in the experimental class there is no significant change compared to the control class in learning to write brainstorming at Madrasah Aliyah PUI Maja.

Pelatihan Menulis Deskripsi Bagi Siswa Tuna Rungu Kustini, Titin; Syarifah, Eva Fitriani
SANISKALA : Jurnal Pengabdian Masyarakat Vol. 3 No. 1 (2025)
Publisher : FKIP Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jsk.v3i1.13698

Sustainable Development Goal 4 is about Quality Education, namely ensuring inclusive and equitable quality education and increasing lifelong learning opportunities for all. This is emphasized in target 4. A, namely building and improving child-friendly, disability-friendly, and gender-friendly educational facilities, and providing a safe, non-violent, inclusive, and effective learning environment for all. However, in reality, inclusive education in Indonesia still requires extra attention. This community service aims to provide training in writing descriptions to deaf students at SLB B YPLB Majalengka. This activity was attended by 5 students (5 boys and 2 girls) from the SMPLB and SMALB levels. Participants were trained to write self-descriptions that included their names, addresses, age, aspirations, and school experiences. The training was carried out through a participatory approach by providing examples, structured exercises, and direct assistance. The results of the activity showed that all participants were able to follow the training well and produce structured and contextually appropriate descriptive texts. This activity contributes to improving the writing and self-expression skills of deaf students. These findings suggest that with proper guidance and easily accessible materials, deaf students can be actively involved in learning descriptive writing.

Mapping The Readiness Of Students In Learning English Phase F Of The Independent Curriculum Kustini, Titin
Buletin Ilmiah Pendidikan Vol. 2 No. 1 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/bip.v2i1.452

The Independent Curriculum gives teachers the freedom to choose material but focuses on strengthening the ability to use English in six language skills, namely listening, speaking, reading, viewing, writing, and presenting in an integrated manner, in various types of texts. The minimum learning outcomes for these six English skills refer to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) and equivalent to level B1. The material for giving sympathy and appreciation is one of the materials given in class 11 semester 3. Even though the context of giving sympathy and appreciation is a common thing that happens in everyday contexts, for students to express it in English is quite a high difficulty. This case study occurred in learning English in class 11 Software Engineering 2. 30 participants involved in this study. Only 3 students were able to make sentences expressing sympathy after being given instructions by the teacher, the rest experienced quite high difficulties and needed intensive guidance to be able to complete the task. The main obstacles are lack of vocabulary, lack of grammatical knowledge and low motivation in learning English.

Gender representation in senior high school textbook: A critical discourse analysis Sudjana, Muhammad Ridwan Shaleh; Herdiawan, Rama Dwika; Kustini, Titin
Concept : Community Concern for English Pedagogy and Teaching Vol. 10 No. 2 (2024): December, 2024
Publisher : English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jconcept.v10i2.7919

This study investigates gender representation in the Indonesian senior high school English textbook Pathway to English for Grade 12 (2017) using Fairclough’s (2010) Critical Discourse Analysis, Gender Representation Theory, and Multimodality Theory. The analysis of ten purposively selected samples shows a clear imbalance: male characters appear more often and are portrayed in active, authoritative roles, while female characters are less visible and frequently confined to passive or supportive positions. Although a few instances highlight women in empowered roles, these are marginal and overshadowed by dominant patriarchal narratives. The findings indicate that the textbook perpetuates traditional gender ideologies rather than challenging them, emphasizing the need for more gender-sensitive educational materials that provide equitable role models for learners. Keywords: Gender representation; critical discourse analysis; English textbook;

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