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All Journal JURNAL PENDIDIKAN TAMBUSAI Journal of English Teaching and Learning Issues International Journal of Educational Research and Social Sciences (IJERSC) Mosharafa: Jurnal Pendidikan Matematika Journal of English Language and Education Linguistic, English Education and Art (LEEA) Journal EDULIA: English Education, Linguistic and Art Journal Journal Of Human And Education (JAHE) JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Lire Journal (Journal of Linguistics and Literature)
Dangin, Dangin
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Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Feasibility of Opportunity Material Module with Joymath Cognitive Behavioral Method to Reduce Mathematics Anxiety and Increase Student Self-Efficacy Marhaeni, Nafida Hetty; Khuzaini, Nanang; Rizky, Muhammad Rafi Fajar; Yuniasanti, Reny; Akbar, Mutaqin; Sari, Dian Kartika; Dangin, Dangin
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.2188

Abstract

Siswa memerlukan media pembelajaran yang dapat membantu siswa mengurangi kecemasan matematika dan meningkatkan efikasi diri. Tujuan penelitian yaitu mengembangkan modul untuk mengurangi kecemasan matematika dan meningkatkan efikasi diri siswa pada materi peluang. Penelitian Research and Development ini menggunakan model ADDIE dengan lima tahap pengembangan yaitu analisis, desain, pengembangan, implementasi, dan evaluasi. Sumber data dan subjek dalam penelitian ini adalah ahli materi, ahli media, guru, dan 1328 siswa dari 24 SMP di Kota Yogyakarta. Teknik pengumpulan data yang digunakan yaitu wawancara, observasi, Focus Group Discussion (FGD), dan angket. Hasil menunjukkan bahwa produk yang dikembangkan yaitu modul materi peluang untuk mengurangi kecemasan matematis dan meningkatkan efikasi diri siswa layak digunakan dalam pembelajaran matematika. Pengambilan keputusan kelayakan produk didasarkan pada hasil analisis penilaian dari validator, ahli materi, dan ahli media yang menunjukkan bahwa modul sangat valid dan berpeluang menurunkan kecemasan matematis dan meningkatkan efikasi diri siswa.Students need learning media that can help students reduce mathematics anxiety and increase self-efficacy. The aim of the research is to develop a module to reduce mathematics anxiety and increase students' self-efficacy in opportunity material. This Research and Development research uses the ADDIE model with five development stages, namely analysis, design, development, implementation and evaluation. The data sources and subjects in this research were material experts, media experts, teachers, and 1328 students from 24 junior high schools in Yogyakarta City. The data collection techniques used were interviews, observation, Focus Group Discussion (FGD), and questionnaires. The results show that the product developed, namely the opportunity material module to reduce mathematical anxiety and increase students' self-efficacy, is suitable for use in mathematics learning. Decision making on product feasibility is based on the results of assessment analysis from validators, material experts and media experts which show that the module is very valid and has the opportunity to reduce mathematical anxiety and increase student self-efficacy.
Improving Reading Skills Using Quizizz for Indonesian Junior High School (7th Grade) Aprilliana, Dela; Dangin, Dangin
Jurnal Pendidikan Tambusai Vol. 8 No. 2 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruhnya terhadap keterampilan membaca dalam Bahasa Inggris, khususnya dalam memberikan pendapat melalui Quizizz. Penelitian ini dilakukan di Sekolah Menengah Pertama di Indonesia dengan total partisipan sebanyak 31 siswa. Data diperoleh dengan menggunakan metode deskriptif kualitatif. Data kualitatif diperoleh dari wawancara, tes awal, tes kemajuan, dan tes akhir. Untuk memecahkan masalah tersebut, penelitian ini melakukan Penelitian Tindakan Kelas (PTK) yang terdiri dari perencanaan, tindakan, pengamatan, dan refleksi. Hasilnya adalah proses tes awal memiliki rata-rata 46,29 dari 31 siswa. Sementara itu, proses tes kemajuan memiliki rata-rata 80,24. Berdasarkan pengujian, grafik 1 mengungkapkan bahwa perbedaan dari tes awal ke tes kemajuan adalah sekitar 11 poin, yang dirumuskan sebagai persentase perbedaan dari tes awal ke tes kemajuan sebesar 25%. Sementara itu, perbedaan dari tes kemajuan ke tes akhir sekitar 22 poin, yang dirumuskan sebagai persentase 38%. Kemudian, selisih dari pre-test ke post-test sekitar 34 poin, yang dirumuskan sebagai persentase selisih dari pre-test ke post-test sebesar 73%. Kesimpulannya adalah masih banyak siswa yang mengalami kesulitan dalam membaca teks bahasa Inggris. Namun, setelah menerapkan penggunaan platform Quizizz dalam pembelajaran di kelas, siswa menunjukkan peningkatan yang signifikan dalam keterampilan membaca mereka dan menjadi lebih percaya diri dalam menjawab pertanyaan yang diberikan menggunakan Quizizz. Platform ini juga ditemukan bermanfaat untuk keterampilan berpikir kritis dan mendapat umpan balik positif dari siswa. Meskipun beberapa siswa masih kesulitan membaca dengan saksama karena batas waktu otomatis yang ditetapkan oleh Quizizz untuk menjawab, mereka masih menikmati mengerjakan pertanyaan kuis dan membaca dengan saksama. Secara keseluruhan, penerapan platform Quizizz berhasil mengoptimalkan dan meningkatkan keterampilan membaca siswa. Hasil penelitian ini didukung oleh penelitian sebelumnya dan telah dikembangkan lebih lanjut dalam penelitian ini, yang menyatakan bahwa penggunaan Quizizz untuk pembelajaran keterampilan membaca mengoptimalkan dan meningkatkan kemampuan membaca bahasa Inggris dan motivasi belajar siswa.
THE STUDY OF ENGLISH PHONOLOGICAL ERRORS OF ADVANCED SECOND LANGUAGE LEARNERS IN PRONOUNCING SIMILARLY-SPELLED WORDS Dangin, Dangin; Wijayanti, Nurvita
Lire Journal (Journal of Linguistics and Literature) Vol. 2 No. 1 (2018): Lire Journal (Journal of Linguistics and Literature)
Publisher : Elite Laboratory Jurusan Sastra Inggris Universitas Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/lire.v2i1.20

Abstract

The phenomenon of phonological error as the common sense in pronouncing the words not only happens among beginners but also among the advanced English learners. The English learners are also active speakers who use English as their second language used such as in a formal situation. They tend to pronounce the same for words that have same spelling as other words in most parts of the words or even thewhole words but of different parts of speech. The present writers’ study tries to answer the question on how the English learners’ pronunciation is influenced by words with the same spelling. The participants of the study were Indonesian college students who learned English at the advanced level. In order to get the data, they were given word lists that contained a number of words and then asked to pronounce them. These words were suspected as common mistakes pronounced by the advanced learners. For example the word ‘determine’ is pronounced the same as the word ‘mine’, the word ‘preface’ is pronounced as ‘face’. In this study, the result reveals that the English learners tend to pronounce the words that refer to other words that contain the same orthography. Orthographically, the words and part of the words have the same spelling but they do not share the same pronunciation. Therefore, this error is commonly found among English learners even among those of the advanced level.
The Effectiveness Of Jeopardy Game To Teach Writing (An Experimental Study At Indonesian Seventh Grade Students) Gusnur Faridah, Meutia; Dangin, Dangin
International Journal of Educational Research & Social Sciences Vol. 4 No. 3 (2023): June 2023
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v4i3.660

Abstract

This study was conducted to determine the effectiveness of using Jeopardy game (teaching and learning media) in writing skill for simple present tense topic. The method used for research was quasi-experimental with two group pretest-posttest. The participants of this study were Indonesian students at seventh grades. The research was conducted by 8 meetings, 6 meetings for treatments and 2 meetings for pretest-posttest. The research data collection used normality test of ShapiroWilk, a test of test on SPSS program. The result of the research showed the different significance before and after treatment with data analysis criteria of t-test showed a t of -6.406 and the probability (p) <0.05 was 0.00. The study showed the effectiveness of using Jeopardy game to teach simple present tense in writing skills.
Exploring How Students Utilize and Perceive Artificial Intelligence in Academic Writing: A Qualitative Study Ningsih, Febri Wahyu; Dangin, Dangin
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2172

Abstract

The development of Artificial Intelligence (AI) has driven substantial transformations in educational methodologies in higher education, particularly in Student Academic Writing. This study seeks to examine students' use of AI in academic writing assignments and to identify related opportunities and constraints. The study employed a descriptive qualitative methodology, involving five students from the English Language Education Research Program selected using a purposive sampling strategy. Data were obtained through semi-structured interviews and evaluated thematically, concentrating on two main themes: the uses and potential of AI, and concerns and barriers related to its implementation. The findings indicate that students use AI as a pedagogical aid for brainstorming ideas, understanding complex topics, and organizing academic writing, without replacing critical thinking processes. Students also believe that AI can foster a mind-safe learning environment and help people learn faster. The study also raises concerns about the authenticity of information, the possibility of plagiarism, and students' over-reliance on AI, which may undermine their ability to think independently and independently. Therefore, this study demonstrates that AI has significant potential in improving students' academic writing when used critically, ethically, and thoughtfully, complemented by digital literacy and appropriate pedagogical supervision to maintain academic integrity.
Students’ Awareness of Metacognitive Reading Strategies in Academic Reading Dangin, Dangin
Journal of English Teaching and Learning Issues Vol 3, No 1 (2020): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v3i1.7145

Abstract

Being aware of reading strategies becomes the key of readers’ success in reading process, this study began with its purpose to investigate the readers’ awareness of metacognitive reading strategies while facing academic reading texts. Then, the respondents here were whole 50 students of English department, who had completed the questionnaire of Survey of Reading Strategies Awareness (SORS). Those respondents were intended to reveal the type of reading strategies used during reading academic materials in English. The results of study revealed that those respondents were aware of using two of three categories of reading strategies while reading the materials. As the detail, the results showed that the respondents mostly tended to use the strategies categorized in Problem Solving Strategies (PROB) in order to solve their obstacle in reading.  Global Reading Strategies (GLOB) as second place, which is mostly used by the respondents. And the last or the lowest strategies in use are Support Strategies (SUP).
Co-Authors Aprilliana, Dela Dian Kartika Sari, Dian Kartika Dian Rahmawan, Andi Gusnur Faridah, Meutia Hartati, Elysha Hary Setyawan, Agustinus Marchelya, Aninda Mutaqin Akbar Nafida Hetty Marhaeni Naja, Aini Laily Nanang Khuzaini, Nanang Ningsih, Febri Wahyu Reny Yuniasanti Resita*, Riza Rizky, Muhammad Rafi Fajar Rustianingsih*, Noviana Sandi Sandi Sebayang, Rheina Elsa br Talan, Leticia Laurenca Anjeli Viantika, Salma Wijayanti, Nurvita