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All Journal Proceeding of International Conference on Science, Education, and Technology Abdi Samulang : Jurnal Pengabdian Kepada Masyarakat INTERACTION: Jurnal Pendidikan Bahasa Arshaka: Pedagogy and Learning Review
Yahrif, Muhamad
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Religion Humanities Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Integrating Socio-Cultural Realities into Differentiated Instruction: A Modular Approach Yahrif, Muhamad; Yassi, Abdul Hakim; Pammu, Abidin
Proceedings of International Conference on Science, Education, and Technology Vol. 11 (2025)
Publisher : Universitas Negeri Semarang

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Abstract

This research aims to develop differentiated instruction through a socio-cultural module for Junior high school teachers. This research used a Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The analysis was carried out by analysing teachers’ and students’ problems, implementing differentiated instruction, and teachers' and students’ needs. Then, the module will be designed and developed by validating and revising the product through three education experts as validators. Next, implementation and evaluation were conducted in 2 junior high schools with a sample of 185 students, 1 school supervisor, 2 headmasters, and 10 teachers. After being validated by three education experts, this module was revised, then implemented in 2 junior high schools in Soppeng, Indonesia. The result of this study showed positive feedback from validators which reached 98.4 % satisfaction. However, some feedback were given to improve this module. After some revisions, the module was implemented in two junior high schools in Soppeng and reached an average score of 99.5 % from four aspects: utility, feasibility, accuracy, and propriety of the module. In terms of students' satisfaction related to teachers’ method of delivering material using a social culture approach to differentiated instruction, 77.7% was achieved, which showed students feel very satisfied with differentiated instruction with a socio-cultural approach. Based on this result, the teaching module for differentiated instruction with a social-culture approach is valid and practical, so it qualifies as a feasible and quality development product.
Peningkatan Kemampuan Public Speaking Berbahasa Inggris bagi Peserta Latihan Dasar Kepemimpinan Mahasiswa Yahrif, Muhamad; Sirajuddin, Suharti
ABDI SAMULANG: Jurnal Pengabdian Kepada Masyarakat Vol 4 No 2 (2025): JULI| ABDI SAMULANG
Publisher : Yayasan Habiburrahman Jamalu Bina Ummat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61477/abdisamulang.v4i2.65

Abstract

English public speaking skills are one of the essential competencies needed by students as future leaders in the global era. Basic Leadership Training (BLT) is a strategic moment to not only instill leadership values but also hone effective communication skills. However, many students still experience obstacles in conveying ideas verbally in English, such as a lack of self-confidence, vocabulary mastery, and limited public speaking experience. This community service activity aims to improve English public speaking skills for LDK participants through a practical and communicative training approach. The methods used include providing basic public speaking materials, simulations, presentation practices, and performance evaluations. The training was carried out interactively in the form of workshops with an active participation-based learning approach. The results of the activity showed a significant increase in the aspects of self-confidence, delivery structure, and communication skills of participants in using English. This activity is expected to support the development of students' soft skills, especially in facing communication challenges in the era of modern leadership that is multilingual and multicultural.
Exploring Students' Common Errors in Writing Recount Texts: A Case Study at Junior High School Yahrif, Muhamad; Sirajuddin, Suharti; Dahniar
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 4 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i4.4076

Abstract

Writing recount texts remains a challenging task for many junior high school students in Indonesia, particularly because it requires an accurate use of grammar, sentence organization, and vocabulary mastery. Previous studies have shown that learners frequently commit errors in tense usage, sentence structure, and word choice, yet limited research has connected these issues to students’ dependency on translation tools and their overall writing competence. This study, therefore, aimed to explore the common errors made by eighth-grade students in writing recount texts and to identify the underlying causes of those errors. The research involved 25 eighth-grade students at SMP Negeri 1 Liliriaje, Soppeng, and data were collected through students’ written tasks supported by semi-structured interviews with both students and their English teacher. Employing a qualitative descriptive approach, data were collected through students’ written tasks and supported by interviews with both students and their English teacher. The analysis revealed four dominant error categories: verb tense misuse, subject–verb agreement errors, sentence structure problems, and spelling mistakes. Among these, verb tense errors—especially the inappropriate use of the present tense instead of the past tense—emerged as the most frequent, indicating students’ limited mastery of narrative conventions. In addition, interviews showed that students’ reliance on Google Translate contributed significantly to structural inaccuracies and hindered their grammatical development. The findings contribute to the field of English language teaching by highlighting the urgent need for explicit grammar instruction, vocabulary enrichment strategies, and guided use of translation technology. Pedagogically, this research offers insights into designing targeted writing instruction that addresses students’ recurring difficulties and fosters greater writing accuracy and independence in EFL contexts.
Integration of technology in differentiated learning to improve student learning outcomes in elementary school Anggraini, Diah Retno; Yahrif, Muhamad; Deani, Amira
Arshaka: Social Sciences and Education Vol 1 No 2 (2025): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/arshaka.v1i2.60

Abstract

This study aims to measure the impact of technology integration in differentiated learning on student learning outcomes in elementary school. Using a quantitative experimental design with a pre-test post-test approach, this study involved 120 students of School 231 Sukaasih who were divided into two groups: an experimental group that used technology in differentiated learning and a control group that used traditional methods. Data was collected through pre-test, post-test, and student engagement questionnaires. Data analysis was conducted using t-tests for group comparison and linear regression to analyze the relationship between student engagement and learning outcomes. The results showed that the experimental group experienced a significant improvement in learning outcomes, with a higher average post-test score than the control group. In addition, higher student engagement in technology-based learning was positively associated with improved learning outcomes. These findings indicate that the use of technology in differentiated learning can improve students' understanding of the material and increase their engagement in the learning process. The implication of this study is the importance of integrating technology in education to improve the quality of learning, but this requires infrastructure support and training for teachers to maximize its benefits.
Co-Authors Anggraini, Diah Retno Dahniar Deani, Amira Pammu, Abidin Suharti Sirajuddin, Suharti Yassi, Abdul Hakim