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All Journal JMM (Jurnal Masyarakat Mandiri) WIDYA LAKSANA ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH JEELS (Journal of English Education and Linguistics Studies) JURNAL PENDIDIKAN DAN KEBUDAYAAN MISSIO
Par, Leonardus
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pre-service Teachers Perspectives on English Coursebook for Senior High Schools in Indonesia Jemadi, Fransiskus; Juita Ekalia, Yulian; Par, Leonardus; Nabung, Adrianus
English Education:Journal of English Teaching and Research Vol 9 No 2 (2024): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v9i2.21540

Abstract

A textbook is an inseparable part of the teaching and learning process. This research was aimed at discovering pre-service teachers’ perception of the ELT textbook, Buku Bahasa Inggris for Students grade XI. This qualitative study involved 18 pre-service teachers who were doing their teaching practicum in different senior high schools in Manggarai, East Nusa Tenggara Province. They were chosen purposefully by the researchers and voluntarily engaged in semi-structured interviews to discover their perspectives on the English textbook they used during their teaching practicum. The results showed that they had mixed opinions about their textbooks, ranging from positive to negative, depending on various factors such as their learning objectives, preferences, expectations, and experiences. The observations and conclusions from this study may be useful for educators and coursebook designers in developing English coursebooks that can improve students' motivation, engagement and language learning outcomes.
PENDAMPINGAN PENYUSUNAN SOAL BERORIENTASI HOTS BAGI PARA GURU SMA Menggo, Sebastianus; Par, Leonardus; Gunas, Tobias; Guna, Stanislaus
JURNAL WIDYA LAKSANA Vol 10 No 1 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (394.157 KB) | DOI: 10.23887/jwl.v10i1.25010

Abstract

One of the focuses of education today is assessment oriented to the higher-order thinking skills. This skill encourages students could be able to think critically, analytically, systematically, particularly in the context of problem-solving, communicating, and collaborating with peers. However, not all educators have been able to construct the items test based on the skill needed. The purpose of this community service is to provide the knowledge related to the construction of item tests that oriented to the higher-order thinking skills of 45 Senior High School teachers. The methods used to achieve this objective were lecture, question answer, discussion, and presentation. The result showed the trainees understood the nature of the construction of the test-oriented to the higher-order thinking skill in the learning process. From the four meetings done, the trainees could be able to classify and construct the tests oriented to the lower-order thinking skill, medium-order thinking skill, and higher-order thinking skill.
PENDAMPINGAN KELOMPOK GURU PAMONG PENDIDIKAN PROFESI GURU UNTUK PENULISAN ARTIKEL PENELITIAN TINDAKAN KELAS Tamur, Maximus; Sennen, Eliterius; Ntelok, Zephisius Rudiyanto Eso; Par, Leonardus; Supardi, Kanisius; Muardi, Antonius; Sada, Maria Ayentasia
JMM (Jurnal Masyarakat Mandiri) Vol 9, No 2 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v9i2.29510

Abstract

Abstrak: Evaluasi dampak pelaksanaan Pendidikan Profesi Guru (PPG) diantaranya adalah mendorong adanya kolaborasi antara dosen, mahasiswa, dan guru pamong misalnya dalam melaksanakan kegiatan penelitian dan pengabdian secara bersama-sama. Sehubungan dengan itu maka pendampingan dan pelatihan berkelanjutan serta dukungan yang sistematis perlu dilakukan. Tujuan kegiatan pengabdian ini adalah memberikan pendampingan dan pelatihan bagi para guru di Kota Ruteng NTT dalam menyusun dan menulis artikel PTK. Metode pelaksanaan kegiatan dilakukan melalui workshop secara luring di Aula Spring Hill Ruteng. Pendekatan ini membantu guru menyusun artikel ilmiah berkualitas dari hasil PTK yang mereka lakukan, sekaligus memberikan wawasan tentang proses publikasi di jurnal ilmiah nasional ber-ISSN dan terakreditasi sinta. Pemahaman para guru sebelum dan setelah kegiatan diidentifikasi menggunakan googleforms. Secara keseluruhan, pelatihan ini meningkatkan hingga 85% pemahaman para guru dalam menulis artikel PTK. Luaran yang dihasilkan adalah draf artikel PTK yang siap untuk dikirim ke jurnal nasional. Pelatihan ini bukan hanya meningkatkan kemampuan menulis, tetapi juga menjadi sarana refleksi bagi guru atas praktik pengajaran mereka, sehingga dapat meningkatkan kualitas pembelajaran dan prestasi siswa. Dukungan dari pemerintah daerah dan kerjasama dengan lembaga pendidikan tinggi sangat diperlukan agar pelatihan ini dapat berlangsung secara berkelanjutan.Abstract: Evaluation of the impact of implementing Teacher Professional Education (PPG) includes encouraging collaboration between lecturers, students, and mentor teachers, for example, in carrying out research and community service activities together. However, teachers face several challenges, including prospective PPG mentor teachers related to limited knowledge of research methodology, difficulties in compiling Classroom Action Research (PTK) reports that can be published, and minimal access to accredited journals. In addition, infrastructure problems and lack of intensive assistance exacerbate the situation. In this regard, ongoing assistance, training, and systematic support need to be carried out. This community service activity aims to provide help and training for teachers in Ruteng City, NTT, in compiling and writing PTK articles. The method of implementing the activity is carried out through an offline workshop at the Spring Hill Ruteng Hall. This approach helps teachers compile quality scientific articles from the results of the PTK they do while also providing insight into the publication process in national scientific journals with ISSN and accredited by Sinta. Overall, this training improves teachers' understanding of writing PTK articles. The output is a draft of a PTK article that is ready to be sent to a national journal. This training not only improves writing skills but also becomes a means of reflection for teachers on their teaching practices so that it can improve the quality of learning and student achievement. Support from local governments and cooperation with higher education institutions are needed so that this training can take place sustainably.
I SPEAK, THEREFORE, I LEARN: OBSTACLES IN ENGLISH SPEAKING AND WAYS TO COPE Par, Leonardus
Jurnal Pendidikan dan Kebudayaan Missio Vol. 7 No. 1 (2015): Jurnal Pendidikan dan Kebudayaan Missio
Publisher : Unika Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jpkm.v7i1.642

Abstract

Kemampuan berkomunikasi dalam Bahasa Inggris bagi Mahasiswa Program Studi Pendidikan Bahasa Inggris merupakan sebuah keniscayaan. Namun, berkomunikasi dalam bahasa Inggris membutuhkan usaha keras, motivasi yang tinggi, dan didukung oleh lingkungan yang memadai. Artikel ini menginformasikan tentang hasiL penelitian survei yang dilakukan untuk mengetahui kesulitan mahasiswa dalam berbicara Bahasa Inggris, faktor-faktor yang menyebabkan masalah itu terjadi dan cara-cara untuk mengatasi masalah-masalah tersebut. Hasil penelitian ini menunjukkan bahwa ada banyak mahasiswa yang dengan tekun melatih berbicara dalam bahasa Inggris, namun, ada juga mahasiswa tertentu yang tidak pernah melatih berbicara bahasa Inggris. Masalah-masalah yang dihadapi mahasiswa dalam berbicara bahasa Inggris seringkali disebabkan oleh factor kepribadian, yaitu mahasiswa malu dan takut untuk berbicara, metode mengajar guru yang kurang efektif dalam pembelajaran, dan tidak adanya lingkungan yang memaksa mahasiswa untuk berbicara dalam bahasa Inggris. Untuk mengatasi masalah-masalah tersebut guru diharapkan mampu menerapkan metode yang bervariasi dalam pembelajaran berbicara, memotivasi mahasiswa untuk lebih memperhatikan isi pembicaraan saat mereka menyampaikan pendapat, dan mendorong mahasiswa untuk terus melatih berbicara dalam bahasa Inggris di setiap kesempatan
The EFL Students’ Critical Reading Skills Across Cognitive Styles Par, Leonardus
JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 1 (2018): JEELS May 2018
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v5i1.541

Abstract

This study aims to explore the difference between the field independent (FI) and field dependent (FD) learners in the area of EFL critical reading skills. To this end, 60 undergraduate EFL students who had taken and passed the Critical Reading course involved as the subjects. The Group Embedded Figure Test (GEFT) was administered to classify the students’ cognitive styles into FI and FD groups. Furthermore, to measure the students’ critical reading skills, the critical reading comprehension test (CRCT) in the form of multiple choice questions was developed and administered. The test items were focused on assessing students’ analytical and inferential skills of reading texts, specifically on determining the main idea, the purpose, the tone, making an inference and taking conclusion. The findings indicate that there is a statistically significant difference in the critical reading skills between FI and FD students. More specifically, the differences are in determining the main idea, determining the purpose, making an inference, and taking the conclusion of the texts in the CRCT. Pedagogically, selecting appropriate reading texts to be used in Critical Reading course practice for developing the students’ critical reading skills will be beneficial for both of FI and FD students.
PENGUATAN LITERASI AI BAGI DOSEN DAN GURU PAMONG MELALUI WORKSHOP CODING TERSTRUKTUR Tamur, Maximus; Jem, Yosefina Helenora; Supardi, Kanisius; Par, Leonardus; Jamun, Yohannes Marryono; Hawi, Fransiskus M.
JMM (Jurnal Masyarakat Mandiri) Vol 10, No 1 (2026): Februari
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v10i1.36750

Abstract

Abstrak: Perkembangan kecerdasan buatan (Artificial Intelligence/AI) mendorong transformasi peran dosen dan guru pamong dalam pendidikan profesi guru. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan literasi digital, kemampuan koding dasar AI, dan mindset inovatif melalui Workshop Coding AI bagi 56 dosen dan guru pamong di Universitas Katolik Santu Paulus Ruteng. Metode pelaksanaan menggunakan pendekatan partisipatif berbasis proyek melalui tiga tahap, yaitu pendalaman konsep dasar AI dan logika pemrograman, praktik koding AI berbantuan assistant, serta refleksi pedagogis integrasi AI dalam pembelajaran PPG. Evaluasi dilakukan menggunakan angket dan wawancara pasca kegiatan. Hasil menunjukkan capaian yang sangat baik, dengan 85% peserta berada pada kategori tinggi dalam literasi digital, 83% mengalami peningkatan kemampuan koding dasar AI, dan 86% menunjukkan penguatan mindset inovatif. Peningkatan tersebut tercermin dalam pemahaman konsep AI, pemanfaatan teknologi digital pembelajaran, serta kesiapan mengintegrasikan AI secara kontekstual dan reflektif. Secara keseluruhan, workshop ini berdampak positif dalam meningkatkan kompetensi digital dosen dan guru pamong serta memperkuat ekosistem pembelajar yang adaptif dan inovatif di lingkungan PPG FKIP Unika Santu Paulus Ruteng.Abstract: The rapid advancement of Artificial Intelligence (AI) technology has transformed paradigms in education, particularly the roles of lecturers and mentor teachers as key agents in the Professional Teacher Education (PPG) program. This community service program aimed to develop AI literacy and foundational coding competencies through an AI Coding Workshop involving 56 participants consisting of lecturers and mentor teachers at Saint Paul Catholic University of Ruteng. The program employed a participatory, project-based learning approach through three main stages: (1) conceptual exploration of AI and programming logic, (2) hands-on practice in developing simple AI-assisted coding models, and (3) pedagogical reflection on integrating AI into PPG learning and assessment. The results indicated a significant improvement in participants’ understanding of AI concepts, skills in applying AI-based coding tools, and pedagogical awareness of utilizing AI for learning innovation and supervision. This activity not only strengthened participants’ digital competence but also fostered a transformative mindset—from being mere examiners to becoming learning innovators empowered by artificial intelligence. The program serves as a model for enhancing the capacity of lecturers and mentor teachers to face the ongoing digital transformation in education.
Co-Authors Guna, Stanislaus Gunas, Tobias Hawi, Fransiskus M. Jamun, Yohannes Marryono Jem, Yosefina Helenora Jemadi, Fransiskus Juita Ekalia, Yulian Kanisius Supardi Menggo, Sebastianus Muardi, Antonius Nabung, Adrianus Sada, Maria Ayentasia Sennen, Eliterius Tamur, Maximus Zephisius Rudiyanto Eso Ntelok