Articles
<![CDATA[Integrating 21st-century skills in English material development: What do college students really need? ]]>
<![CDATA[Menggo, Sebastianus]]>;
<![CDATA[Ndiung, Sabina]]>;
<![CDATA[Midun, Hendrikus]]>
<![CDATA[ Englisia Journal Vol 9 No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/ej.v9i2.10889
<![CDATA[The 21st-century education emphasizes a number of indicators that teachers, students, parents, and other education stakeholders should completely understand. English teachers should be encouraged to be able to integrate the intended 21st-century competency indicators into instructional materials that are preceded by a needs analysis stage. Needs analysis is crucial in designing English materials as it serves as a valuable tool for practitioners to create English materials aligned with students' target and learning needs. As a consequence, needs analysis is seen as a necessary component of the teaching practice. The purposes of this study are to examine and reveal the numerous types of students' target needs and learning needs for English material development. This study examined two English lecturers and 206 students enrolled in the primary education department. The data collection instrument was a questionnaire and the data were analyzed using a software program, namely an excel chart data series. Findings indicated that the students' target needs included necessities, lacks, and wants, whereas learning needs included input, procedure, setting, learner's role, and lecturer's role in the teaching-learning process. Students' target and learning needs emphasized the importance of developing English materials that boosted 21st-century education skills. English materials should be adjusted to meet the needs of students' future careers, with a particular emphasis on the eleven sub-skills of 21st-century education.]]>
<![CDATA[Project-based learning: Does it improve students’ ICT literacy skills and English learning autonomy? ]]>
<![CDATA[Menggo, Sebastianus]]>;
<![CDATA[Ndiung, Sabina]]>
<![CDATA[ Englisia Journal Vol 12 No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/ej.v12i1.23436
<![CDATA[This study aims to investigate and disclose the integration of project-based learning in promoting high school students' ICT literacy and English learning autonomy in Ruteng, Indonesia. This study surveyed 595 students from six senior high schools in Ruteng City. The questionnaire and interview served as the primary instruments for data collection, followed by quantitative and qualitative examination of the results using Jeffreys' Amazing Statistics Program. The results of the study indicate that the level of ICT literacy among the students falls in the medium category (3.5), and English learning autonomy was included in the medium category (3.32). Sixteen statements of ICT literacy competence indicated the category of ICT literacy competence, while ten items indicated English learning autonomy. In addition, five factors challenged the respondents' achievement of ICT literacy, namely, lack of enthusiasm and initiative of students regarding digital media literacy (61.59%), lack of cost of purchasing Internet data packages (71.20%), insufficient time allocated for using specific English learning software (59.48%), unstable Internet network connectivity (58.27%), and lack of available ICT infrastructure in schools (58.33%). Various issues hinder the level at which students could acquire ICT skills, and stakeholders are encouraged to address or overcome these obstacles.]]>
<![CDATA[Edukasi pencegahan penggunaan leksikon perundungan berbasis kearifan lokal budaya Manggarai ]]>
<![CDATA[Ndiung, Sabina]]>;
<![CDATA[Ansi, Robertus]]>;
<![CDATA[Eleonora Puruina, Wotan]]>;
<![CDATA[Jehadin, Virgorius]]>
<![CDATA[ Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Vol 6 No 1 (2023) ]]>
Publisher : <![CDATA[University of Islam Malang ]]>
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DOI: 10.33474/jipemas.v6i1.19436
<![CDATA[Riset ini dilatarbelakangi oleh maraknya tindakan bullying dikalangan pelajar tidak terkecuali pada siswa sekolah dasar. Adapun jenis bullying yang sering dilakukan oleh siswa yaitu bullying fisik, psikis, dan cyberbullying. Tujuan riset ini untuk menjelaskan dampak bullying terhadap perilaku siswa sebagai upaya mencegah bullying baik dilingkungan sekolah maupun masyarakat. Riset pengabdian ini dilaksanakan dengan melibatkan 50 siswa pada tiga SD di Kabupaten Manggarai yaitu SDI Watu Weri, SDN Golo Welu 2 dan SDI Mahima Reo. Metode yang diterapkan yaitu Asset-Based Community Development (ABCD), yaitu (1) asset reinventing melalui observasi dan FGD; (2) Designing (merancang jenis kegiatan); (3) Communicating (sosialisasi kegiatan kepada calon penerima manfaat); (4) Implementing (pelaksanaan kegiatan dalam bentuk ceramah dan tanya jawab); dan (5) Evaluating (evaluasi kegiatan). Hasilnya menunjukkan bahwa melalui edukasi pencegahan perundungan dengan pendekatan budaya lonto léok (demokrasi terpimpin) siswa memahami dampak dari tindakan bullying baik secara verbal, fisik, maupun psikis. Selain itu, dihasilkan kamus saku dwibahasa (Manggarai-Indonesia) sebagai pengingat dan ruang refleksi pencegahan penggunaan berbagai leksikon perundungan dalam interaksi keseharian antara guru, siswa dan orang tua. Oleh karena itu, kegiatan pelatihan ini merupakan keniscayaan mengingat banyak leksikon yang digunakan guru dan siswa yang perlu dihindari untuk menciptakan kedamaian dan keharmonisan dalam berelasi dalam rangka memuliakan sesama.]]>
<![CDATA[Can Picture Dictionaries Unlock Vocabulary Mastery? Unveiling Insights Through Quasi-Experimental Research ]]>
<![CDATA[Menggo, Sebastianus]]>;
<![CDATA[Amul, Armina]]>;
<![CDATA[Ndiung, Sabina]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024 ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v8i1.25334
<![CDATA[The current study assessed the effectiveness of employing a Picture Dictionary to enhance the vocabulary acquisition of junior high school learners. A significant improvement in vocabulary comprehension was found to have been correlated with learners taking advantage of a visual dictionary compared to those who did not use such a resource. This idea points out that visual dictionaries could be a good option for students to enhance their vocabulary acquisition efforts. This research used a quasi-experimental design and the test as the research instrument to determine the students' vocabulary mastery. In this research, the test is the research instrument to determine the student's vocabulary mastery. This research has been conducted on seventh-grade students in the academic year 2022-2023 with a total sample of sixty respondents. A random sampling technique was employed to determine the group of respondents. The experimental and control groups' average scores differ, as determined by the data analysis. By comparison, the control group attained an average score of 61.7, but the group participating in the experiment attained a mean score 80. The average scores indicate that the group participating in the experiment achieved a mean score greater than the control class.]]>
<![CDATA[Using Project-Based Learning to Foster Mathematics Creative Thinking and Problem-Solving Skills of Elementary School Students ]]>
<![CDATA[Ndiung, Sabina]]>;
<![CDATA[Menggo, Sebastianus]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[Using Project-Based Learning to Foster Mathematics Creative Thinking and Problem-Solving Skills of Elementary School Students. Objectives: This research aims to describe creative thinking skills and mathematical problem-solving abilities by implementing the Project-Based Learning model. Methods: This research used a quasi-experimental approach with a posttest-only control group design. The research was conducted at the Mano I of Catholic Elementary School during the odd semester of the 2023/2024 academic year. The research sample involved 53 fifth-grade students selected using random sampling techniques. The data collection instrument employs a descriptive test consisting of five questions each to assess creative thinking skills and problem-solving abilities. These instruments have undergone testing and have demonstrated reliability coefficients of 0.84 and 0.81, within the high category. The data collection method used in this research uses a test technique on fraction material, which consists of 10 questions with details of 5 creative thinking skills test items and 5 problem-solving ability test items. The instruments in this research are test questions, divided into creative thinking skills tests and problem-solving ability tests, each of which uses high-level thinking indicators, classified into C4 and C5 questions. The rubric for assessing creative thinking skills and problem-solving abilities is used in this research as a basis for consideration when assigning grades. The data analysis employed the Multivariate Analysis of Variance (MANOVA) test technique using the Statistical Package for Social Sciences (SPSS) version 23.0 program for Windows. Before this, several assumption tests were conducted, including tests for normality of data distribution, homogeneity of variances, and multicollinearity. Findings: Simultaneously, students taught utilizing project-based learning demonstrate higher creative thinking and problem-solving skills than those taught using conventional methods. The PjBL model significantly impacts elementary school students' creative thinking and mathematics problem-solving skills. Conclusion: The PjBL approach is an acceptable choice for educators to foster creativity. Keywords: creative thinking skills, problem solving mathematics, project-based learning.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202453]]>
<![CDATA[Problem-based learning analysis in strengthening college students’ interpersonal communication skill ]]>
<![CDATA[Ndiung, Sabina]]>;
<![CDATA[Menggo, Sebastianus]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 18, No 4: November 2024 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v18i4.21219
<![CDATA[This study seeks to analyse the incorporation of problem-based learning (PBL) in strengthening students' interpersonal communication skills, as well as the level of proficiency of students' interpersonal communication skills and the obstacles they face in acquiring them. This study was a crosssectional survey conducted in May 2023 with 315 college students enrolled in six English Study Programs at six universities in three Indonesian provinces. The questionnaires and interviews were used for recording data, which was then analysed using Jeffreys's amazing statistics program (JASP). Based on the data collected, it can be shown that the interpersonal communication profiles of 315 participants can be classified as falling within the medium category (average score=3.26). The primary challenge encountered by participants in developing their interpersonal communication skills is attributed to difficulties arising from the accent of their conversation partner, as indicated by a mean score of 4.6. The result mandates that educators provide an appropriate and effective learning method. PBL is an effective alternative as its principles, syntax, implementation stages, orientation, and benefits are capable of helping students overcome interpersonal communication challenges. PBL model is intended to provide students with the skills needed for problem-solving, increasing logical thinking, collaboration, and communication.]]>
<![CDATA[Exploring Challenges and Solutions in Tourism Village Management in the Manggarai Region, NTT: Mengeksplorasi Tantangan dan Solusi dalam Pengelolaan Desa Wisata di Wilayah Manggarai, NTT ]]>
<![CDATA[Ndiung, Sabina]]>;
<![CDATA[Sutam, Inosensius]]>;
<![CDATA[Menggo, Sebastianus]]>
<![CDATA[ Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 8 No. 3 (2024): Dinamisia: Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/dinamisia.v8i3.18798
<![CDATA[Objects in tourism villages are valuable resources which government villages can employ to improve the prosperity of rural communities throughout Indonesia. Using these assets is an essential component of managing a tourist destination. The level of service provided to tourists is determined by how successfully the management performs their responsibilities. This Community Service explores the challenges that arise when developing eight tourist villages in the Manggarai district of West Flores, Indonesia. This Community Service is expected to address numerous problems in the management of eight tourist villages by involving 93 tourism stakeholders. This Community Service activity was carried out in eight villages during two months (November – December 2023). Data collection in this service through questionnaires, observations and interviews, then data was analyzed descriptive-quantitatively. The results show that eight villages have a number of obstacles, such as unavailability of tourist information centers in tourist villages (86%), English language communication (82.8%), rabid animals or other infectious agents at tourist locations (82.8%), infrastructure (78 .5%), environmental sustainability (77.4%), followed by hygiene and health issues (71%). The West Flores tourism community has a lot of potential, but it will only come true if it has been prepared for and the right steps are taken immediately.]]>
<![CDATA[The Effect of Cabri Express in Geometry Learning on Students' Mathematical Communication Ability ]]>
<![CDATA[Tamur, Maximus]]>;
<![CDATA[Weinhandl, Robert]]>;
<![CDATA[Sennen, Eliterius]]>;
<![CDATA[Ndiung, Sabina]]>;
<![CDATA[Nurjaman, Adi]]>
<![CDATA[ JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 6, No 4 (2022): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jtam.v6i4.10865
<![CDATA[Cabri is characterized by an attractive advantage and provides wide-ranging benefits in the teaching of mathematics. Although today there have been many studies on the edges of Cabri, experiments on Cabri-Express have not been widely explored. For this reason, a quasi-experimental study with a randomized posttest only design involving 80 grade VII junior high school students in Ruteng, Indonesia, was conducted to analyze the effect of Cabri-Express in learning geometry on students' overall mathematical communication ability (MCA) and based on students' initial mathematical abilities. The results of the MCA test are the research data, which consists of 5 questions that are then analyzed by t-test and preceded by conducting an analysis prerequisite test. The Hedges equation describes how much influence the Cabri-Express model has on students' MCA. The results showed that the overall MCA of students who were taught using the help of an Cabri-Express was better than students who were taught using the conventional model. From the Hedges equation, an effect size of 1.23 is obtained, indicating that the use of Cabri-Expresses strongly affects students' MCA. These results interpret that students who are ranked 13th in the experimental class are equivalent to those who are ranked 5th in the control class. By clarifying the effect of Cabri-Express on students' MCA, this study recommends the need to use Cabri-Express in mathematics classes. The analysis results can also help researchers explore other material in a relatable context.]]>
<![CDATA[Assessing the Pedagogical Impact toward Interactive Game-Based Instruction on Improving Elementary Students’ Integer Learning Concepts ]]>
<![CDATA[Ndiung, Sabina]]>;
<![CDATA[Kabut, Lazarus]]>;
<![CDATA[Sennen, Eliterius]]>;
<![CDATA[Menggo, Sebastianus]]>
<![CDATA[ Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/misro.v4i4.829
<![CDATA[This study aims to describe the effectiveness of implementing a game method in learning integers. This study employs a quasi-experimental design with a posttest-only control group. The sampling technique was random, and the class equivalence test employed a one-way ANOVA. Sampling used a cluster random sampling technique. The data collection technique employed a test method consisting of essay questions in the high-level thinking category. These questions were found to be valid, with a reliability coefficient of 0.75, which falls in the high category. The data analysis employed an independent t-test at a significance level of 0.05, preceded by a prerequisite test of data normality and homogeneity of variance. The results of the study showed that the application of the interactive game method can improve learning outcomes in integer arithmetic operations, which is also indicated by: (1) students are enthusiastic and involved in following the lesson. (2) active student participation increases, (3) learning is more meaningful, and (4) building very positive team collaboration.]]>
<![CDATA[Sejauh Mana Perbedaan Kemampuan Matematis yang diukur Memoderasi Efektivitas Pendekatan Ralistic Mathematics Education: Studi Meta-Analisis ]]>
<![CDATA[Tamur, Maximus]]>;
<![CDATA[Ndiung, Sabina]]>;
<![CDATA[Nurjaman, Adi]]>;
<![CDATA[Pereira, Jerito]]>
<![CDATA[ Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 7 No 1 (2021): Jurnal Math Educator Nusantara ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jmen.v7i1.15736
<![CDATA[Evidence-based research on the effect of Realistic Mathematical Education (RME) has been conducted. However, whether differences in the measured variables alter the studies' effect sizes have not been explored. To fill this gap, it is necessary to conduct a meta-analysis study that can summarize the evidence for the effect of RME and analyze how the differences in the measured variables are associated with the effect size (ES) of the study. The research sample is an individual study of the effect of RME on various mathematical abilities identified from the ERIC database, the Scopus database, and Google Scholar. Based on the inclusion requirements, 54 independent samples from 38 individual studies were included in the analysis with a total of 6140 students included. The estimation method uses a random-effect model, and the Comprehensive Meta-Analysis (CMA) software is used as a data processing tool. The results of the analysis showed that the ES of the study was 0.97. This shows that overall, the use of RME has a significant effect on students' mathematical abilities. The moderator analysis results explain that the differences in the measured variables moderate the implementation of RME. These findings contribute to the implementation of RME in classrooms and the further development of RME by considering the categories of abilities being measured.]]>
