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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching ELLITE: Journal of English Language, Literature, and Teaching Indonesian Journal of Educational Science (IJES) Journal of English Education and Teaching (JEET) Jurnal Pengabdian kepada Masyarakat Nusantara Jurnal Media Informatika New Language Dimensions Pubmedia Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Non formal Jurnal Inovasi Penelitian Ilmu Pendidikan Indonesia Studies in Social Sciences and Humanities
Mufaridah, Fitrotul
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Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Penguatan Literasi Digital Guru Untuk Pengembangan Pembelajaran Berdiferensiasi Mufaridah, Fitrotul; Yono, Topo; Nurnasron Aziza , Siti; Aabid, Moh. Fathoni
Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 5 No. 2 (2024): Jurnal Pengabdian kepada Masyarakat Nusantara (JPkMN)
Publisher : Lembaga Dongan Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55338/jpkmn.v5i2.3080

Abstract

Pembelajaran diferensiasi merupakan implikasi dari pembelajaran humanistic yang menjadikan murid lebih terfasilitasi dalam proses belajar sesuai dengan potensi dan kebutuhannya. Kenyataan di lapangan terutama di desa Cakru, masih banyak guru yang belum memperhatikan aspek diferensiasi pada murid dan mengintegrasikan teknologi yang variatif sesuai dengan kebutuhan muridnya pada pembelajaran yang dijalankan. Untuk itulah pengabdian ini dilakukan untuk penguatan kompetensi digital dan kreatifitas guru dalam pemanfaatan Teknologi, Informasi, dan Komunikasi pada pembelajaran berdiferensiasi.  Hasil pengabdian ini bisa memberikan kontribusi konkrit terhadap proses memajukan desa dalam bidang penguatan sumderdaya manusia dan juga kualitas proses pendidikan di desa cakru Kecamatan Kencong, khususnya dalam hal penguatan literasi digital guru dalam implementasi pembelajaran berdiferensiasi. Hasil pelaksanaan pengabdian ini bisa mendorong kesadaran dan motivasi guru dalam meningkatkan literasi digitalnya dalam menerapkan pembelajaran berdiferensiasi. Hasil pengabdian ini penting untuk menjadikan para guru peserta worksop sebagai rujukan atau contoh bagi guru-guru  dan sekolah lain di sekitarnya dalam hal literasi digital untuk pembelajaran berdiferensiasi sehingga bisa mewujudkan guru abad 21 yang kompeten dan siap bersaing.
The Effect Of Using K-W-L Teaching Method On Reading Comprehension In Descriptive Text Rokhim, Fatkhur; Laeli, Anita Fatimatul; Mufaridah, Fitrotul
SS&H: Studies in Social Sciences and Humanities Vol 1 No 2 (2024): SS&H: Studies in Social Sciences and Humanities
Publisher : Empat Sembilan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63232/ssh.v1i2.27

Abstract

For L2 teachers to enhance their students' L2 reading abilities, they must take into account an appropriate teaching approach that can impact reading accomplishment in a second language (L2) and solve students’ problem in learning foreign language. In learning reading skill, several Indonesian students have their own difficulties such as challenging vocabulary, understanding sentences, accurately reading words or sentences, and so forth. Those problems make Indonesian language learner feel frustrated and give up in learning language, on top of that, the conventional teaching method also can’t boost their interest to learn English language. However, A lot of studies had conducted to investigate the various of teaching method particularly K-W-L teaching method that has an impact on reading comprehension. Further, K-W-L method has a lot of advantage when it is implemented in learning language it’s like encourage student reading interest and reading comprehension. The current study fills this gap by investigating the effectiveness K-W-L method in improving learning achievement in terms of reading comprehension. The fundamental claim of this research is that the K-W-L method of instruction may have an effect on students' ability to understand what they read and retain information in a descriptive text. Thirty-three junior high school students completed reading exams (pre-test and post-test) using two different forms of descriptive but they were divided into two classes to find the difference in reading abilities of students who were treated using K-W-L method and students who were not. The effect of K-W-L as a teaching strategy on students' reading comprehension will be assessed by comparing the outcomes of the two assessments. According to test scores, there were disparities in EFL reading comprehension, as revealed by the statistical analysis, suggesting that this teaching strategy is important in determining the reading accomplishment of EFL students. These findings offer valuable information about how the K-W-L method may be structured and put into practice to help L2 learners improve their L2 reading proficiency and students' engagement. The paper concludes with a few recommendations for additional research in the K–W–L domains, including L2 reading and L2 teaching methods.
EFFECTS OF MULTIMODAL LITERACY ON INTRINSIC AND EXTRINSIC MOTIVATION AMONG STUDENTS FROM PERIPHERAL AREAS Lestari, Jesinta Dwi; Mufaridah, Fitrotul; Fadlillah, Anam
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v1i1.12284

Abstract

Addressing low student engagement is critical, particularly in peripheral schools serving low socioeconomic status (SES) populations. This study aims to investigate the effect of multimodal literacy on students' motivation to learn English in a school with a low socioeconomic background. Using a mixed-methods strategy with a quasi-experiment pre-post design, 39 students participated in learning with multimodal literacy in three weeks of interventions. Students' motivation was measured before and after the intervention using a questionnaire adapted from the Attitude/Motivation Test Battery (AMTB). Results of the t-test showed a slight: 0.176 in intrinsic and -.956 in extrinsic. Intrinsic motivation showed no significant difference, and extrinsic motivation saw a statistically non-significant increase. Qualitative observations showed off-task behavior, low self-regulation, or inconsistent engagement. The extrinsic factors, multimodality and socioeconomic background, influenced students’ motivation simultaneously. This study concludes that short-term interventions using multimodal media have not been able to sustainably effect motivation. This non-significant effect emphasizes the importance of long-term strategies and family involvement as the necessary next steps for practitioners and policymakers in peripheral areas to capture the more stable impact of multimodality on students' internal and external motivation. 
Co-Authors Aabid, Moh. Fathoni Adkia, Vania Klaresta Arifiatun, Arifiatun A’isy, Qonita Djamdjuri, Dewi Suriyani Fadlillah, Anam Fiska Puspa Arinda Gatot, Masitowati Kurniawati, Rizki Laeli, Anita Fatimatul Lestari, Jesinta Dwi Lutfiyah, Siti Mursyid, Ahmad Nur Annisa Nurkamilah, Nurkamilah Nurnasron Aziza , Siti Oktarini, Widya Pratama, Muhamad Ilsan Rahmanawati, Festa Yumpi Rahmi Alendra Yusiyaka Rokhim, Fatkhur Sahril, Mohamad Suharto Suharto Topo Yono