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Prasetya, Rizky Eka

Universitas Budi Luhur

Author-ID : 1869403

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Sosialisasi Literasi Digital Melalui Pengenalan Teknologi Baru Untuk Menghindari Penyebaran Hoaks di Ruang Publik Terpadu Ramah Anak Mangga Ulir Jakarta Selatan Rizky Eka Prasetya; Hakam Ali Niazi; Rinny Meidiyustiani; Retno Fuji Oktaviani; Syaiful Anwar
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 8 No. 3 (2023): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v8i3.1305

Penyebaran hoax adalah permasalahan serius di era digital saat ini, merugikan masyarakat karena kurangnya literasi digital. RPTRA Mangga Ulir bisa jadi tempat ideal untuk program literasi digital anak-anak, remaja, dan orang tua. Kurang pemahaman dan kemampuan verifikasi informasi dapat menyebabkan penyebaran hoax yang merugikan. Kesadaran dan edukasi adalah solusi dengan metode penyuluhan. Tujuannya adalah meningkatkan pemahaman masyarakat, khususnya anak-anak, tentang literasi digital, bahaya hoax, dan teknologi verifikasi informasi. Hasilnya adalah peningkatan literasi digital di RPTRA Mangga Ulir, dengan peserta yang lebih paham teknologi, mampu menghindari hoax, dan memahami pentingnya verifikasi informasi. RPTRA Mangga Ulir menciptakan lingkungan mendukung literasi digital, membantu masyarakat menjadi lebih waspada terhadap penyebaran hoax, dan memperoleh keterampilan penting di era digital. Socialization of Digital Literacy Through the Introduction of New Technology to Avoid the Spread of Hoaxes in Child Friendly Integrated Public Space in South Jakarta The spread of hoaxes is a serious problem in the current digital era, harming society due to a lack of digital literacy. RPTRA Mangga Ulir could be an ideal place for digital literacy programs for children, teenagers and parents. Lack of understanding and ability to verify information can cause the spread of detrimental hoaxes. Awareness and education are solutions with the extension method. The aim is to increase public understanding, especially children, about digital literacy, the dangers of hoaxes, and information verification technology. The result is increased digital literacy at the Mangga Ulir RPTRA, with participants who are more technologically savvy, able to avoid hoaxes, and understand the importance of information verification. RPTRA Mangga Ulir creates an environment that supports digital literacy, helps people become more aware of the spread of hoaxes, and acquires important skills in the digital era.

Assessment and Feedback to Enhance Online English Language Learning Rizky Eka Prasetya; Achmad Syarif
Metathesis: Journal of English Language, Literature, and Teaching Vol. 6 No. 1 (2022): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v6i1.185

The COVID-19 pandemic has promoted online learning-teaching on a large scale. During the pandemic, English language learners could not complete their learning in the traditional class. To maintain learners learning, most universities have adopted online teaching. Assessment and feedback are critical components of instructional scaffolding, particularly in the online learning environment. These components highlight how English language learners can aid in accomplishing learning objectives and developing self-regulated experiences. This study aimed to explore the design of assessment and feedback of online teaching activities and online teaching processes adopted by English lecturers during the pandemic. The ethnographic case study design is the framework to outline qualitative research. This thematic approach confirms the qualitative researcher’s active participation in identifying assessment and feedback patterns in enhancing English language learners. Given the complexity of assessing and feedback, the study discovered that assessing and feedback could enhance learning English in online situations. These are included the specification of 15 characterizations of the assessment aspect, 15 recommendation elements for conducting the online assessment, and 10 practical online feedback features. The description assessment and feedback remain inextricably and undeniably connected. Online feedback means to be the English lecturers’ reaction to an English learner’s performance.

Microsoft Team-Reading Progress Feature Overcome Foreign Language Speaking Anxiety Rizky Eka Prasetya
Loquen Vol 17 No 1 (2024): January-June
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v17i1.7360

The study’s primary goal is to determine whether Microsoft Teams Reading Progress can reduce Foreign Language Speaking Anxiety in the virtual classroom. This study employed a sequential explanatory mixed-methods strategy to gather quantitative data and explain it using qualitative data. The study included 243 International Relations majors in Political Sciences. Results showed that participants’ EFL speaking anxiety decreased significantly after engaging in the Microsoft Teams Reading Progress. The quantitative findings showed that the EFL students need Microsoft Team-Reading Progress Feature to accommodate and assist their English-speaking anxiety. 53.48 % of respondents established that their anxiety decreased while practicing English speaking on the platform. The qualitative result showed that primary Reading Progress features successfully overcame the FLSA. The effect of individual variations may have been balanced by technological aid in the English foreign learners’ Foreign Speaking Anxiety scale. The results indicated that the Artificial Intelligence-generated instructional feedback lowered the FLSA of the participants. Nevertheless, the findings also highlighted the irreplaceable importance of instructors as facilitators and the possibilities of adopting Virtual reality (VR) in teaching foreign language learners, especially speaking competencies

Competency-based English language teaching through Microsoft teams: A framework for adaptation and integration Prasetya, Rizky Eka
English Learning Innovation Vol. 5 No. 2 (2024): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v5i2.33323

This paper addresses the challenge of implementing Competency-Based English Language Teaching (CBELT) within the digital realm, specifically through the utilization of the Microsoft Teams platform. The methodology employed Mix-method with incorporating exploratory sequential design. Qualitative data from the interviews will be analyzed using thematic analysis to identify recurring patterns, themes, and key considerations for implementing CBELT in Microsoft Teams. Surveys assessed pedagogical and technical efficacy in descriptive statistics and correlation analysis in the quantitative phase. The finding of the research exposed that Educators emphasized leveraging Microsoft Teams' features like chat, video conferencing, and file sharing to deliver CBE content effectively. With a mean score of 4.49, most respondents were satisfied with CBE integration with Microsoft Teams. This suggests the platform's CBE integration is well-received. Respondents reported a mean score of 6.23 for language proficiency development with Microsoft Teams CBE. Microsoft Teams is simple to use, according to respondents, with a mean score of 6.62. A moderate positive association exists between project-based learning intensity and competence development results (r = 0.664, p < 0.05). This shows that increasing project-based learning intensity improves student proficiency. A moderate positive association exists between integrating collaborative activities and engagement indicators (r = 0.657, p < 0.05). This suggests that Microsoft Teams collaborative activities boost student engagement during Competency-Based English Language Teaching (CBELT). Project-based learning, collaborative activities, and customised teaching help CBE succeed. These tactics allow students to actively learn, contribute, and get individualised teaching.

ENGLISH EDUCATIONAL MOODLE-BASED ENVIRONMENT ON ACTUALIZING PERSONALIZATION VIRTUAL COURSE Prasetya, Rizky Eka; Nugraha, Novanda Alim Setya
Premise: Journal of English Education and Applied Linguistics Vol 11, No 2 (2022): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v11i2.4911

The study aims to explore, analyze, and determine the possibility of Moodle platform accommodating English learning personalization. The study applied a convergent parallel design mixed-method and was concerned with a quantitative survey and qualitative case study (deductive approach). The findings indicated and determined the personalization of English learning Moodle-based, and those elements included adjustable material and mechanism, concentrated instruction, component-based decisions, and English language learner observation. The adaptability Moodle system accommodated the personalization approach in learning English Moodle-based. The feature involved is isk, file, folder, IMS Content Package, Label, Page, URL (Resources) and Choice, Database, Feedback, Forum, Glossary, Lesson, (LTI) External tool, Quiz, SCORM, Wiki, Workshop (Activities). According to the findings, the Moodle environment became a relevant system to accommodate English pedagogy with a personalization approach. Online learning personalization choices range from simple settings to applications and Moodle capabilities to offer intelligent assistance. This scenario includes modifying developed on interactivity and communication Moodle settings

Pengukuran Kemampuan Bahasa Inggris Bagi Sekretaris Profesional: Evaluasi Penerapan TOEIC Fitriani, Nurul; Prasetya, Rizky Eka
Jurnal Serasi Vol 21, No 1 (2023): Vol 21, No 1 (2023)
Publisher : Universitas Budi Luhur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36080/js.v21i1.2487

Kemahiran bahasa Inggris menjadi kualifikasi penting bagi sekretaris profesional dalam berkomunikasi dengan efektif di lingkungan bisnis internasional. Test of English for International Communication (TOEIC) sering digunakan sebagai alat penilaian untuk mengukur kemahiran bahasa Inggris para sekretaris profesional. Penelitian ini bertujuan untuk mengevaluasi penilaian TOEIC dalam mengukur kemahiran bahasa Inggris bagi sekretaris profesional. Penelitian ini akan menginvestigasi perbedaan skor TOEIC antara sekretaris profesional dengan tingkat pengalaman yang berbeda, dan sejauh mana skor TOEIC mencerminkan keterampilan bahasa spesifik yang dibutuhkan oleh sekretaris profesional. Penelitian ini akan menggunakan pendekatan campuran (mixed-methods) dengan pengumpulan data kuantitatif dan kualitatif. Data kuantitatif akan diperoleh dengan mengumpulkan skor TOEIC dari sekretaris profesional dengan tingkat pengalaman yang berbeda, dan analisis statistik akan digunakan untuk mengevaluasi perbedaan signifikan dalam skor TOEIC antara kelompok-kelompok tersebut. Data kualitatif akan diperoleh melalui wawancara dengan sekretaris profesional dan pengajar bahasa untuk mendapatkan persepsi mereka terkait relevansi dan kecocokan penilaian TOEIC dalam menilai kemahiran bahasa Inggris. Berdasarkan hasil penelitian, adanya perbedaan signifikan dalam skor TOEIC antara sekretaris profesional dengan tingkat pengalaman yang berbeda. Selain itu, skor TOEIC mencerminkan keterampilan bahasa spesifik yang diperlukan oleh sekretaris profesional dan menggambarkan persepsi sekretaris profesional dan pengajar bahasa terkait relevansi dan kecocokan penilaian TOEIC dalam menilai kemahiran bahasa Inggris. Hasil penelitian ini dapat memberikan wawasan yang berguna bagi organisasi dan pemberi kerja dalam memilih dan menggunakan penilaian yang sesuai untuk menilai kemampuan bahasa Inggris sekretaris profesional.

Unreadiness in the Student-Centered English Language Learning Context in the Age of Online Learning Prasetya, Rizky Eka
Jetlal Vol 8 No 2 (2024)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v8i2.6242

As online learning gains prominence, exploring the challenges and implications of student-centered English language learning in a digital context becomes crucial. This study investigates the experiences of Indonesian students engaging in student-centered English language learning through online platforms. The research aims to identify challenges, assess their impact on language proficiency and learning experiences, propose methods to enhance digital literacy and understand the relationship between digital literacy and readiness for student-centered online learning. The study reveals students' challenges in online student-centered English language learning. These challenges encompass technical issues, limitations in face-to-face interaction, time management constraints, the absence of personalized attention, digital literacy hurdles, and language barriers. Regarding the Digital Literacy challenge, the mean score is 2.73, similar to technical issues, and exhibits a relatively low standard deviation of 0.95. the Limited Personalized Attention challenge yields a mean score of 2.66 and a standard deviation of 1.01, indicating moderate severity and a diversity of perspectives. These challenges encompass technical difficulties, limited digital literacy, and difficulties maintaining self-discipline and motivation. The impacts of these challenges include hindered language proficiency development and diminished overall learning experiences. Better academic performance and overall learning accomplishments were shown to be significantly predicted by active engagement and digital literacy improvement (Beta = 0.432, p 0.001). Effective methods to enhance digital literacy emerge, including tailored online tutorials and interactive learning modules. By unraveling the intricacies of online language learning in a student-centered context, this research contributes to the ongoing dialogue surrounding effective pedagogical strategies in the age of digital education.

English Language Learners’ Attitude and Challenge Utilized M-Learning: Comparison Mobile Application Moodle and Google Classroom Prasetya, Rizky Eka; Syarif, Achmad
ELT Worldwide: Journal of English Language Teaching Vol 10, No 1 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i1.37218

Mobile learning became the alternative device and gadget in the online learning environment. Its implementation enabled English language learners to acquire and archive learning content regardless of their location or environment, ensuring that online learning is relevant. However, compact devices are restricted with various technicality challenges, and English lecturers and learners need their adaptation in university. The study aimed to measure and compare English language learners’ attitudes and challenge toward Moodle and Google Classroom mobile application (app). The study employed a quantitative descriptive approach applied to the survey research design cross-sectional. 149 English language learners were concerned as participants from South Jakarta Universities. The questioner findings revealed that the Google Classroom application had a moderately positive attitude toward mobile phones for language learning and teaching than Moodle Application. These findings suggest that the challenges of both platforms could be minimized by recognizing the comprehensive feature from both applications. The English language learners utilized and adopted to learn and develop their communicative capabilities in the Mobile-Assisted Language Learning (MALL) context. Its platforms could have the alternative device for conducting a comprehensive Learning Management System (LMS) rather than a personal computer or laptop interface. The characteristics of Moodle and Google Classroom mobile applications supported and enhanced both learners’ individual and social aspects of the online learning environment. The comparable parameters displayed Google Classroom application was more compatible with learning media than Moodle application. Nevertheless, the advance and complete feature would be accessed from Moodle application than Google Classroom.

The Micro, Small, and Medium Enterprises (MSMEs) Incubation Centers to Strengthen Local Economies and Foster Entrepreneurship in Kaliabang Tengah Regency Susilowati, Etty; Lestari, Setyani Dwi; Prasetya, Rizky Eka
Pengabdian: Jurnal Abdimas Vol. 2 No. 1 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/abdimas.v2i1.553

Background. Kaliabang Tengah Regency, a region with immense potential and entrepreneurial spirit, has faced persistent challenges hindering the growth of Micro, Small, and Medium Enterprises (MSMEs). Limited access to resources, training, and financing options has thwarted the aspirations of local entrepreneurs. A community service initiative was launched to establish MSME Incubation Centers in response to these challenges. Purpose. The primary purpose of this community service project is to empower local entrepreneurs in Kaliabang Tengah Regency by providing them with the necessary tools, knowledge, and support to start and grow their businesses. Method. The procedure outlined for establishing the Micro, Small, and Medium Enterprises (MSMEs) Incubation Centers in Kaliabang Tengah Regency does indeed utilize guidance and socialization methods as integral components of the process. Results. The incubation centers can lead to a surge in regional entrepreneurial activities. More individuals and groups may be inspired to start their businesses. Existing MSMEs that utilize the resources and support provided by the incubation centers may experience substantial growth. As local MSMEs expand and new businesses emerge, there is a potential for a significant increase in job opportunities within the community. Conclusion. By providing essential resources, fostering innovation, and empowering local businesses, these centers have the potential to catalyze economic growth, job creation, and increased prosperity within the community. Furthermore, the active engagement of stakeholders, robust socialization efforts, and a commitment to monitoring and evaluation will be crucial in ensuring this initiative's long-term success and sustainability. As Kaliabang Tengah Regency moves forward with this endeavor, it stands poised to become a beacon of entrepreneurship and economic resilience.

PELATIHAN PEMBUATAN MATERI PEMBELAJARAN DIGITAL DAN PENGGUNAAN GOOGLE CLASSROOM UNTUK GURU-GURU SMK Prasetya, Rizky Eka; Syarif, Achmad
Jurnal Pengabdian Sosial Vol 1 No 1 (2021): JURNAL PENGABDIAN SOSIAL
Publisher : Universiitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/.v1i1.9830

ABSTRACT The partner of this Community Service activity is SMK Triguna 1956 Jakarta. The problem faced by partners at this time is how to organize teaching and learning activities online effectively and efficiently during the Covid-19 pandemic. There were many teachers of SMK Triguna 1956 Jakarta who were still constrained and had difficulties in organizing teaching and learning activities online using applications based on Information & Communication Technology (ICT). The obstacles faced were how to make effective digital learning materials for students of SMK Triguna 1956 Jakarta and the use of Google Classroom teaching media. Activities carried out in providing solutions to these problems were by providing training to teachers of SMK Triguna 1956 on how to make digital learning materials and the use of Google Classroom teaching media. The method used in this training is a case study of making digital learning materials and creating classes in Google Classroom. As a result of this training, the teachers of SMK Triguna 1956 Jakarta gained additional knowledge in conducting online teaching and learning activities, namely creating digital learning materials and using Google Classroom. Keywords: Learning Materials, Google Classroom, Teaching Media, SMK Teachers, and Online ABSTRAK Mitra dari kegiatan Pengabdian kepada Masyarakat ini adalah SMK Triguna 1956 Jakarta. Permasalahan yang dihadapi mitra saat ini adalah bagaimana menyelenggarakan kegiatan belajar mengajar secara daring (online) saat pandemik Covid-19 secara efektif dan efisien. Banyak didapati guru-guru SMK Triguna 1956 Jakarta yang masih terkendala dan mengalami kesulitan dalam menyelenggarakan kegiatan belajar mengajar secara daring menggunakan aplikasi-aplikasi berbasis Teknologi Informasi & Komunikasi (TIK). Kendala yang dihadapi seperti bagaimana membuat materi pembelajaran digital yang efektif bagi siswa-siswi SMK Triguna 1956 Jakarta dan penggunaan media ajar Google Classroom. Kegiatan yang dilakukan dalam memberikan solusi dari permasalahan tersebut adalah dengan memberikan pelatihan kepada guru-guru SMK Triguna 1956 tentang bagaimana membuat materi pembelajaran digital dan penggunan media ajar Google Classroom. Metode yang digunakan dalam pelatihan ini adalah studi kasus pembuatan materi pembelajaran digital dan pembuatan kelas di Google Classroom. Hasil dari pelatihan ini, guru-guru SMK Triguna 1956 Jakarta mendapatkan tambahan pengetahuan dalam menyelenggarakan kegiatan belajar mengajar secara daring yaitu membuat materi pembelajaran digital dan penggunaan Google Classroom. Kata Kunci: Materi Pembelajaran, Google Classroom, Media Ajar, Guru-Guru SMK, dan Daring

Co-Authors Achmad Syarif Achmad Syarif Agus Sriyanto Alam, Sukma Anindya Putri Pradipta Anwar, Syaiful Didik Hariyadi Raharjo Didik Hariyadi Raharjo Didik Hariyadi Raharjo Elizabeth Elizabeth Etty Susilowati Etty Susilowati Fenti Sofiani Fitriani, Nurul Hakam Ali Niazi Hidayat, Ravindra Safitra Lestari, Setyani Dwi Niazi, Hakam Ali Novanda Alim Setya Nugraha Retno Fuji Oktaviani Rinny Meidiyustiani Saskia Lydiani Setyani Dwi Lestari Suratno, Geri Syaiful Anwar Thoha, M. Nuur Farid Yugi Setyarko Yuwono Yuwono

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