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All Journal Al-Lisan English Review: Journal of English Education JEES (Journal of English Educators Society) Indonesian Journal of Learning and Instruction Indonesian EFL Journal Jurnal SOLMA Edulitics (Education, Literature, and Linguistics) Journal SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JET (Journal of English Teaching) Adi Buana Martabe : Jurnal Pengabdian Kepada Masyarakat British: Jurnal Bahasa dan Sastra Inggris Journal of English Teaching, Literature, and Applied Linguistics Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jendela Pendidikan Al-Lisan: Jurnal Bahasa Edulitics (Education, Literature, and Linguistics) Journal JEELS (Journal of English Education and Linguistics Studies) TELL - US JOURNAL Conscilience: Jurnal Penelitian dan Pengabdian Masyarakat Jurnal Akselerasi Merdeka Belajar dalam Pengabdian Orientasi Masyarakat (Jurnal AMPOEN) Journal International Journal of Teaching and Learning (INJOTEL) REGISTER JOURNAL Jurnal Pendidikan Progresif
Nirwanto Maruf
Universitas Muhammadiyah Gresik
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Journal : Jendela Pendidikan

 1 
Exploring Students’ Perceptions of Small WhatsApp-Based Instruction versus Traditional Group-Driven Reading Methods Nirwanto Maruf
Jurnal Ilmiah Jendela Pendidikan Vol 12 No 1 (2022): Jendela Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan - Universitas Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55129/jp.v12i1.2534

Abstract

This study aimed to investigate the impact of Small WhatsApp-based instruction versus Traditional Group-Driven Reading methods on students’ perceptions of engagement, motivation, and satisfaction. The participants were randomly assigned to the Small WhatsApp group and the traditional group-driven reading group. The results of the questionnaires revealed that the students in the Small WhatsApp group had higher levels of engagement, motivation, and satisfaction with the instruction compared to those in the traditional group-driven reading group. Specifically, the results showed that the students in the Small WhatsApp group reported higher level of engagement, motivation, and satisfaction with an average score respectively of 4.2, 4.1 and 4.3 on a 5-point Likert scale, in contrast, the students in the traditional group-driven reading group reported an average score of 3.6, 3.5 and 3.8 on the engagement, motivation, and satisfaction scale. These results indicate that students who received instruction using Small WhatsApp had more positive perceptions of their instruction in terms of engagement, motivation, and satisfaction. The results of the study suggest that the use of Small WhatsApp can be effective tool for promoting student engagement and motivation in the classroom. Nevertheless, this study suggests for future researches should investigate the use of other forms of technology-assisted instruction in reading instruction.
Students’ Engagement on Teachers’ Online Feedback with Timing in Study-From-Home Through Learning Management System Rahma Amalia Aslam; Khoirul Anwar; Nirwanto Maruf
Jurnal Ilmiah Jendela Pendidikan Vol 12 No 1 (2022): Jendela Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan - Universitas Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to investigate students’ engagement with teachers’ online feedback with timing in studyfrom - home through a Learning Management System (LMS). Data were collected from 38 students of SMA Muhammadiyah 1 Gresik who were chosen as a sample in this study. They filled 14 items in questionnaire of students’ engagement which are divided into 4 dimensions: emotional, behavioral, cognitive, and affective engagement. The results showed an average mean score of 3.71, 3.76, 3.87, and 3.97 respectively for emotional, behavioral, cognitive and affective engagement. The results also showed that students generally had a positive experience with the timing of direct and indirect feedback provide by their teachers, with an average mean score of 3.56 and 3.53 respectively. The results indicate that providing timely online feedback to students through an LMS can have a positive impact on stuents’ engagement and performance. The study also has some limitation, such as being conducted in only one school and in one subject area, thus future research should explore these findings in different contexts and subject areas. The results of this study provide a starting point for further research on the topic and can be used to guide future studies on students’ engagement with online feedback with timing in study-from-home through LMS.
Students’ Engagement on Teachers’ Online Feedback with Timing in Study-From-Home Through Learning Management System Rahma Amalia Aslam; Khoirul Anwar; Nirwanto Maruf
Jendela Pendidikan : Jurnal Ilmiah Keguruan dan Ilmu Pendidikan Vol 12 No 1 (2022): Jendela Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan - Universitas Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55129/jp.v12i1.2850

Abstract

This study aimed to investigate students’ engagement with teachers’ online feedback with timing in studyfrom - home through a Learning Management System (LMS). Data were collected from 38 students of SMA Muhammadiyah 1 Gresik who were chosen as a sample in this study. They filled 14 items in questionnaire of students’ engagement which are divided into 4 dimensions: emotional, behavioral, cognitive, and affective engagement. The results showed an average mean score of 3.71, 3.76, 3.87, and 3.97 respectively for emotional, behavioral, cognitive and affective engagement. The results also showed that students generally had a positive experience with the timing of direct and indirect feedback provide by their teachers, with an average mean score of 3.56 and 3.53 respectively. The results indicate that providing timely online feedback to students through an LMS can have a positive impact on stuents’ engagement and performance. The study also has some limitation, such as being conducted in only one school and in one subject area, thus future research should explore these findings in different contexts and subject areas. The results of this study provide a starting point for further research on the topic and can be used to guide future studies on students’ engagement with online feedback with timing in study-from-home through LMS.
Co-Authors A Maya Rupa Anjeli Adimawati Helingo Ahsanul Masyhud Anisah Rosydiyah Aprilia Tiana, Ella Arifani , Yudhi Aris Purwantoro Bahar - Bahar Bayu Hendro Wicaksono Belintang Yugus N.P Bidzlamira Dita Centrisia Candra Hadi Asmara Dahlia Husain Dwita Laksmita Rachmawati Endarwati Endarwati Eva Desembrianita Fadhilawati, Dian Fariha, Nur Fauziyah, Nur Fitriana, Deva Nur Fitriyatul Ulyah Halyna, Kuchakovska Hardina, Like Trisnawati Ibad, Akhmad Irsadul Indayani, Wahyu Restu Indyra Mahdiana Jumadi Jumadi KHOIRUL ANWAR Khoirul Anwar Khoirul Anwar Khoirul Anwar Khoirul Anwar Kuchakovska, Halyna Kurniawan, Bhagaskoro Ardhianto Kusumo Hadi Santoso Latifa, Salsabila Mansour, Marwa Mujayanah, Sri Mukamil Mukamil Mukamil, Mukamil Musfiro . Nabillah, Indiarti Yasmin Nuri Rahmiati Paulina Rahma Amalia Aslam Rahma Amalia Aslam Rahmat Agus Santoso Rita Tanduk Sallolo Suluh Salsabilah Latifa Saputri, Like Ayu Slamet Asari Sri Mujayanah Syariffudin Zuhri Tiana, Ella Aprilia Tiara Vagari Trishna Nanda Barianty Ufairoh Rozana Nabilah Wasik, Zainul Wijayanti, Tri Cicik Yazid, M Yudhi Arifani