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Pengembangan Modul Ajar Pembelajaran Berbasis Proyek (Project-Based Learning) bagi Guru-Guru SMPN 1 Sukamulia Lombok Timur: Learning Session on Developing Project-Based Learning Teaching Module for Teachers of SMPN 1 Sukamulia East Lombok Indonesia Soepriyanti, Henny; Waluyo, Untung; Suryaningsih, Hartati; Munandar , La Ode Alfin Haris
DARMADIKSANI Vol 5 No 1 (2025): Edisi Juni
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/darmadiksani.v5i1.7085

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan keterampilan guru dalam mengembangkan modul pembelajaran berbasis proyek di SMPN 1 Sukamulia, Lombok Timur. Pelatihan ini dirancang untuk membekali guru dengan keterampilan dan pengetahuan yang diperlukan untuk mengimplementasikan Kurikulum Merdeka melalui pendekatan pembelajaran yang interaktif dan partisipatif. Kurikulum Merdeka menekankan pembelajaran yang berpusat pada siswa, di mana siswa didorong untuk terlibat secara aktif dalam proses pembelajaran melalui proyek-proyek yang relevan dengan kehidupan sehari-hari mereka. Metode pelatihan yang digunakan meliputi andragogi, demonstrasi, Lesson Study, dan analisis kasus. Pendekatan andragogi memastikan bahwa pelatihan tersebut relevan dan dapat diterapkan oleh guru dewasa yang memiliki pengalaman mengajar. Demonstrasi memberikan contoh konkret penerapan teori ke dalam praktik mengajar. Lesson Study memungkinkan guru untuk berkolaborasi dalam merencanakan, mengamati, dan mengevaluasi pelaksanaan pembelajaran. Sementara itu, analisis kasus membantu guru mengidentifikasi dan memecahkan masalah yang dihadapi di kelas. Hasil pelatihan menunjukkan peningkatan yang signifikan dalam kemampuan guru untuk merancang dan mengimplementasikan modul pembelajaran berbasis proyek, yang berdampak positif pada kualitas pembelajaran di kelas. Guru menjadi lebih percaya diri dan terampil dalam mengembangkan materi pengajaran yang kreatif dan relevan, sehingga menghasilkan siswa yang lebih termotivasi dan terlibat. Oleh karena itu, kegiatan ini memberikan kontribusi yang signifikan dalam mendukung implementasi Kurikulum Merdeka di SMPN 1 Sukamulia yang pada akhirnya meningkatkan kemampuan guru dalam mengembangkan kegiatan pembelajaran yang menarik. Disarankan agar pelatihan serupa dilaksanakan secara berkala dan diperluas ke sekolah-sekolah lain dengan dukungan penuh dari manajemen sekolah dan pemerintah daerah, guna memastikan keberlanjutan, pemerataan manfaat, dan peningkatan kualitas pendidikan yang adaptif terhadap perkembangan zaman.

Addressing the Validity of a Teacher Made-Test Constructed by High School English MGMP Teachers in West Lombok Hadi, Bahrul; Waluyo, Untung; Soepriyanti, Henny
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4b (2025): Edisi Khusus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4b.4319

In second language learning, assessment plays a vital role in evaluating and measuring students’ proficiency levels based on the material taught. Therefore, this research aims to examine the strategies, practices, and challenges faced by an English MGMP teacher in West Lombok face during the development of a valid teacher-made test for Senior High School students. This study employs a qualitative design, and the data were collected through triangulation techniques such as teacher interviews and document analysis of the test item from two schools in West Lombok, six teachers from SMAN 1 Narmada, and four teachers from SMAN 1 Gerung. The findings indicate that the majority of teachers maintain the content validity by utilizing the curriculum, module, and test blueprint as their core references before and during the test development process. However, several test items were found to be misaligned with the curriculum and the materials taught. Furthermore, none of the respondents considered the alignment between the test with the specific language skills that being assessed. In addition, the majority of the problem that teacher usually face is the wide variation in students’ proficiency levels, which makes it difficult to design a fair test for all students. The study concludes that, although the most of English teachers had ensured the content validity of their test items by referring to official documents such as the curriculum, teaching modules, and test blueprints during the test development process, there are several items which still deviated from the material taught, and none of teachers addressed whether the test formats appropriately matched the language skills being assessed such as speaking, writing, listening and reading. Their strategies mainly involved adjusting items to students’ proficiency levels, collaborating with colleagues, and managing test banks through digital platforms such as WhatsApp and the PIJAR application. However, none reported using analytical measures like item discrimination index to examine test quality. The primary obstacle they faced was the broad variation in students’ abilities, alongside many learners performing below the expected standard. This challenge was intensified by the absence of recent professional development initiatives or coordination from the English MGMP in West Lombok over the last one to two years.

Pemanfaatan Teknologi ChatGPT untuk Pengembangan Asesmen Pembelajaran Berdiferensiasi bagi Guru-Guru Bahasa Inggris di Kabupaten Lombok Utara Waluyo, Untung; Soepriyanti, Henny; Elmiana, Dewi Satria; Tsaqiila , Thalia Qaulan; Azzuhri, Rendy Fahmi; Mudrika, Julia Ridha
Jurnal Pengabdian Magister Pendidikan IPA Vol 8 No 4 (2025): Oktober-Desember 2025
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpmpi.v8i4.13409

The rapid emergence of Artificial Intelligence (AI), particularly ChatGPT, provides new opportunities for innovation in English Language Teaching (ELT). However, many teachers in rural Indonesia, especially in North Lombok Regency, still struggle to integrate AI tools due to limited digital literacy, minimal training, and inadequate infrastructure. This community service program aimed to enhance teachers’ ability to design differentiated learning assessments using ChatGPT. The program implemented an AI-based digital literacy workshop that combined theoretical and hands-on practice, followed by mentoring and evaluation. Twenty English teachers from the Musyawarah Guru Mata Pelajaran (MGMP) participated in training sessions designed to improve confidence and practical competence in AI-assisted lesson planning and assessment creation. Data were collected through pre–post tests, observation, and reflection reports. Findings reveal significant improvement in teachers’ digital literacy, creativity in assessment design, and collaboration through digital networks. Despite challenges such as unstable internet access and limited facilities, the participants successfully produced AI-based assessment prototypes adapted to their students’ needs. The program demonstrates that AI-integrated teacher training can bridge the gap between pedagogical innovation and classroom practice, empowering teachers to create inclusive and differentiated learning environments.

English Master’s Students’ Idiomatic Expressions Understanding: Effect of Gender, Causes of Difficulties and Learning Strategies Arifuddin, Arifuddin; Soepriyanti, Henny
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2798

Purpose of the study: Many Master’s students in English Language Education struggle to achieve the minimum TOEFL score. However, limited research has explored how gender influences their understanding of idioms. This study examined: (1) students’ idiomatic understanding by gender; (2) gender effects on idiom comprehension; (3) causes of difficulty; and (4) learning strategies used. Methodology: A mixed-methods design involving 212 English Master’s students. Data were collected with tests, questionnaires, and interviews. Descriptive statistics were used to assess students’ idiom comprehension levels, and the Pearson Product-Moment Correlation was used to assess the relationship between idiom comprehension and other variables. For stages of qualitative analysis - data reduction, data display, and conclusion drawing – were applied. Main Findings: The study reveals a medium level of idiomatic competence and no significant gender effect—challenging prevailing assumptions of gendered pragmatic advantages. Key difficulties include limited exposure to authentic input, unfamiliarity with figurative meaning, infrequent reading, and forgetfulness. Students rely on strategies such as reading idiom materials, using dictionaries, making contextual inferences, and using multimedia. Novelty/Originality of this study: The main challenges stem from limited exposure, literal interpretation, and insufficient cultural and contextual knowledge. Nevertheless, students demonstrated learner autonomy by employing diverse strategies such as using idiom dictionaries, engaging with authentic media, and contextual guessing. The study offers ‘novel’ insights for integrating idiomatic instruction to enhance postgraduate pragmatic competence and TOEFL outcomes.

The Use of Digital Tools to English Learn Vocabulary Among 6th Semester English Language Education Students at the University of Mataram Ariani, Farika Dwi; Soepriyanti, Henny; Melani, Boniesta Zulandha; Kamaluddin
Journal of Authentic Research Vol. 5 No. 2 (2026): May
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/fgz9bs52

English vocabulary mastery has undergone significant changes with the emergence of digital technology. This study aims to examine the use of digital tools in English vocabulary learning by students in the English Language Education Study Program at the University of Mataram, focusing on the utilization of various digital tools. This study used a descriptive qualitative design. Data were collected through online questionnaires completed by 52 participants and in-depth interviews with 10 purposively selected participants. Data were analyzed using thematic analysis based on the Braun and Clarke (2006) model. The results show that students use various digital tools in an integrated manner, combining social media, learning applications, digital dictionaries, and artificial intelligence (AI) in the vocabulary learning process. This process occurs continuously through the stages of discovering new words, understanding their meanings, and using them in sentences or conversations. Furthermore, the effectiveness of digital materials is evident in the multimodal support provided, such as visual and auditory aids to support understanding of meaning and pronunciation. The study also identified barriers to the use of digital tools, including distractions from non-educational content and technical issues related to internet connection. These findings indicate that the functional effectiveness of digital learning tools is directly related to students' strategies and their independent learning abilities. Theoretical and practical implications for the development of technology-based vocabulary learning are also discussed.

English Master’s Students’ Idiomatic Expressions Understanding: Effect of Gender, Causes of Difficulties and Learning Strategies Arifuddin, Arifuddin; Soepriyanti, Henny
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2798

Purpose of the study: Many Master’s students in English Language Education struggle to achieve the minimum TOEFL score. However, limited research has explored how gender influences their understanding of idioms. This study examined: (1) students’ idiomatic understanding by gender; (2) gender effects on idiom comprehension; (3) causes of difficulty; and (4) learning strategies used. Methodology: A mixed-methods design involving 212 English Master’s students. Data were collected with tests, questionnaires, and interviews. Descriptive statistics were used to assess students’ idiom comprehension levels, and the Pearson Product-Moment Correlation was used to assess the relationship between idiom comprehension and other variables. For stages of qualitative analysis - data reduction, data display, and conclusion drawing – were applied. Main Findings: The study reveals a medium level of idiomatic competence and no significant gender effect—challenging prevailing assumptions of gendered pragmatic advantages. Key difficulties include limited exposure to authentic input, unfamiliarity with figurative meaning, infrequent reading, and forgetfulness. Students rely on strategies such as reading idiom materials, using dictionaries, making contextual inferences, and using multimedia. Novelty/Originality of this study: The main challenges stem from limited exposure, literal interpretation, and insufficient cultural and contextual knowledge. Nevertheless, students demonstrated learner autonomy by employing diverse strategies such as using idiom dictionaries, engaging with authentic media, and contextual guessing. The study offers ‘novel’ insights for integrating idiomatic instruction to enhance postgraduate pragmatic competence and TOEFL outcomes.

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