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All Journal ELT Forum: Journal of English Language Teaching Journal of Teaching and Learning in Elementary Education Edunesia : jurnal Ilmiah Pendidikan
Istianah, Tia Nur
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Teaching strategies: How do teachers in remote area survive during remote learning? Amelia, Rini; Istianah, Tia Nur
ELT Forum: Journal of English Language Teaching Vol 10 No 2 (2021): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v10i2.47856

Abstract

During the pandemic of COVID-19, remote learning has been very highlighted. This environment creates huge challenges especially to those teaching in remote areas. Drawing on them, this descriptive qualitative study aims to explore teaching strategies applied there. In collecting the data, interviews and questionnaires were given to two English teachers of a Junior High School in Aranio, Banjar Regency. The results show that they have to face some challenges such as the limitedness of internet access and low motivated students when implementing remote learning. Due to this condition, they need to survive by making some efforts such as creating and using interesting teaching modules, coordinating with the related parties, carrying out blended learning, conducting home visit and setting up offline classes because of no possibility for online learning. Through this study, other teachers are kindly informed on the applicable teaching strategies to create effective remote learning experiences in remote areas.
Teaching strategies: How do teachers in remote area survive during remote learning? Amelia, Rini; Istianah, Tia Nur
ELT Forum: Journal of English Language Teaching Vol 10 No 2 (2021): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v10i2.47856

Abstract

During the pandemic of COVID-19, remote learning has been very highlighted. This environment creates huge challenges especially to those teaching in remote areas. Drawing on them, this descriptive qualitative study aims to explore teaching strategies applied there. In collecting the data, interviews and questionnaires were given to two English teachers of a Junior High School in Aranio, Banjar Regency. The results show that they have to face some challenges such as the limitedness of internet access and low motivated students when implementing remote learning. Due to this condition, they need to survive by making some efforts such as creating and using interesting teaching modules, coordinating with the related parties, carrying out blended learning, conducting home visit and setting up offline classes because of no possibility for online learning. Through this study, other teachers are kindly informed on the applicable teaching strategies to create effective remote learning experiences in remote areas.
Implementation of the PREMIER model based on river area to improve fourth-grade students’ mathematical problem-solving ability Prihandoko, Yogi; Prastitasari, Herti; Kurahman, Taufik; Fendrik, Muhamad; Istianah, Tia Nur
JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol. 6 No. 1 (2023): February 2023
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/

Abstract

The problem in this study is the low ability to solve mathematical problems in geometry materials (square, rectangle, and triangle). An effort to overcome this problem is to conduct learning using the PREMIER model, which combines Project Based Learning, Realistic Mathematics Education, and Course Review Horay. This research uses a qualitative approach with the type of Classroom Action Research (CAR), carried out with four meetings. The subject of the study was a grade IV student of a public elementary school in Banjarmasin City in the academic year of 2021/2022, with a total of 13 students. The data analysis used is qualitative and quantitative. The results of this study show that student activity has increased, which at meeting one only reached 38.5% until at meeting four, it increased to 92.3% with a very active category.
Language Self-Assessment: The Comparison of Learning Difficulty and Readiness of Non-Language Department Students Istianah, Tia Nur
Edunesia : Jurnal Ilmiah Pendidikan Vol. 6 No. 1 (2025)
Publisher : research, training and philanthropy institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v6i1.1034

Abstract

Self-assessment in language learning is important to understanding students' needs and challenges in mastering Arabic and English skills, especially for those outside the language department. Therefore, this study aims to explore the differences in the level of language learning difficulty and the readiness of students from non-language majors to learn Arabic and English. This study uses a quantitative descriptive approach with a survey method, involving 109 students from three Islamic universities in the Cirebon area as respondents. Data was collected through a questionnaire consisting of two main components: the language learning difficulty scale and the learning readiness scale. Data analysis was carried out to compare the difficulty level felt with the student's readiness to learn English. The results showed that both variables had the same response in terms of difficulty and readiness to learn. The classification of difficulty in Arabic and English is the same, namely at a moderate level with a percentage of 64% and 51%, and the dominant indicator that is considered difficult for students to master is the fluency indicator. In addition, the comparison of learning readiness in Arabic and English did not differ significantly. The motivation indicators of both languages have the same percentage of 35%. Thus, the motivation of non-language students to learn Arabic and English is higher than the other two indicators.
Co-Authors Fendrik, Muhamad Herti Prastitasari Rini Amelia, Rini Taufik Kurahman, Taufik Yogi Prihandoko