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Describing Secondary Students’ Emotional Engagement in Reading Comprehension Through Small Group Discussion : A Case Study Linajaya, Romi Romantika; Puspitaloka, Nina; Ambarwati, Evi Karlina
Journal of Educational Sciences Vol 8. No. 2. April 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.2.p.195-203

Small group discussion is a learning process by conducting small group discussions so that students have the skills to solve problems related to learning materials. As a commonly used method, small group discussion is also often used by teachers in learning English, especially in reading comprehension. The number of procedures that teachers must do when starting small group discussion learning sometimes makes teachers forget one of the steps which has an impact on students' emotional engagement during learning. While many studies focus on improving students' reading comprehension by using small group discussion, this study examines How does students' emotional engagement in learning reading comprehension through small group discussion. This study aims to describe how students' engagement in learning reading comprehension through small group discussion method. This research uses a case study design. The data was then analyzed using observation and interview. It was found that small group discussion can positively encourage students' emotional engagement in the context of reading comprehension, and can involve a positive teacher role in learning although there are drawbacks to small group discussion such as learning is too monotonous. Therefore, small group discussion seems to be recommended to be applied in reading comprehension learning.

Edukasi pembuatan worksheet berbasis aplikasi canva untuk meningkatkan kompetensi guru di era revolusi industri 4.0 Puspitaloka, Nina; Ambarwati, Evi Karlina; Nurhasanah, Een; Cahyana, Yana; Azzahra, Reva; Nurjanah, Kartika Dewi; Nisa, Azizatun; Ardiyani, Mery
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 8, No 4 (2024): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v8i4.27020

Abstrak Dalam perkembangan pendidikan di era 4.0 saat ini menekankan pada pendekatan pembelajaran berbasis TPACK (Technological, Pedagogical, Content, Knowledge), sehingga guru harus memanfaatkan teknologi digital, fasilitas komunikasi dan jaringan yang sesuai agar mampu mengelola dan memfasilitasi proses pembelajaran berbasis TIK dalam rangka mencapai tujuan pembelajaran. Edukasi pembuatan worksheet berbasis canva untuk guru-guru RA di era Revolusi Industri 4.0 menjadi upaya untuk meningkatkan pengetahuan dan keterampilan mereka. Penggunaan Canva dapat meningkatkan motivasi guru-guru RA At-Taqwa, sejalan dengan teori pemanfaatan teknologi informasi dalam pendidikan. Program ini meliputi tiga tahapan utama: persiapan, pelaksanaan, dan evaluasi. Tahap pelaksanaan kegiatan dilakukan dengan menggunakan metode ceramah, demonstrasi, praktik langsung, dan pendampingan. Hasil penelitian menunjukkan bahwa mayoritas guru merasa puas dengan kegiatan pengabdian ini dan menganggapnya efektif dalam membantu mereka menggunakan media digital dalam pembelajaran. Dari hasil yang didapat menyatakan bahwa edukasi pembuatan worksheet berbantuan Canva berhasil memberikan manfaat bagi guru-guru RA At-Taqwa dalam pengembangan keterampilan dan pengetahuan mereka terkait pembuatan worksheet menggunakan aplikasi Canva. Kata kunci: canva; kompetensi guru; revolusi industri 4.0; worksheet Abstract In the current educational of the 4.0 era, there is an emphasis on a TPACK (Technological, Pedagogical, Content, Knowledge) approach to teaching, which requires teachers to utilize digital technology, communication tools, and appropriate networks to effectively manage and facilitate technology-enhanced learning processes to achieve educational goals. Canva-based worksheet-making education for kindergarten teachers in the era of the Industrial Revolution 4.0 is an effort to improve their knowledge and skills. The use of Canva can increase the motivation of At Taqwa kindergarten teachers, in line with the theory of utilising information technology in education. This program consists of three main stages: preparation, implementation, and evaluation. The activity implementation stage is carried out using lecture, demonstration, hands-on practice, and mentoring methods. Research results show that the majority of teachers are satisfied with this activity and consider it effective in assisting them with using digital media in their teaching. The findings indicate that the Canva-based worksheet creation training has successfully benefited RA At-Taqwa teachers by improving their skills and knowledge in creating worksheets using the Canva application. Keywords: canva; teacher competence; industrial revolution 4.0; worksheet

Implementing Digital Storytelling In Teaching Secondary School Students’ Speaking Skills of Narrative Text: A Case Study Fitriana, Shafira Nur; Ambarwati, Evi Karlina; Kartini, Dedeh
Journal of Educational Sciences Vol. 8 No. 4 (2024): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.582-593

Digital Storytelling is a technology-enabled storytelling learning that facilitates 21st-century learning with effective, interactive, and collaborative learning encouraging learners to speak especially in speaking skills. This research was conducted to explore how technology-supported Digital Storytelling affects students' motivation and participation in speaking activities and find out the challenges and solutions faced when using this technology. The research used a descriptive case study. The participants of this study were 34 vocational high school students in Karawang. The research instruments were observation and interview to collect and the data was then analyzed using thematic analysis. The findings of this study revealed that students responded positively to learning English through Digital Storytelling using technology. However, some challenges were found in this study, such as facility challenges, teamwork, high desire to learn English, technological capabilities, and teacher challenges in teaching. Based on the study results, it can be concluded that despite the challenges, Digital Storytelling can provide positive responses to facilitate students’ learning to speak English.

Exploring EFL Students’ Responses to Learning Speaking Through Ted Talk Videos: A Case Study Approach Fitriyani, Sandra Dewi; Kusrin, Kusrin; Ambarwati, Evi Karlina
Journal of Educational Sciences Vol. 8 No. 4 (2024): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.635-643

Effective communication plays a crucial role in daily life, and technology has significantly influenced students' speaking skills by providing engaging and convenient learning tools, such as TED Talk videos. This study explores students' independent learning in speaking and evaluates their responses to using TED Talks as a medium for English as a Foreign Language (EFL) education. A qualitative case study approach was employed, utilizing observations, reflective journals, and semi-structured in-depth interviews for data collection. Thematic analysis was used to interpret the data. The findings indicate that most students responded positively to using TED Talks for learning spoken English. Students reported increased motivation, exposure to new vocabulary, improved pronunciation, and positive learning experiences from the speakers. Furthermore, the variety of topics in TED Talks contributed to an engaging and diverse learning environment. In conclusion, TED Talks serve as an effective tool for enhancing EFL learners' speaking skills.

Describing Secondary Students’ Emotional Engagement in Reading Comprehension Through Small Group Discussion : A Case Study Linajaya, Romi Romantika; Puspitaloka, Nina; Ambarwati, Evi Karlina
Journal of Educational Sciences Vol. 8 No. 2 (2024): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.2.p.195-203

Small group discussion is a learning process by conducting small group discussions so that students have the skills to solve problems related to learning materials. As a commonly used method, small group discussion is also often used by teachers in learning English, especially in reading comprehension. The number of procedures that teachers must do when starting small group discussion learning sometimes makes teachers forget one of the steps which has an impact on students' emotional engagement during learning. While many studies focus on improving students' reading comprehension by using small group discussion, this study examines How does students' emotional engagement in learning reading comprehension through small group discussion. This study aims to describe how students' engagement in learning reading comprehension through small group discussion method. This research uses a case study design. The data was then analyzed using observation and interview. It was found that small group discussion can positively encourage students' emotional engagement in the context of reading comprehension, and can involve a positive teacher role in learning although there are drawbacks to small group discussion such as learning is too monotonous. Therefore, small group discussion seems to be recommended to be applied in reading comprehension learning.

Exploring AI-Driven Language Teaching For English As A Foreign Language Teachers In Vocational High School In Karawang Septiani, Revina Pinkan; Nugraha, Sidik Indra; Ambarwati, Evi Karlina
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.2073-2084

In today’s rapidly digitalization educational landscape, Artificial Intelligence (AI) has emerged as a promising tool in English as a Foreign Language (EFL) instruction. Despite its potential to improve teaching efficiency and learner engagement, the integration of AI in Indonesian vocational high schools remains limited and challenging. This study investigates how EFL teachers incorporate AI into their classroom practices, the obstacles they face, and strategies to optimize its use. Using a qualitative case study method, data were collected through open-ended questionnaires and semi-structured interviews with four English teachers at a vocational high school in Karawang, West Java. Thematic analysis was conducted using the Technological Pedagogical Content Knowledge (TPACK) framework. The results indicate that major barriers include inadequate infrastructure, poor internet access, limited digital device availability, and sufficient teacher digital literacy. Pedagogical issue such as dependency on AI, reduced creativity, and ethical concerns like plagiarism and decreased student autonomy also surfaced. The study highlights the importance of targeted professional development based on TPACK, improved technological access, and ethical digital literacy in school curricula. These findings offer valuable insights for enhancing AI integration in EFL teaching at the vocational level, with implications for teacher training, curriculum design, and education policy in Indonesia.

PELATIHAN HAK ASASI DIGITAL UNTUK MENINGKATKAN PERLINDUNGAN KEAMANAN DI DUNIA MAYA Utami, Praditya Putri; Ambarwati, Evi Karlina; Dewi, Indah Purnama; Cahyana, Yana; Hanan, Sofiah Marwah; Putri, Septiani Nuruldharma
Jurnal Abdi Insani Vol 12 No 3 (2025): Jurnal Abdi Insani
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/abdiinsani.v12i3.2460

Perkembangan Teknologi Informasi Komunikasi (TIK) dalam dunia pendidikan memiliki peranan yang penting. Salah satu amanat Undang-undang Nomor 14 Tahun 2005 tentang Dosen dan Guru adalah untuk memiliki kompetensi sesuai dengan perkembangan zaman, termasuk menguasai TIK. Guru harus memahami hak asasi digital seiring dengan kemajuan teknologi pembelajaran dan prioritas pemerintah untuk program digitalisasi pendidikan. Pengabdian kepada Masyarakat ini bertujuan untuk mendukung para guru RA At-Taqwa Kelapadua Tanjungbungin di Kecamatan Pakisjaya, Kabupaten Karawang menguasai TIK dalam pembelajaran. Kegiatan dilakukan dengan memberikan pelatihan serta demontrasi tentang hak asasi digital dan keamanan siber. Program pengabdian masyarakat menggunakan metode Experiential Learning melalui demonstrasi untuk meningkatkan pengetahuan guru tentang hak asasi digital dan keamanan siber. Kegiatan terdiri dari tiga tahap: persiapan, pelaksanaan (sosialisasi, pembelajaran, demonstrasi), dan evaluasi menggunakan kuesioner skala Likert. Kegiatan PkM di RA At-Taqwa Kelapadua, Karawang, diikuti 45 guru RA. Pelatihan meningkatkan pemahaman guru tentang hak asasi digital dan keamanan siber. Evaluasi menunjukkan guru memiliki kompetensi digital kategori "baik," terutama dalam kesadaran risiko dan perlindungan data pribadi. Namun, aspek terendah adalah membagikan informasi pribadi secara aman. Diskusi interaktif membantu guru mengenali ancaman dunia maya dan membimbing siswa. Hasil ini sejalan dengan penelitian global tentang pentingnya kesadaran digital dalam pendidikan. Oleh Karena itu, pelatihan Hak Asasi Digital berhasil meningkatkan pemahaman guru dan menekankan pentingnya kolaborasi dalam meningkatkan literasi digital.

DARI CERITA KE AKSI: READ-ALOUD SEBAGAI SARANA EDUKASI KESADARAN LINGKUNGAN BAGI SISWA SEKOLAH DASAR Ambarwati, Evi Karlina; Bariyyah, Khoirul; Sativa, Refi Aksep; Dewi, Indah Purnama; Utami, Praditya Putri; Fauziah, Zahra Ardeassyifa; Agnesia, Yulia
Jurnal Abdi Insani Vol 12 No 8 (2025): Jurnal Abdi Insani
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/abdiinsani.v12i8.2667

Edukasi lingkungan sejak dini memiliki peran fundamental dalam membentuk generasi yang peduli dan bertanggung jawab terhadap kelestarian alam. Namun, metode konvensional seringkali kurang efektif dalam menciptakan pengalaman belajar yang bermakna. Melalui kegiatan read-aloud cerita bertema lingkungan, program ini menghadirkan pendekatan interaktif yang tidak hanya menyampaikan informasi, tetapi juga membangun keterlibatan emosional siswa sekolah dasar. Diharapkan, metode ini dapat menginspirasi aksi nyata pelajar sekaligus memperkuat literasi baca, dengan dukungan kolaboratif guru dan komunitas lokal. Tujuan: Kegiatan pengabdian ini bertujuan untuk menumbuhkan kesadaran lingkungan pada siswa sekolah dasar melalui metode read-aloud, yaitu membacakan cerita anak dengan tema lingkungan secara ekspresif dan interaktif. Kegiatan ini dilaksanakan di SDN 02 Karangreja, di Kabupaten Bekasi, melibatkan siswa kelas 1 sebanyak 40 orang. Tahapan pelaksanaan meliputi persiapan materi, sosialisasi kepada guru, pelaksanaan sesi read-aloud dan aksi nyata penanaman pohon, serta evaluasi dampak melalui observasi dan wawancara terhadap siswa, guru dan orang tua. Hasil menunjukkan bahwa metode read-aloud tidak hanya memperkuat pemahaman, tetapi juga memotivasi aksi konkret seperti membuang sampah pada tempatnya dan mengurangi penggunaan plastik. Antusiasme siswa terlihat dari tanggapan positif seperti "seru" dan "menyenangkan", membuktikan pendekatan ini efektif menumbuhkan kesadaran lingkungan sekaligus menciptakan pengalaman belajar yang berkesan. Program yang menggabungkan metode read-aloud cerita "Monster Plastik" dengan aksi nyata berhasil meningkatkan pemahaman siswa tentang dampak sampah terhadap lingkungan, termasuk penyebab banjir dan longsor. Kegiatan ini membuktikan bahwa pendekatan literasi berbasis cerita dapat menjadi sarana efektif dalam pendidikan karakter lingkungan.

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