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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Buana Pendidikan: Jurnal Fakultas Keguruan dan Ilmu Pendidikan Unipa Surabaya Seminar Nasional Hasil Riset dan Pengabdian (SNHRP) EduInovasi: Journal of Basic Educational Studies Journal of Applied Linguistics and English Education
Endah Yulia Rahayu
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Penciptaan Pengusaha Baru di Program S1 Pendidikan Bahasa Inggris melalui Perkuliahan Kewirausahaan Endah Yulia Rahayu
SNHRP Vol. 2 (2019): Seminar Nasional Hasil Riset dan Pengabdian (SNHRP) Ke 2 Tahun 2019
Publisher : LPPM Universitas PGRI Adi Buana

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (282.216 KB)

Abstract

Perkuliahan kewirausahaan belum mampu sepenuhnya mencipatakan pengusaha baru di program pendidikan Bahasa Inggris, tetapi sudah menamamkan jiwa dan semangat kewirausahaan. Dengan menggunakan survei di google form dan analisa deskriptif kuantitatif, hanya 37 dari 54 responden yang diundang atau 68,51% responden bersedia mengisi survei dengan sukarela. Dari responden yang bersedia mengisi survei, 73% diantaranya berasal dari kelas yang mempunyai nilai teori dan praktek kewirausahaan yang lebih rendah dan 59,5% diantaranya adalah wanita. Tidak semua mahasiswa siap menjadi pengusaha dan hanya 18 responden atau 48,6% responden ini bersedia mengumpulkan informasi yang terkait dengan usaha yang akan mereka tekuni. Hanya 67,6% respoden menekuni bisnis mereka sendiri. 89,2% responden mempunyai percaya diri, optimisme, dan merasa lebih kuat mempunyai jiwa wirausaha dibandingkan dengan teman-temannya. Ada 13 responden atau 35,1% yang pesimis dengan kemampuannya dalam memulai suatu usaha baru, tetapi 24 responden atau 64,8% optimis untuk memulai usaha baru. Berkaitan dengan tindakan nyata untuk memulai bisnis pribadi, 26 responden atau 40,5% memberikan jawaban setuju dan 29,7% memberi jawaban sangat setuju. 28 responden atau 77,7% masih berminat untuk mencari pekerjaan yang mapan di sekolah yang bagus atau bekerja di perusahaan besar dengan gaji tinggi. Terkait dengan rencana menjalankan bisnis mereka sendiri dalam dua hingga lima tahun kedepan, 31 responden atau 83,8% menyatakan yakin untuk memulai usaha baru.
PROMPTING STUDENTÂ’S WRITING FOCUS AND CONTENT THROUGH INKSHEDDING: Inkshedding, Blog, Focus, Content, Blended learning Endah Yulia Rahayu
Buana Pendidikan Jurnal Fakultas Keguruan dan Pendidikan Universitas PGRI Adi Buana Surabaya
Publisher : Universitas PGRI Adi Buana

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (145.158 KB) | DOI: 10.36456/bp.vol6.no11.a1090

Abstract

One of the propositions of inkshedding was that it could broaden opportunity of everyone’s expressing their ideas in written form by inviting others to read and comment on the written ideas. These comments were supposed to assist the writers to improve their writing and to make their ideas easily ‘heard’. Therefore, I utilized the idea provocation technique - inkshedding in my research to see the improvement of the focus and content of the written ideas. Focus was the single controlling point made with an awareness of task (mode) about specific topic while content was The presence of ideas developed through facts, examples, anecdotes, details, opinions, statistics, reasons, and/or explanations. I collected the research data from the written comments made by 13 out of the 38 students joining my class who completed all the six inkshedding tasks. Their comments were posted online in the blog and mailing list. To validate my study, I invited my a senior colleague to be the investigator triangulator by examining the written ideas, in term of the quality of focus and content using the same assessment rubric as I did. My and his scores were then correlated using Pearson correlation coefficient and the result was 93.50% for focus and 94.30% for content, which meant there was high positive correlation between my scoring and the investigator’s. This was an indication of the validity of the scoring.
Exploring The Washback Effect of Summative Assessment on Junior High Schools Efl Students: Insight From Teachers' Perspectives Faidatuz Zahroini Hasyim; Nunung Nurjati; Endah Yulia Rahayu
EduInovasi:  Journal of Basic Educational Studies Vol. 5 No. 2 (2025): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v5i2.7425

Abstract

This study examines the impact of summative assessments on English language learning in junior high schools from teachers' perspectives. Summative assessments, which evaluate students' learning outcomes at the end of an instructional period, significantly influence teaching strategies and student motivation. The purpose of this study is to explore how teachers perceive and respond to the effects of summative assessments in their classrooms. This research employs a qualitative approach using thematic analysis, with data collected through interviews with junior high school English teachers. The findings reveal that some teachers consider summative assessments as a motivation for students to study harder, while others believe their effectiveness is influenced by students' backgrounds and motivation levels. Furthermore, teachers modify their instructional approaches based on assessment results to enhance learning effectiveness. The study concludes that the impact of summative assessments is complex, shaped by various internal and external factors, and highlights the importance of reflective teaching practices. The implications of this research can contribute to developing more effective assessment strategies to improve student learning outcomes.
Unveiling the Narratives of English Master Students Navigating AI in Scientific Writing Endah Yulia Rahayu
Journal of Applied Linguistics and English Education Vol 1 No 2 (2023): Journal of Applied Linguistics and English Education
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jalle.v1i2.8694

Abstract

The study employs a narrative inquiry approach and involves five English master students who have used AI tools in their academic writing. The participants' experiences and opinions on AI's role in scientific writing are analysed through thematic analysis. The findings of the study reveal that master students perceive AI as a helpful tool that can assist in various aspects of scientific writing, such as brainstorming ideas, the writing process itself, and refining scientific papers. AI tools have transformed the pre-writing process by offering solutions to streamline the workflow and unlock new research paths. The students reported using AI tools for literature exploration and idea generation, refining arguments and style, boosting research efficiency, and visualizing data and findings. The study also highlights the importance of maintaining academic integrity and ensuring the originality of works when using AI-generated content, particularly pre-, during-, and post-writing processes. This study provides insights into the experiences of English master students in using AI tools for scientific writing and highlights the benefits and potential of using AI-based tools in scientific writing by English master students to improve their writing skills, streamline the writing process, and improve the overall quality of their scientific work.
PENGARUH MODEL PROJECT BASED LEARNING (PjBL), CASE BASED LEARNING (CBL) DAN GAYA BELAJAR TERHADAP HASIL BELAJAR SISWA Yaqin, Ainul; Sabariah; Endah Yulia Rahayu
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04 Desember 2024 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.20785

Abstract

This research aims to analyze the influence of Project Based Learning (PjBL), Case Based Learning (CBL), and learning styles on student learning outcomes. The research methodology used is a quantitative approach involving experiments. The research subjects were students randomly selected from 5 (five) schools spread across 5 (five) areas of Surabaya to take part in the teaching process using the PjBL and CBL models. Students are identified using a questionnaire divided into three main categories: visual, auditory, and kinesthetic. Research findings show that there is a significant influence of the use of the PjBL and CBL models on student learning outcomes. that the regression model which includes CBL, Learning Style, and PjBL as a whole has a significant influence on Learning Outcomes. This can be seen from the large value of F = 35.762 and Sig. = 0.000, which indicates that this model can explain significant variations in student learning outcomes. Meanwhile, Learning Style does not have a significant influence on student learning outcomes. This is indicated by the p-value = 0.531 (greater than 0.05) and the standard coefficient (Beta) which is very small (0.031). Thus, Learning Style cannot be considered as the main factor influencing student learning outcomes in this model. This study highlights the importance of selecting teaching strategies that align with students' learning styles to maximize performance. The results provide guidance for teachers and students in developing flexible and effective teaching strategies.
Co-Authors Ainul Yaqin Faidatuz Zahroini Hasyim Nunung Nurjati Sabariah