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<![CDATA[PROGRAM PENDAMPINGAN BAHASA INGGRIS UNTUK ANAK AUTIS MENGGUNAKAN BUKU APLIKASI ]]>
<![CDATA[Yudhi Arifani]]>;
<![CDATA[Nirwanto Ma'ruf]]>;
<![CDATA[Trishna Nanda Barianty]]>
<![CDATA[ SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 5, No 1 (2021): Desember ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jpmb.v5i1.6397
<![CDATA[ABSTRAKBerkembangnya teknologi pada pembelajaran anak, mengakibatkan orang tua serta guru harus ikut serta dalam perkembangan tersebut demi kemanjuan anak salah satu aplikasi pembelajaran yang bisa digunakan merupakan Our story application yang memungkinkan interaksi orang tua dan anak untuk pembelajaran bahasa inggris. Namun, pendampingan kadang hanya berfokus pada anak-anak normal belum banyak yang melakukan pendampingan bersama dengan anak-anak Autism. Oleh sebab itu, pendampingan ini dilakukan pada anaka-anak Autism Spectrum Disoreder dan orang tua aplikasi pembelajaran bahasa Inggris. terutama dalam pembelajaran reading sebagai bagian terpenting dari keterampilan berbahasa Inggris. Pendampingan ini dilakukan dengan cara berkeliling kerumah setiap peserta yang bersedia setiap minggunya yang mehasilkan adanya faktor pendukung serta faktor penghambat dalam pelaksanaan pendampingan, Kata kunci: membaca; storybook application; ASD; interaksi ABSTRACTThe development of technology in children's learning has resulted in parents and teachers having to participate in these developments for the sake of children's progress. One of the learning applications that can be used is Our story application which allows interaction between parents and children for learning English. However, sometimes mentoring only focuses on normal children, not many have assisted with Autism children. Therefore, this assistance is carried out for children with Autism Spectrum Disorder and parents with English learning applications. especially in learning reading as the most important part of English language skills. This assistance is carried out by going around the house of each willing participant every week which results in supporting factors and inhibiting factors in the implementation of mentoring. Keywords: reading; storybook application; ASD; interaction.]]>
<![CDATA[PENINGKATAN KOMPETENSI GURU DAERAH TERPENCIL MELALUI PELATIHAN PENGEMBANGAN KONTEN E-LEARNING ]]>
<![CDATA[Sri Suryanti]]>;
<![CDATA[Deni Sutaji]]>;
<![CDATA[Muyasaroh .]]>;
<![CDATA[Yudhi Arifani]]>;
<![CDATA[Muhammad Zamzamy]]>
<![CDATA[ Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 4, No 1 (2021): Martabe : Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Tapanuli Selatan ]]>
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DOI: 10.31604/jpm.v4i1.85-93
<![CDATA[This Community Service activity was backgrounded by three things namely 1) obtained SPADA Grant for the development and impelementation of online learning in 2018; 2) the results of evaluation of devotion activities in 2018 and 2019 namely 80% of teachers understand mobile learning based on Augmented Reality; 3) the fact that there is a gap in the quality of education that occurs in remote areas with urban areas, so it is necessary to increase the competence of teachers in terms of learning innovation through the development of e-learning content for teachers in remote areas of Bawean Island located 80 miles or 135 km north of Java island. The geographical location and transport conditions connecting Bawean island with Gresik are the main obstacles for teachers on Bawean island to keep up with the development of science and technology.This Community Service Program was implemented through the stage of Strengthening the concept of e-learning followed by needs analysis workshop, e-learning system design workshop, e-learning content development workshop, Upload development results to LMS system, then implementation with assistance from the service team and continued implementation independently by the school. The result of this activity were 1) increased teacher understanding of e-learning and examples of its implementation; 2) produced an e-learning design consisting of the design of the materials of each meeting, video tutorials, discussion activities for students, and evaluation tools; 3) teachers are able to implement e-learning independently.]]>
<![CDATA[PENGAJARAN READING BERBASIS HOLISTIC ]]>
<![CDATA[admin admin]]>;
<![CDATA[Yudhi Arifani]]>
<![CDATA[ DIDAKTIKA Vol 20 No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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<![CDATA[Matakuliah Reading 1 yang diajarkan melalui program Lesson Study (LS) merupakan salah satu matakuliah ketrampilan berbahasa Inggris (English Skills) bagi mahasiswa semester satu Prodi pendidikan bahasa Inggris Universitas Muhammadiyah Gresik. Sebagai matakuliah kategori English Skill, pembelajaran reading sebelum pelaksanaan lesson study diajarkan hanya untuk pemahaman bacaan saja dan pengajaranya belum begitu variatif serta belum mampu menyentuh tataran pengembangan kreatifitas berfikir kritis mahasiswa, serta belum menyentuh pembelajaran yang bersifat terpadu. Pada artikel ini peneliti mencoba menerapkan sebuah penelitian menggunakan design Classroom Action Research (CAR) dengan empat pertemuan dalam satu siklus pelaksanaan. Penelitian ini bertujuan untuk menemukan strategi bagaimana pengajaran reading berbasis holistic mampu meningkatkan kreatifitas pemahaman dan berfikir kritis mahasiswa serta kemampuan holistic yang mencakup: (a) peahamanan, kosakata, gramatika, reading aloud/pronunciation, listening, speaking, reading dan writing mahasiswa. Pola pengajaran reading pada setiap pertemuanya diberikan pendekatan Scientific Approach melalui kegiatan pengamatan, bertanya, eksplorasi, bereksperimen, mengkomunikasikan dan berinovasi. Pengumpulan data dilakukan dengan menggunakan observasi kelas yang dilakukan oleh tiga orang observer. Fokus observasi tidak berpusat pada dosen model melainkan terhadap semua aktifitas belajar mahasiswa untuk mengamati kegiatan siswa terkait dengan variabel peningkatan pemahaman kritis dan kreatifitas berfikir kritis mahasiswa, serta peningkatan kemampuan holistic mahasiswa baik English component ataupun skills. Selanjutnya data dianalisis secara kualitatif dan kuantitatif. Data kualitatif digunakan menemukan commonalities strategi dalam implementasi holictic teaching. Data kuantitatif digunakan sebagai ukuran keberhasilan pada setiap siklusnya. Kemudian kedua data tersebut ditriangulasikan untuk validitas hasil temuan melalui kegiatan refleksi. Hasil penelitian menunjukan bahwa metode holistic mampu meningkatkan kemampuan dan kreatifitas berfikir kritis mahasiswa serta mampu meningkatkan kemampuan mahasiswa dalam ketrampilan berbahasa serta elemen kebahasaan lainya melalui: (1) dalam peningkatan pemahaman berfikir kritis dosen harus mampu memandu mahasiswa dengan pertanyaan-pertanyaan yang mengarah untuk berfikir dan mengembangkan kreatifitas mahasiswa melalui kegiatan-kegiatan yang diberikan, (2) Pembelajaran harus dilakukan melalui pemberian aktifitas yang dapat mengarahkan ke pengembangan kratifitas berfikir kritis mahasiswa, (3) dalam setiap aktifitas mengembangkan pemahaman dan kreatifitas berfikit kritis mahasiswa maka dosen tidak boleh menjelaskan konsep yang akan diajarkan namun berperan aktif sebagai fasilitator yang mengarahkan mahaiswa dalam penemahaman dan kreatifitas mahasiswa secara mandiri baik dalam kelompok maupun individu.]]>
<![CDATA[LANGUAGE LEARNING STYLE IN MANAGEMENT STUDENTS FROM DIFFERENT GENDER GROUP ]]>
<![CDATA[Daniatussalma Daniatussalma]]>;
<![CDATA[Yudhi Arifani]]>;
<![CDATA[Candra Hadi Asmara]]>
<![CDATA[ DIDAKTIKA Vol 26 No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/didaktika.v26i2.1471
<![CDATA[Learning style is one factor which can determine students in the way how they obtained the learning or information. Between male and female students were different in choosing their learning styles. This study tried to investigate the perceptual learning styles preference in Management students and to know the differences between male and female Management students in learning styles in the first semester at University of Muhammadiyah Gresik. Perceptual Learning Style Preference Questionnaire (PLSPQ) developed by Reid 1987was used and administered to 230 students. An observation check-list also used to support the data with questionnaire. Descriptive Statistic was used to analyze the data. The result indicated that students preferred in Group style when they learned English as Academic Purpose (EAP). In gender, between female and male students showed there were some differences in their learning styles. The result revealed that female students preferred in Group style, meanwhile male students preferred in auditory style. The least preference of learning style both female and male students was Individual style]]>
<![CDATA[Students Perspective on Online Learning During Covid -19 at Rural Area Thailand ]]>
<![CDATA[Marianne Putri Talimbekas]]>;
<![CDATA[Yudhi Arifani]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 1 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v10i1.2595
<![CDATA[The main reason for this exploratory study was to identify the general mentality of Thai high school. Students en route to mandatory virtual learning process amid coronavirus (COVID-19). The sample exam included 130 2nd school students for the 1st school, which included three different grades namely M1 (32 students), M2 (34 students) and M3 (30 students). And also the second school (30 students). An online survey method was used to collect information on Thai high school students'' perspectives on internet education. The 10-item questionnaire was used to assess the effectiveness of online learning. A pilot test of the survey was conducted among students at Ban Nonsawan School in Loei & Sansern Islam School in Songkhla,Thailand. The majority Secondary education students surveyed have doubts about online/digital learning. Lack of access to internet facilities, lack of proper interaction and contact with students and teachers, and inefficient technology are some of the biggest challenges faced by high school students in Thailand. Especially in rural schools.]]>
<![CDATA[Investigating Critical Thinking In Solving Reading Problem ]]>
<![CDATA[Gadis Dinda Finissha]]>;
<![CDATA[Yudhi Arifani]]>;
<![CDATA[Candra Hadi Asmara]]>
<![CDATA[ Jetlal Vol 5 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/jetlal.v5i2.3744
<![CDATA[The capacity of think critically is nedeed for student in learning process because it necessary in this era. Student in this era expected to solve problem in learning process use critical thinking especially in reading. So, in this research “how the process of critical thinking can solve reading problem” become the goal of this study. This study focus on 6 sub-skills of critical thinking based on (Facione, 1990) : interpretation, analysis, inference, evaluation, explanation and self regulation. PISA also conduct in this study for assesment . Descriptive research with qualitative approach apply in this study. Data was collected through a test and interview with all student. Researcher use PISA test to know how student can solve reading problem in comprehension, there are 6 question to analyze 6 sub-skill student critical thinking. The research data was taken from PISA test 2019 and then interview for analyze student process in critical thinking. This research involved 39 students consist of 5 male and 34 female. The subject is student in Thesis and Research Report class University of Muhammadiyah Gresik. The result is student has different way to solve reading problem, student can give different reason for answer the question and student has different analyze for answer question. Several student find way to think critically, such as through find important point of text for think critically, find the keyword of text for comprehend text and then think critically. Reading strategy and type of reading also influnce student comprehension. In further research it can be applied on offline class and use the newest PISA test. The subject in further research can apply in group discussion and using quantitative research.]]>
<![CDATA[The Use Of Flipped Classroom To Improve Grammatical Mastery Using Whastsapp Group Discussion ]]>
<![CDATA[Achmad Fauzi Masyhadi]]>;
<![CDATA[Yudhi Arifani]]>;
<![CDATA[Candra Hadi Asmara]]>
<![CDATA[ Jetlal Vol 5 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/jetlal.v5i2.3821
<![CDATA[Flipped classroom is the replacement of direct instruction with video lessons and the encouragement of students to focus on important learning activities with their teachers inside the classroom. Although there is an information gap concerning the flipped classroom, it can be clarified as a personalised education where students take responsibility of their own learning. In addition, the flipped classroom allows the teacher to be a facilitator and also increases the interaction and personal contact time between teacher and student. The flipped classroom is also explained as the establishment of problem-based learning inside the class by replacing direct instruction with video lessons in order to provide instructional content that can be accessed by students whenever and wherever it is required This study was to investigate the significant effect the Use of Flipped Classroom to Improve Grammatical Mastery Using Whastsapp Group Discussion at Seventh Grade. The researcher chooses the students of sevent grade at MTs. Nurul Islam Gresik to conduct this study. The researcher used Non randomize sampling . This means that the selection of first graders of Islamic Junior High School Pongangan Gresik is to know the level and considering well. This technique is based on an explanation of the exam score by the teacher.,. The researcher decided to use 7B as the experimental group and 7C as the control group. Both of the class consisted of 32 students. So, the numbers of the participant of this study 64 students.]]>
<![CDATA[The Use of Flipped Classroom to Improve Students Writing Skill Using WhatsApp Group ]]>
<![CDATA[Wahyu Restu Indayani]]>;
<![CDATA[Yudhi Arifani]]>;
<![CDATA[Ulfatul Ma’rifah]]>
<![CDATA[ Jetlal Vol 6 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/jetlal.v6i1.3827
<![CDATA[The rapid advancement of technology has piqued the interest of English Language Teaching (ELT) researchers in investigate the effectiveness of flipped classrooms. The subject of this study is two classes of tenth grade students from SMA Muhammadiyah 10 GKB. A quasi-experimental design was used in both classes to determine the significance of the difference between the flipped classroom via WhatsApp group class and the non-flipped class. In this study, the improvement of students' writing skills during treatments is measured. The experimental group (N=23) was given recount text video material and a task from a WhatsApp group outside of class, while the material was reinforced in class. The control group (N=23) was taught using non-flip teaching, in which learning material is mostly delivered in class and additional exercise is given outside of class. The initial and final tests include a pre- and post-test. The results show that the significance value (2-tailed) was 0.010 (p<0.05). This means that a flipped classroom using a WhatsApp group improves students' writing skills significantly. It is suggested that advanced researchers use another field of study to implement this flipped classroom. The findings of this study will help students improve not only their writing skills, but also their other skills. As for the teacher, the flipped classroom has shown a positive impact on students, providing an opportunity for teachers to implement this model.]]>
<![CDATA[The Effectiveness between Using CALL with Hot Potatoes and MALL with Quizizz for Vocabulary Enhancement at MAN 2 Gresik ]]>
<![CDATA[Silviana Putri Indah Sari]]>;
<![CDATA[Yudhi Arifani]]>;
<![CDATA[Candra Hadi Asmara]]>
<![CDATA[ Jetlal Vol 5 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/jetlal.v5i2.3310
<![CDATA[This study has the purpose to know which are more effective used weather using Hot Potatoes for CALL(computer-assisted language learning) and Quizizz for MALL(mobile-assisted language learning) to improve vocabulary enhancement in a learning among 11 grade students in Gresik, Indonesia especially at MAN 2 Gresik. this study was used a quantitative research experiment with quasi experiment design. This research experiment was used a sample size of 49 students of 11 grade. The students were divided into two groups that were picked used purposive sampling technique or determine the sample with used a certain consideration. The two group were 11 MIPA 1 taught with CALL media and 11 MIPA 3 taught with MALL media. Both group did pre-test treatment and post-test in the same time, also the got same duration and material when did treatment. The finding shown revealed that there is a significant difference in vocabulary enhancement between students who were taught using CALL and MALL. Then, after the researcher calculate about the effect size, the result shown the data was 0.3067, which means that there is a medium effect.]]>
<![CDATA[Improved learning accessibility and professionalism of teachers in remote areas through mentoring development of teaching materials based on Augmented Reality ]]>
<![CDATA[Sri Suryanti]]>;
<![CDATA[Deni Sutaji]]>;
<![CDATA[Yudhi Arifani]]>;
<![CDATA[Muyasaroh Muyasaroh]]>;
<![CDATA[Muhammad Zamzamy]]>
<![CDATA[ Kontribusia : Research Dissemination for Community Development Vol 3 No 1 (2020) ]]>
Publisher : <![CDATA[OJS Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/kontribusia.v3i1.1032
<![CDATA[The problem that underlies the Augmented Reality-based teaching material development assistance program for teachers in remote areas is located in the gap in the progress of the quality of education between remote and urban areas caused by demanding access to cities, and the lack of knowledge and understanding of teachers in developing materials innovative teaching by utilizing current technological advancements. Community service activities aim to produce innovative teaching materials based on Augmented Reality at Muhammadiyah 4 Daun Vocational School and MTs Muhammadiyah 5 Daun Sangkapura, Bawean Island. Bawean Island is located 80 miles or 135 km north of Java. The geographical location and transportation conditions connecting Bawean and Gresik islands are the main obstacles for teachers on Bawean island to follow the development of science and technology which results in the low quality of the learning process so that it lags behind the development of information technology. Form of implementation of the program as a realization troubleshooting manifest in periodic and scheduled activities through a strengthening phase followed the concept of mobile learning needs analysis workshop, workshop material development, and implementation with the assistance of a team of stewards and continued application independently by the school in the implementation phase of using the steps Lesson Study as much as two cycles. The method used in the implementation of this activity is the method of discussion, workshops, and direct practice in class. Increased knowledge and ability of teachers teaching materials related to the development of innovative Augmented Reality-based and capable of producing the best practices in the implementation report the development of innovative teaching materials based Augmented Reality in learning in SMK Muhammadiyah 4 Daun and MTs Muhammadiyah 5 Daun Sangkapura, Bawean]]>
