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Enhancing creative reasoning through mathematical task: The quest for an ideal design Kusaeri Kusaeri; Siti Lailiyah; Yuni Arrifadah; Siti Asmiyah
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.22125

This study aimed to: i) identify the types of completion and ways of completing mathematical tasks carried out by students based on the type of their educational institution (junior high school/SMP and junior Islamic high school/MTs); and ii) explore the tendency of the type of reasoning students use in completing the tasks. This study involved 93 students at grade 8 of prominent SMP and MTs in Sidoarjo Regency, East Java, Indonesia. Variety of ways and solutions to mathematical tasks and the tendency to type students' reasoning were explored through creative reasoning tests. Interview techniques by telephone were implemented to further explore the types of student reasoning: local creative reasoning (LCR) or global creative reasoning (GCR). The results showed that in comparison to MTs students, SMP students have more varied answers and ways to solve mathematical tasks. However, in certain cases MTs students show some unique answers. The type of creative reasoning that students tend to use is of the LCR. These findings indicate the importance for mathematics teachers to design mathematics tasks that develop GCR-type creative reasoning. Examples and exercises in mathematics textbooks should also be directed at developing this type of creative reasoning.

Emergency Remote Learning in a Foreign Language Learning: The Parents' Involvement Rizka Safriyani; Ahmad Fauzi; Siti Asmiyah
Journal of English Education and Teaching Vol 6, No 1 (2022)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.6.1.27-44

The Covid-19 pandemic outbreak has raised the emergence of remote teaching and learning process, including foreign language learning such as English and Arabic. Existing studies in context emergency remote learning have mainly focused on methods, strategies, assessment, and teachers' and students' challenges. Meanwhile, parents as 'substitute' teachers seem to be missed from exploration. This two-phased mixed method study explores the roles parents play with their children's learning of English and Arabic as foreign languages in Indonesia. Quantitative data were collected by distributing online questionnaires and analyzed using SPSS25. Forty-two (42) parents with children aged 6-18 selected through snowball sampling responded to the questionnaires. Six (6) parents were interviewed to get in-depth qualitative-exploratory data on parental involvement. The responses were transcribed, coded and categorized based on the main themes related to parental involvement. The two sets of quantitative and qualitative data in corroboration were used to draw conclusion. The findings suggest roles in controlling, motivating, and managing the learning time as the parents' most salient involvements. The results also highlight some strategies the parents take when their children learn the two foreign languages. Recommendations for schools and teachers to optimize parental involvement in remote learning for foreign languages are also presented

Project-Based Assessment in English for Specific Purposes Siti Asmiyah; Hilda Izzati Madjid; Ike Puji Lestari
Journal of English Language Teaching and Islamic Integration Vol. 3 No. 02 (2020): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Project Based Learning (PBL) in English for Specific Purpose (ESP) has been believed to enable student to have hand on and contextual experiences related to their English Language Learning. In addition to the teaching and learning process, project can also be used as an assessment instrument through PBL. Despite the possible project-based assessment, the existing studies have mainly focused on the PBL as a teaching and learning approach with less attention on assessment. This paper describes the use of project based assessment in two ESP courses in an Islamic college in East Java. The stages of the assessment and students’ responses on the benefit and challenges are presented. Implication for PBL in English language teaching and learning and other possible implementation of project-based assessment are also presented in the paper.

Self-Efficacy of Lecturers and Students in Academic Writing: Are there any differences? Rizka Safriyani; Siti Asmiyah
IJET (Indonesian Journal of English Teaching) Vol. 12 No. 1 (2023): JULY
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2023.12.1.12-26

Self-efficacy is a critical component of academic article writing. Numerous studies have demonstrated that self-efficacy affects reading comprehension, but few have examined the level of self-efficacy between students and lecturers regarding academic writing. Consequently, this study sought to ascertain students' and lecturers' levels of self-efficacy in academic writing. By administering questionnaires and conducting interviews with students and teachers, this study takes an explanatory mixed-methods approach to the topic. The online survey assesses self-efficacy in academic writing, and students and lecturers complete unstructured interviews. The study enrolled eighty students and eighteen lecturers from the English Department of UIN Sunan Ampel Surabaya. The results indicate that students enrolled in the English Language Education and English Literature Study Programs have a moderate level of self-efficacy. The self-efficacy of lecturers in the English Language Education and English Literature Study Programs demonstrates similar results. Additionally, they are moderate, with a slightly higher average index. This study also discusses the implications of research in the field of education

Madrasah Teachers' Readiness in Developing Collaborative English Teaching Module Rizka Safriyani; Siti Asmiyah
Tell : Teaching of English Language and Literature Journal Vol 12 No 2 (2024): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v12i2.23681

This qualitative case study examines the readiness of five Madrasas to develop collaborative English teaching modules within an independent curriculum framework. These Madrasas were selected for their exemplary practices and potential to serve as models. Through appreciative interviews and asset discovery, we assessed readiness in critical areas: working conditions, teacher-student relationships, teacher qualifications, ICT readiness, and in-service training. The findings reveal a positive work culture characterized by post-training knowledge dissemination and collaborative learning plan sharing. Teacher-student solid relationships further support academic success, as demonstrated by student achievements in various competitions. Teacher qualifications are robust, with many possessing advanced degrees and engaging in continuous professional development. The readiness of these Madrasas is underscored by their ability to leverage past experiences, such as those from the USAID PRIORITAS initiative. The study highlights the significant readiness of these Madrasas to develop and implement independent curriculum teaching modules.

Penguatan Keterampilan Penulisan Modul Ajar Kurikulum Merdeka bagi Guru Madrasah Mitra Prodi Pendidikan Bahasa Inggris melalui Pendekatan Pemberdayaan Komunitas Berbasis Aset Rizka Safriyani; Siti Asmiyah
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 15, No 4 (2024): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v15i4.16624

Dalam penerapan kurikulum merdeka mata pelajaran Bahasa Inggris di Madrasah, modul ajar merupakan salah satu kunci sukses pelaksanaan pembelajaran yang perlu disiapkan guru. Tujuan dari pengabdian ini adalah untuk mengeksplorasi kesiapan guru dalam mengembangkan modul ajar guna melaksanakan kurikulum merdeka pada mata pelajaran Bahasa Inggris, memetakan aset yang sudah dimiliki oleh sekolah tersebut untuk mendukung pengembangan modul ajar untuk implementasi kurikulum merdeka pada mata pelajaran Bahasa Inggris, dan memetakan model skema diseminasi informasi yang diinisiasi madrasah pelaksana kurikulum merdeka untuk program pengembangan kurikulum merdeka di wilayahnya. Peserta utama kegiatan ini adalah peserta pelatihan guru yang mengajar di Madrasah Negeri dan Madrasah Swasta Mitra Prodi Pendidikan Bahasa Inggris UINSA di wilayah Surabaya, Sidoarjo dan Mojokerto yang bergabung secara sukarela. Pengumpulan data dilakukan dengan cara menelaah modul ajar guru, wawancara, FGD, survey dan observasi. Pendekatan ABCD digunakan untuk pelaksanaan pengembangan modul ajar. Data dianalisis dengan menggunakan analisis tematik. Hasil penelitian pengabdian menunjukkan bahwa kesiapan guru di madrasah untuk mendesain modul ajar kurikulum merdeka cukup tinggi jika ditinjau dari beberapa aspek seperti kondisi kerja, kualifikasi guru, kesiapan TIK dan in service training. Temuan lain menunjukkan, asset yang dapat digunakan untuk mendukung pengembangan modul ajar untuk implementasi kurikulum merdeka pada mata pelajaran Bahasa Inggris yaitu asset fisik, asset sumber daya manusia, kisah sukses dan asset asosiasi dan institusi. Hasil penelitian juga menunjukkan skema diseminasi yang digunakan untuk program pengembangan kurikulum merdeka di wilayahnya adalah dengan mode luring dan mode daring menggunakan google site. Rekomendasi dan implikasi disajikan dalam pengabdian ini.

Madrasah Teachers' Readiness in Developing Collaborative English Teaching Module Rizka Safriyani; Siti Asmiyah
Tell : Teaching of English Language and Literature Journal Vol 12 No 2 (2024): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v12i2.23681

This qualitative case study examines the readiness of five Madrasas to develop collaborative English teaching modules within an independent curriculum framework. These Madrasas were selected for their exemplary practices and potential to serve as models. Through appreciative interviews and asset discovery, we assessed readiness in critical areas: working conditions, teacher-student relationships, teacher qualifications, ICT readiness, and in-service training. The findings reveal a positive work culture characterized by post-training knowledge dissemination and collaborative learning plan sharing. Teacher-student solid relationships further support academic success, as demonstrated by student achievements in various competitions. Teacher qualifications are robust, with many possessing advanced degrees and engaging in continuous professional development. The readiness of these Madrasas is underscored by their ability to leverage past experiences, such as those from the USAID PRIORITAS initiative. The study highlights the significant readiness of these Madrasas to develop and implement independent curriculum teaching modules.

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