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All Journal EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al Ishlah Jurnal Pendidikan English and Literature Journal Voices of English Language Education Society Jurnal Didaktika Pendidikan Dasar Jurnal Dedikasi Seminar Nasional Pengabdian Kepada Masyarakat Journal of Language Testing and Assessment Indonesian Journal of Psycholinguistics (IJP)
Ratna Dewi
Pascasarjana Universitas Muhammadiyah Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PKM Penyusunan RPP Merdeka Belajar bagi Guru-Guru SMP Negeri 40 Makassar Syamsiarna Nappu; Ratna Dewi; Hasnawati Hasnawati; Rosmawati Rosmawati
DEDIKASI Vol 24, No 2 (2022): Jurnal Dedikasi
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/dedikasi.v24i2.44324

Abstract

Abstrak. Proses pembelajaran yang terjadi di kelas sangat ditentukan oleh persiapan yang dilakukan oleh guru yakni dengan menyiapkan perangkat pembelajaran seperti  Rencana Pelaksanaan Pembelajaran (RPP). Olehnya itu, guru sebagai tenaga professional dituntut untuk selalu meningkatkan kompetensi dan kapabilitas dirinya agar dapat membelajarkan peserta didiknya sebaik dan semaksimal mungkin. Salah satu upaya yang dapat dilakukan guru adalah dengan mempersiapkan bahan dan materi pembelajarannya dengan baik. Kegiatan Pengabdian kepada masyarakat ini bertujuan untuk memotivasi dan membekali pengetahuan bagi guru--guru di SMP Negeri 40 Makassar agar mempersiapkan pembelajarannya dengan baik dengan membuat Rencana Pelaksanaan Pembelajarannya dengan baik. Pengabdian dalam bentuk workshop ini memberikan pelatihan kepada para guru di sekolah tersebut yang diikuti oleh 46 orang guru. Metode yang digunakan adalah ceramah, diskusi, tanya jawab, dan pelatihan. Kegiatan ini meliputi: 1) penyampaian materi tentang guru profesional dan kurikulum Merdeka Belajar dan (2)  penyusunan Rencana Pelaksanaan Pembelajaran berdasarkan Kurikulum Merdeka Belajar. Target luaran yang dihasilkan adalah para guru: 1) memiliki pengetahuan menyusun rencana pelaksanaan pembelajaran berdasarkan kurikulum Merdeka Belajar dan 2) membuat rencana pelaksanaan pembelajaran berdasarkan kurikulum Merdeka Belajar.Kata kunci: Rencana Pelaksanaan Pembelajaran, kurikulum Merdeka Belajar
LECTURER'S STRATEGIES IN TEACHING SPEAKING DURING COVID-19 PANDEMIC Rusmanhadi Takbir; Ratna Dewi; Farisha Andi Baso
Indonesian Journal of Psycholinguistics Vol. 2 No. 1 (2023): Indonesian Journal of Psycholinguistics (IJP)
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/ijp.v2i1.483

Abstract

This research aimed to reveal what were the strategies used by the lecturers in teaching speaking during the covid-19 pandemic. This research used qualitative research. The subject of this research was two speaking lecturers who taught at Universitas Muhammadiyah Makassar. The instruments of this research were observation and interview. The technique of data analysis used the miles and Huberman model; data reduction, data display, and conclusion drawing/verification. The result of this research revealed six kinds of strategies that were applied by the two subjects. They were; (1) questioning strategy, (2) games strategy, (3) multimedia presentation strategy, (4) reward and punishment strategy, (5) a time token strategy, and (6) drilling strategy.
Penerapan Pembelajaran Berdiferensiasi Konten, Proses, dan Produk untuk Meningkatkan Hasil Belajar Siswa Sekolah Menengah Pertama Muhammad Agung; Ratna Dewi; Arfiah Ainun Salsabila
Jurnal Didaktika Pendidikan Dasar Vol 8 No 2 (2024): Jurnal Didaktika Pendidikan Dasar
Publisher : Direktorat Guru Pendidikan Dasar, Kemendikbudristek R.I.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/didaktika.v8i2.1495

Abstract

This study examines English learning outcomes through the use of differentiate appropriate practice with Project-Based Learning among students of class IX (9b2) SMP Unismuh Makassar. A classroom action research with two cycles was conducted. The researcher collected data by conducting assessment (summative and formative) and classroom observation by using evaluation tests, learning style questionnaire, and observation sheets. The findings show that there is an improvement in learning outcomes from cycle 1 (average score of cognitive domain is 69.09 and psychomotor is 70) and cycle 2 (average score of cognitive domain is 89.32 and psychomotor is 74.2), while the result of the affective domain by using the attitude journal shows that the frequency of negative behavior reduced from cycle 1 to cycle 2. These findings indicate that the implementation of the teaching stratagy improves the students’ learning outcomes of the cognitive, psychomotor, and affective domains. The result can be used by junior high school teacher as a reference by implementing differentiate appropriate practice that highlights differentiate content addressed learning style, process addressed readiness, and product addressed cultures.
Enhancing Vocabulary Mastery through Brain-Based Learning Strategies: A Study on Junior High School Students Irmayanti Kusuma; St Asriati AM; Ratna Dewi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.5362

Abstract

Vocabulary plays a critical role in language development, enabling individuals to communicate ideas, comprehend meaning, and foster social interaction. Brain-based learning—an instructional approach aligned with how the brain naturally processes information—engages multiple cognitive functions, such as memory and sensory input, making vocabulary acquisition more effective and durable. This study aimed to examine the effectiveness of brain-based learning in improving students’ vocabulary achievement at SMP Dunia Harapan Makassar. A quantitative research method was employed using a quasi-experimental design. Two groups of eighth-grade students (ages 13–14), each consisting of 20 students, were selected based on similar English proficiency levels determined by a pre-test. The experimental group received instruction using brain-based strategies, while the control group followed traditional methods. Data were collected through vocabulary pre-tests and post-tests. The results revealed a statistically significant improvement in vocabulary scores in the experimental group. The mean post-test score of the experimental group was 90.6, compared to 82.6 in the control group. A t-test analysis confirmed that the difference was statistically significant (p 0.05), indicating that brain-based learning had a positive impact on students’ vocabulary achievement. The findings support the effectiveness of brain-based learning in enhancing vocabulary acquisition among junior high school students. This approach can serve as a valuable strategy for English language instruction. Brain-based learning significantly improves vocabulary achievement. Future studies should explore its long-term effects and broader application in language learning contexts.
Graduate Students Critical Thinking on Their Analytical Paper Sudirman N; Ratna Dewi; Syamsiarna Nappu
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.5577

Abstract

The research aimed to find out the ability of the graduate student in writing analytical papers and to find out critical thinking which expressed graduate student on their analytical paper. The ability of graduate student has in writing analytical papers refer to Whitakers’ pattern (2009). The critical thinking is express by graduate students on their analytical paper refers to Factions’ The Holistic Critical Thinking Scoring Rubric. This research used a Descriptive Quantitative Method. The sample of this research was graduate students’ thesis from the Graduate Program of English Language Education at Muhammadiyah University of Makassar at second semester of 2022 – 2023 academic years. The total was 14 master's theses. The total sample was fourteen graduate students’ papers. The procedure of this research was collected by analyzing the graduate students’ papers by using a rubric. The results of research found that 1) the ability graduate student have in writing analytical papers was good which the students wrote   hook, bridge and thesis in introduction. Topic sentences are clear and some connection to the thesis, the supporting consistently develops the main idea, and transitions show connection between ideas. There are restate thesis and summarized in conclusion. 2) The critical thinking is express by graduate student in their analytical which identified based on the Facione’ The Holistic Critical Thinking Scoring Rubric which focuses on six cognitive abilities (interpretation, analysis, inference, evaluation, explanation and self-regulation).
The Implementation of Critical Thinking in Teaching and Learning Speaking to Students at Madrasah Aliyah Muhammadiyah Limbung Nuryati; Ratna Dewi; Sitti Asriati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6799

Abstract

The research aimed to investigate how the teacher implements critical thinking in teaching English speaking at Madrasah Aliyah Muhammadiyah Limbung. This study was designed as qualitative research. The study involved one English teacher and sixteen students at eleventh grade at Madrasah Aliyah Muhammadiyah Limbung. The Data were collected through observation sheet that used lesson plan for observing what the teacher does in class, interview conducted directly (offline interview) with the teacher, and teacher’s document refers to the lesson plan used in teaching Speaking through critical thinking. The results were analyzed using data reduction, data display, and conclusion. Then, reference Facione's (2007) critical thinking used in the analysis. This study found that the teacher implements critical thinking in teaching English speaking through the Problem-Based Learning (PBL) model with various activities such as discussions and presentations. This method encourages students to think critically and understand cause-and-effect relationships in various contexts and the teacher help students through discussions and exercises. In conclusion, the implementation of critical thinking in teaching and learning speaking had a positive impact on “students' understanding” of cause-effect relationships and their speaking skills.
A Content Analysis of Speaking Tasks in English Textbook “English for Nusantara” for Junior High School Ega Safira; Ratna Dewi; Nunung Anugrawati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6800

Abstract

This study aimed to find out the cognitive process dimensions and the arrangement of chapter 1,2,3,4, and 5 of speaking tasks in the “English for Nusantara” textbook for Junior High School. This study employed a content analysis method with a qualitative approach based on Revised Bloom’s Taxonomy, determining the extent to which the textbook promotes students' cognitive skill development in speaking English. The object of study is chapter 1,2,3,4, and 5 of speaking section in English for Nusantara Textbook. The data obtained through twelve of tasks in speaking sections. The findings revealed that the speaking tasks have five cognitive process categories: remembering (C1), understanding (C2), applying (C3), analyzing (C4) and creating (C6). However, the only categories evaluating (C5) were not found in the analyzed tasks. Additionally, the arrangement of tasks is sequence, which is in this book followed a progression from Lower-Order Thinking Skills (LOTS) to Higher-Order Thinking Skills (HOTS). It is suitable for EFL learning because the pattern in English for Nusantara is designed to develop students' thinking skills step by step. However, there are still gaps in covering more complex cognitive categories, indicating a need for further improvements to ensure that students receive a more comprehensive learning experience. Therefore, the conclusion was the speaking tasks in English for Nusantara textbook for Junior High School published by Ministry of Education and Culture was categorized as LOTS level.
Co-Authors Andi Tenri Wulandari Arfiah Ainun Salsabila Awalia Azis Azizah Rasyid Bahrun Amin Ega Safira Elvira Trisna Fadillah Farisha Andi Baso Firman Hasnawati Hasnawati Hasnawati Hasnawati Hidayah Quraisy Ilmiah Irmayanti Kusuma Malida Ibrahim Muhammad Agung Nunung Anugrawati Nur Qalbi Nuryati Radiah Hamid Rina Yuli Ana Rosmawati Rosmawati Rusmanhadi Takbir Sitti Asriati St Asriati St Asriati AM Sudirman N Syamsiarna Nappu, Syamsiarna