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All Journal LINGUISTIKA J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia Acuity : Journal of English Language Pedagogy, Literature and Culture JPGMI (Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Multazam) Jurnal ABDINUS : Jurnal Pengabdian Nusantara AKSARA: Jurnal Bahasa dan Sastra Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat Jurnal Pengabdian Sosial Indonesia Indonesian Science Education Journal (ISEJ) UJET: Unila Journal of English Teaching Indonesian Journal of English Language Teaching and Applied Linguistics
Cucu Sutarsyah
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Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Online Collaborative Learning With Deep Learning In Fostering Critical Thinking And Motivation: Meta Synthetic Analysis Novarita Novarita; Abdurrahman Abdurrahman; Cucu Sutarsyah; Budi Kadaryanto; Bambang Setiyadi
ISEJ : Indonesian Science Education Journal Vol. 7 No. 2 (2026): February-May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i2.2052

Abstract

Online learning has expanded rapidly, yet many digital courses still struggle to cultivate sustained motivation and higher-order thinking because interaction is often limited to content delivery, fragmented discussion, or individual task completion. This article develops an integrative meta-synthesis on how Online Collaborative Learning (OCL), when supported by deep-learning-enabled artificial intelligence (AI), can strengthen critical thinking and learner motivation in higher education. The review synthesizes theoretical and empirical literature on OCL, computer-supported collaborative learning, learning analytics, adaptive feedback, and self-determination theory. Rather than treating AI as a replacement for pedagogy, this article conceptualizes deep learning as an adaptive scaffolding layer that can support peer dialogue, feedback, grouping, early-warning signals, and personalized learning paths. The synthesis identifies four mechanisms through which OCL-AI integration may enhance learning: argumentative knowledge construction, socially shared regulation, adaptive formative feedback, and motivational need support. The article also argues that these benefits are conditional on ethical data governance, transparent algorithms, teacher facilitation, and equitable access to digital infrastructure. The proposed framework contributes to online pedagogy by clarifying the relationship between social collaboration and machine-supported personalization. It offers practical design principles for lecturers, instructional designers, and higher education institutions seeking to develop online learning environments that are cognitively challenging, motivationally supportive, and ethically responsible.
PENDAMPINGAN PENYUSUNAN MODUL AJAR PROJECT BASED YANG BERORIENTASI PADA PENCAPAIAN CP Khairun Nisa; Ari Nurweni; Cucu Sutarsyah; Yanuar Dwi Prastyo
Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat Vol 5 No 1 (2026): Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ela.v5i1.1496

Abstract

Kurikulum dan modul ajar adalah dua hal yang berkaitan erat dalam dunia pendidikan. Kurikulum adalah rencana pendidikan yang menyeluruh, sedangkan modul ajar adalah dokumen yang berisi rencana pelaksanaan pembelajaran yang lebih rinci untuk mencapai tujuan kurikulum tersebut. Modul ajar membantu guru dalam merancang kegiatan pembelajaran yang efektif dan mencapai kompetensi yang diharapkan. Project Based Learning (PjBL) adalah pendekatan pembelajaran yang melibatkan siswa dalam proyek kompleks berdasarkan masalah nyata, mendorong mereka untuk merancang, memecahkan masalah, dan menghasilkan produk atau solusi. Dalam konteks mencapai Capaian Pembelajaran (CP), PjBL dapat menjadi strategi yang efektif karena memungkinkan siswa untuk mengaplikasikan pengetahuan dan keterampilan mereka dalam situasi dunia nyata, serta mengembangkan keterampilan abad ke-21 seperti kolaborasi, komunikasi, dan pemecahan masalah. Kegiatan pelatihan ini membantu para guru Bahasa Inggirs untuk dapat menyusun modul ajar yang sesuai dengan Capaian Pembelajaran (CP) dengan menggunakan metode Project Based Learning yang membantu siswa untuk dapat lebih aktif dalam proses pembelajaran. Curriculum and teaching modules are closely related in the world of education. A curriculum is a comprehensive educational plan, while a teaching module is a document containing a more detailed lesson plan to achieve the curriculum's objectives. Teaching modules help teachers design effective learning activities and achieve expected competencies. Project-Based Learning (PjBL) is a learning approach that engages students in complex projects based on real-world problems, encouraging them to design, solve problems, and produce products or solutions. In the context of achieving Learning Outcomes (CP), PjBL can be an effective strategy because it allows students to apply their knowledge and skills in real-world situations, as well as develop 21st-century skills such as collaboration, communication, and problem-solving. This training activity helps English teachers develop teaching modules aligned with Learning Outcomes (CP) using the Project-Based Learning method, which helps students become more active in the learning process.
PENGABDIAN PROGRAM FUN ENGLISH DAY UNTUK SISWA SDN 2 WAY DADI SUKARAME Lilis Sholihah; Novita Nurdiana; Dian Shafwati; Cucu Sutarsyah; Diana Shalma; Muhammad Ghifachry Ardiansyah
Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat Vol 5 No 1 (2026): Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ela.v5i1.1206

Abstract

Kegiatan pengabdian ini dilaksanakan di SDN 2 Way Dadi, Kecamatan Sukarame, Kota Bandar Lampung, dengan peserta siswa kelas IV–VI. Tujuannya untuk meningkatkan minat dan kemampuan dasar Bahasa Inggris siswa melalui pendekatan pembelajaran menyenangkan (Fun Learning) dalam kegiatan English Day. Berdasarkan observasi, siswa masih kesulitan mengingat kosakata dan menggunakan Bahasa Inggris karena metode pembelajaran yang monoton. Oleh sebab itu, kegiatan ini dirancang melalui berbagai aktivitas interaktif seperti permainan edukatif, flashcards, kuis, Who am I? dan acak gambar. Kegiatan meliputi pembukaan, pre-test, pembelajaran inti, kerja kelompok melalui LKPD, dan post-test. Hasil kegiatan menunjukkan peningkatan motivasi, partisipasi, serta kemampuan siswa dalam memahami dan menggunakan kosakata Bahasa Inggris. Suasana belajar yang aktif dan kolaboratif membuktikan bahwa pendekatan Fun Learning efektif diterapkan di sekolah dasar.   This community service activity was conducted at SDN 2 Way Dadi, Sukarame District, Bandar Lampung City, involving upper-grade students (grades IV–VI). The program aimed to improve students’ interest and basic English skills through a Fun Learning approach in an English Day activity. Based on initial observations, students struggled to recall and use English vocabulary due to monotonous and limited practice methods. Therefore, the activity was designed with various engaging activities such as educational games, flashcards, quizzes, Who am I? and picture-matching exercises. The implementation included an opening session, a pre-test, the main Fun Learning lessons, group tasks using LKPD worksheets, and a post-test. The results showed significant improvement in students’ motivation, participation, and vocabulary mastery. The lively and collaborative learning atmosphere proved that the Fun Learning approach is effective for teaching English at the elementary school level.
Improving Students' Writing Achievement in Narrative Texts Using Picture Series Nia Prasti Andini; Cucu Sutarsyah; Khairun Nisa
U-Jet Unila Journal of English Language Teaching Vol. 15 No. 1 (2026): U-JET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.268

Abstract

This study aims to find out whether the use of picture series can improve students’ writing achievement in narrative texts at the ninth grade of SMP Kartika II-2 Bandar Lampung. This research applied a quantitative method with a one-group pre-test and post-test design. One class was selected as the sample and the data were collected through writing tests. The data were analyzed using a paired sample t-test to examine whether there was a significant difference between the pre-test and post-test scores. The results of the t-test showed that there was a significant difference between students’ pre-test and post-test scores in students’ writing achievement. The mean score increased from 63.65 in the pre-test to 82.18 in the post-test, with a mean difference of 18.53. This indicates that students’ writing achievement improved after being taught using picture series. Therefore, picture series can be considered as an effective medium to improve students’ writing achievement in narrative texts at the junior high school level.
The Effectiveness of the Modified Think Pair Share Technique with Mind Mapping on EFL Students' Descriptive Writing Ability Mia Chairunnisa; Cucu Sutarsyah; Budi Kadaryanto
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 2 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/v096db45

Abstract

This study investigated whether there was a significant difference in descriptive writing ability between seventh-grade EFL students taught using the Modified Think-Pair-Share (TPS) Technique and those taught using the Original TPS Technique. The modification integrated Mind Mapping into the 'Think' phase of TPS, providing students with a structured visual pre-writing scaffold before collaborative discussion and writing. An experimental design was employed involving 61 seventh-grade students at SMPN 22 Bandar Lampung during the 2025–2026 academic year: 31 students in the experimental group (Modified TPS) and 30 students in the control group (Original TPS). Writing ability was measured through pre-test and post-test tasks requiring descriptive texts about animals, scored using Jacobs' (1981) five-aspect analytic rubric—content, organization, vocabulary, language use, and mechanics. The instruments were validated through expert judgment (Aiken's V = 0.9166) and inter-rater reliability was confirmed (pre-test r = .937; post-test r = .925). An Independent Samples t-test on post-test scores yielded t(51.8) = 4.739, p < .001, with the experimental group achieving a significantly higher post-test mean (M = 82.26) than the control group (M = 76.78), and a large effect size (Cohen's d = 1.607). These findings confirm that the Modified TPS Technique is significantly more effective than the Original TPS Technique in improving seventh-grade EFL students' descriptive writing ability.
Co-Authors Abdurahman Abdurrahman Adelia Puspita Adelina Hasyim Adhi Nurhartanto Afif Albaironi Haka Agustin Setia Ningsih Ahmad Dani Zailani Aisyatul Vidyah Qori&#039;ah Amirotul Khaidar Andini Oktaviani Anggun Veranita Anisa Nurul Hilya Anjaria Nuryana Ari Nurweni Ari Nurweni Ari Nurweni Aria Nugraha Arief Wisudiyantoro Asep Hardiyanto Asep Hardiyanto Aulia Maharani Putri Aji Ayu Pratami Putri Bambang Setiyadi Basturi Hasan Basyirudin Almubarak Budi Kadaryanto Burhanuddin Burhanuddin Cahyati Sri Wulandari Dara Helmasena Deddy Supriyadi Deddy Supriyadi Dedy Supriyadi Dessyanna Dessyanna Desta Tri Rizki Dewi Sri Rezki Dian Shafwati Diana Shalma Edhita Gloria Simanjuntak Editha Gloria Simanjuntak Efi Litaria Endah Luthfiyah Eni Wanti Erika Sukma Lestari Erizkha Hardanti Ewo Priyo Susanto Fajar Prayoga Fajar Prayoga Farida Ariyani farida ariyani Febriyanti Febriyanti Feni Munifatullah Fitri Anggraeni Fitri Chitra Amelia Flora Flora Flora Nainggolan Gede Eka Putrawan Gede Eka Putrawan Gideon Setyo Santoso Hartati Hasan Hatika Nesia Hellen Lorena Hery Yufrizal Hery Yufrizal Hilal Aidar Huzairin Huzairin I Dewa Putu Widhyastika Ibnu Haikal Ihsaan Sholaahuddin Ilona Mutiara Rinjani Indriyani, Mey Irfan Dwi Cahya Iskadina Eka Putri Jaka Dirgantara Joko Setyo Puji Santoso Kaka Rossyana Pitono Kezia Veronica Corne Khairun Nisa Khairun Nisa Komang Wastawan Lia Annisa Mahdalena Lilis Sholihah Linda Ismawati Lusi Dwi Wardhani Mahpul Mahpul Mahpul Mahpul Mahpul Mahpul Maisyaroh Maisyaroh Manik, Tiur Paulina Medi Heri Saputra Meylinda Susanti Mia Chairunnisa Muhammad Fajri Abdillah Muhammad Ghifachry Ardiansyah Muhammad Iqbal Arramany Muhammad Sukirlan Muhammad Sukirlan Muhammad Sukirlan Muhammad Sukirlan Munaris . Nafisa Hidayatur Rahma Nana Agustina Nia Prasti Andini Nimas Lalyana Karwati Nina Chintya Saputri nining yasrida Nita Sitta Rachma, Nita Sitta Novarita Novarita Novita Nurdiana Nur Patmasari Nurfeni Nurfeni Nuri Fatmawati Nurlaksana Eko Rusminto Nyoman Adi Irawan Nyoman Wardani Oreza Satifa Puti Ainun Rahmani Putrawan, Gede Eka Ramlan Ginting Suka Ramlan Ginting Suka Ramlan Ginting Suka Resty Rahmawanti Retno Prabandari Ria Silvita Tanum Riana Andam Dewi Rifka Arina Ruantika Rima Mauli AD rini putri malinda Ririn Kholidiana Riris Harwiyati Rizka Dwi Rahayu Rori Maidasari Saraswati rosita simbolon Sabila qurrota a&#039;yun Saghina Meividia Anas Selvia Gustina Sembiring, Rinawati Septy Ayuningtyas Silvia Rahayu Anggraini Sofia Permatasari Sri Suci Suryawati Steven Haryanto Sudirman Sudirman Sudirman Sudirman Suesi Erfina Tataning Utami Tri Agustin Tuntun Sinaga Tuntun Sinaga Tuntun Sinaga Ujang Suparman Ujang Suparman Ujang Suparman Ulfi Andini Uswatun Hasanah Victoria Tri Guna Violita Cahya Rivai Vivi Rosanti Weni Jayanti Arista Widaty Prayoga Ningrahayu Widi Andewi Wijayati Wijayati Yanuar Dwi Prastyo Yosua Permata Adi Yuli Anita Pakpahan Yuliana Simatupang Yulianti, Erni Yuniati Al Aida Yunike Denasti Mandasari Yusi Indah Putri Zuny Aisyah