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All Journal Metathesis: Journal of English Language, Literature, and Teaching BASIS (BAHASA DAN SASTRA INGGRIS) Jurnal Pengabdian Dharma Laksana Jurnal Pendidikan dan Konseling EduLine: Journal of Education and Learning Innovation Kontribusi: Jurnal Penelitian dan Pengabdian Kepada Masyarakat The Eastasouth Journal of Learning and Educations West Science Social and Humanities Studies INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) Journal of Humanities and Social Studies Journal of Nonformal Education KREATIF: Jurnal Pengabdian Masyarakat Nusantara Jurnal Pendidikan dan Sastra Inggris
Rika Riwayatiningsih
Universitas Nusantara PGRI Kediri
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Pemberdayaan Guru SMA melalui Penyusunan Modul Ajar Literasi dan Numerasi Berbasis Web dan Aplikasi Bayu Surindra; Rika Riwayatiningsih; Mochamad Muchson; Faridha Nadzirotur Rohmah; Fredo Ladona Alamsyah
KREATIF: Jurnal Pengabdian Masyarakat Nusantara Vol. 5 No. 4 (2025): Jurnal Pengabdian Masyarakat Nusantara
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/kreatif.v5i4.8783

Abstract

Students' literacy and numeracy skills are an integral part of achieving success in learning, requiring cooperation in all aspects so that literacy and numeracy skills in schools can be optimally developed. This community service activity aims to empower partner high school teachers in developing and implementing technology-assisted literacy and numeracy-based teaching modules to improve student learning outcomes. The method used was the Participatory Action Model, which emphasized the active involvement of partner teachers in all stages. The program was implemented in four stages, namely socialization of process standards, training in teaching module development, assistance with classroom implementation, and reflection and evaluation. This activity was attended by 33 teachers from two partner high schools in Blitar City. The results of this activity were that the training produced 10 teaching modules covering 10 social studies elective subjects, which were documented in the school's application and website. At the implementation stage, 60% of teachers and 60% of students achieved the Learning Objective Achievement Criteria (KKTP), and after remedial activities and micro teaching, 100% of teachers and students successfully met the KKTP. These findings indicate that systematic assistance in the development and implementation of digital-based literacy and numeracy teaching modules can improve teacher competence and student learning outcomes. This activity needs to be carried out continuously to strengthen the culture of literacy and numeracy in partner schools.
THE USE OF ZOOM APPLICATION TO SUPPORT ONLINE LEARNING DURING PANDEMIC TIME FOR STUDENTS OF ENGLISH DEPARTMENT AT UNIVERSITY OF NUSANTARA PGRI KEDIRI Dwi Hayuningtias; Rika Riwayatiningsih; Dewi Kencanawati
Jurnal Pendidikan dan Sastra Inggris Vol. 2 No. 3 (2022): Desember: Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v2i3.655

Abstract

In learning, an offline system (face-to-face) and an online system can be used to learn in order to process of acquiring knowledge. However, the world is now in total lockdown as a result of the Covid-19 virus, which has forced all activities, including education, to move to an online system. Students at University of Nusantara PGRI Kediri, particularly those in the English department, use a variety of online learning support applications, in order to facilitate online learning. One application that is used for frequent is Zoom Application. The purpose of this study is to find the use of Zoom application to support online learning, and the advantages and disadvantages of Zoom application during the pandemic time for English department students at University of Nusantara PGRI Kediri. This study used qualitative research as its technique. 22 first-graders (second semester) volunteered as subjects for data collection. Interview and questionnaire chosen as its data collecting technique. The findings of the data analysis display that the use of the zoom application can bridges the online learning as well as teacher and student interactions while on the other hand, zoom application has advantages and disadvantages that must be considered.
Beyond Traditional Testing: Exploring the Efficacy of Adaptive Assessments in Shaping Future Learners Moses Adeleke Adeoye; Entika Fani Prastikawati; Rika Riwayatiningsih
Journal of Nonformal Education Vol. 11 No. 1 (2025): Community education and lifelong education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v11i1.19934

Abstract

This study investigates the impact of adaptive assessment tools on student learning outcomes, engagement and knowledge retention compared to traditional assessment methods. The research employs a descriptive survey design, utilising a quantitative research approach to gather data from 200 students across various educational settings in Kwara State, Nigeria. The primary research questions explore how adaptive assessments influence knowledge retention, engagement levels and the identification of areas needing additional support. By focusing exclusively on students as respondents, the study reliable data that elucidates the effectiveness of adaptive assessments in enhancing knowledge retention and engagement within educational settings. The findings reveal that adaptive assessments significantly enhance knowledge retention, as indicated by mean scores above the established cut-off point of 3.0 across all survey items. Students reported high levels of engagement, motivation and clarity regarding their learning needs when using adaptive tools. In contrast, traditional assessments received notably lower scores, suggesting limited effectiveness in fostering positive learning experiences. The study concludes that adaptive assessment tools provide a more personalised and effective approach to student learning, leading to improved outcomes in both knowledge retention and engagement. It is recommended that educators integrate adaptive assessments into their curricula to maximise student learning potential. Policymakers should consider supporting the implementation of adaptive technologies in educational institutions to enhance the overall learning experience. The research contributes to the theoretical understanding of personalised learning approaches and offers empirical evidence supporting the effectiveness of adaptive assessments in contemporary education.
Co-Authors AGUNG WICAKSONO Andi Fitriani Djollong Anggun Citra Dini Dwi Puspitasari Annisa Agung Rahmadhani Bayu Surindra Dewi Kencanawati Diani Nurhajati Dwi Hayuningtias Entika Fani Prastikawati Faridha Nadzirotur Rohmah Firda Anisa Sukmayani Fredo Ladona Alamsyah Herman Taufik Inge Aprilia Saputri Khoiriyah Mahendra Puji P A Mahendra Puji PA Mochamad Muchson Moses Adeleke Adeoye Muhammad Rusdi Nike Aprilia Sulistyani Sulistyani Yunik Susanti